New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1898-11-24
NEW PUBLICATIONS.
DEVELOPING THE YOUNG IDEA.


octave pp PIC D. Appleton & Co
3 sOMF OBSERVATIONS OF FOSTER PNREN,I.
BY john Charles Tarvcr octave. pp. ~. Inc
Macmillan Company.
Miss Hogan has produced precisely the KIND or
record for which tho modern students of ohlu
psychology have been asking. They point QUIZ
with reason that the kindergarten teacncT re-
cevcs the child only after I; Is three or TOUR N''
old and that IL e highly important. In oider 10
have \ complete knowledge of the Infants me-
thai the study h. begun earlier. This IS Work
or svmrathv ard care Conscier tiously with 40
attempt 10 leighton the effect Of the narr","c p'
colorng the chd's words or actions beyond '"''
true values Miss Hogan has observed ana noted
throughout the first seven years In the He W $40
nov Harold all the incidents OF his "''"''' anu
healthy mental growth.
He was a child brought up on What inc ""'"",
calls the Pcstalozzisn principle or letting "o"o
He had no formal teaching until he was s'A N'""
Old but all questions that he asked were answered
carefully and he lived In atmosphere OF lh"T
upcrce and interest which was a constant source
o, mental suggestion. II - Interesting 'nIouS"
out the record to watch the steady uhi"Iu'"s ~
the little nature under the wise treatment WIZ"
81 received Harshness was never U.s." '"""'"
,b, child vet he had learn the meaning o.
~" ro,c Of January %. 1872. when lie was
less than two years old. says: To-day he wanted
70 take the dustpan 10 bed with him wheh ne
took his nap took It away. saying NO. no.
He kicked and screamed. but I took no noUce o
4 he
T. several times then took my hand and Yell asleep
ou,o,ly with only ono more cry FOR the dustpan.
following il Immediately with Too bad; shame
lie was an unusually reasonable chiid' ana MS
direction Of hs actions was often amusing
Teb-iary : 1877 heard him say 10 himself To-
dsv .Cry IL ont. Behave yourself He mas ol'eh
heard mo toll him 10 cry Il out on my lap wheh
Nc is cr,cved and Nc must have heard some on@
tell him 70 behave himself. and he put the Two
together TODAY. whom he thought he needeo me
sdmor'tion" The book IL illustrated win larEc
number o. drawings ard cuttings made by :he
child. and accompanied by hts explanations. IN
Interesting feature o. these 10 the deoided oeh'
witch they show toward mechanics
,s indicated by the slight Yet ssnihcan; differ
suco IN tho title. The Study Of the child" vol
u,ro I'm Apricton's International Education series
,oals with the general subject % which the preceu
're book takes coCnizance IN n particular 'Nahp'"
l. 81. - work OF an entirely different and far more
y-,hifov~ character. eTpoundins theories ana A'E-
ing down principles for tho guidance OF those VINO
friend - occupy themselves with the study. mo
author Dr. 4 r Taylor who is president OF 'he
Ka7sos State Normal School says in his preface
that his aim has been "a bring the subject w'tN'h
,n4 compre hcnsion 81 the average teacher ana
,a,e-. and ,ha. he has avoided technical terms as
o. a. nossiha The book would prove rather NJ
,~~ for the general reader but Ike tho other vol
vines or its series. % has substantial value Io'
those vro arc directly engaged IN educational az
fair ne dNele
observing children IN every phase OF their dahF
.i,es They must he studied" he says in their
homes in their plays. In the schoolroom' at tnelr
work A. ;hoir books. asleep awake. alone. WIN
-hoi- interiors and their supeTiors IN nome MS ol
Dependency and I'm moments Of triumph. wherever
ttcv may reveal themselves % uS. and wherever We
NAV - able 10 zain admttance to their real
solves" TIo continues by indicating that these
.hscrya.ions suffice only for the diagnosis Of the
case 7rS proceeds 10 give practical suggestions
~ go correction If defects IN tho child and The
stimulation of ia mental activities several
chapters deal with the nature and functions or tho
physical senses with their relation 70 the develop
.rg mind and Tho will and tho emotions sue
cessiyeIy discussed in much detail. In conclusion
Dr. Tayor saws. Tho greatest direct educatve
force tha; can brought 10 upon the child is
svnpaihy. that sympathy which counts no sacri-
rec great that resu, in good 70 him.
that sympathy which prompts exhaustive study
o. n's nature and Of the various forces by which
he Obtain 70 the stature Of tho highest man
hood sympathy Is ne mother Of patience
and the inventor ~ devices. It's touch never
oh'ls its resources never fail II the study Of the
child docs NOT quicken affection and interest for Il,
you arc not called N its service either as parent
or teacher l. you arc not moved give It the
host of yolr ice. your work must n a large meas
Ijro vain The great teachers have ever been
mon and women or warm hearts and of unselnsh
devotion
Wi,h sorious purpose and vet with many
touches ~ hunor "a relieve what he fears may be
duN facts NJ John Charles Tarver. OF England
has written .eris. Of papers which throw some
Jew lights upon 'he trials % tha mighty trihs Of
echcolmssters Ne has called his book Some
Observations ~ Foster Parant In claiming
th's relationship. which he has borne tor the last
fven-y wears NJ Tarver saws Il have coma 70
ffe coNclusior that however ahomins hle aud sbor1
mated tho schoo'mas'nr may be- qua ~choo master
10 both lovab'A and beloved far he exer-
cises tbs functions ~ y foster parent These func
tons h doAs exercise In England 20 very
siderable extent" Throughout tho book INNS
ernesf protest against tho interference which the
yea parents 'nnic' upon the unfortunate IN
etruotors ~ thcr children Tt IL = fact"
ssvs ne author. nournfUly. that the school
master is the natural enemy 81 the parent. but II
e fact 'har no profession Is hv nature so disad-
1anrageo'slv circumstanced With reference 70 rs
employers The mother father OF half
dozen children Is usually prepared 81 q moments
ro''o" n dictete 70 person who has brought up
FNverai hundred children, ard 70 rush into
print with brand new theories Of education. Alike
81 private md public the ordinary citizen habit
nolly fells the teacher his business. because ell
know Just enough Of teaching not know that
know nothing about It a. al
The hook has many divertng chapters upon the
err % teaching and upon the value OF
tain studies toward tho development Of the boylsh
mind Concerning languages the author makes
tnis statement. The acquisition OF a language is
oducatonally Of no importance. what is important
IS the process Of acquiring g." lie defends strong
ly an early study Of Latin. on the ground OF the
mental training which It affords but recommends
that Greek. II taken up at all. should be deferred
untn the boy IS nj least siXtee lie also dlsap-
proves the special study % history until about the
same time because Il cannot be properly ap-
preached by unframed mind" IL connection
with this No says. Nothing can De dulier than
She ordinary historical toxtbool, OF to-day unIes.
i he tho geographical textbook Information
offered IN such form cannot be otherwise than
dis'ae'crll and incapable OF assimilation Nor DO
: so snv othtr Wy - arranging these books as
long there people who believe that long lists