Synopsis
This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is turally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book.
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The below data was compiled from various identification fields in the bibliographic record of this title. This data is provided as an additional tool in helping to ensure edition identification:
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<title> The Infant School: Its Principles And Methods
<author> John Charles Gunn
<publisher> Nelson, 1906
<subjects> Literary Criticism; European; French; Education / Elementary; Kindergarten; Literary Criticism / European / French
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Présentation de l'éditeur
That there is need for a book dealing with the special problems of the Infant School, the writer is strongly convinced. There are two reasons which seem to require that an attempt should be made to deal with these problems at present. In the first place, the Infant School is dealt with in too summary a fashion in most books on School Method, and the importance of its work is by no means adequately represented. In the second place, the general plan on which most School Management text-books are based, that of the Curriculum or subjects of study, is not a plan suited to a discussion of Infant School Management. In the Infant School the central fact for the teacher is not the Curriculum but the Pupil. This, of course, is true of all schools, but its truth is most evident at the initial stages of education. Hence in this book an attempt has been made to discuss education from the central standpoint the child to be educated. The writer is convinced that this is the only scientific basis for education, and that from this basis must be deduced alike the curriculum and the method A part from this basis, education becomes merely an empirical system of rules and traditions. To assume this position is to affirm the necessity for a thorough knowledge of children and the laws of their growth, physical, intellectual, and moral. This is a new demand in education, and no text-book yet in existence can supply the knowledge required.
(Typographical errors above are due to OCR software and don't occur in the book.)
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