"In this volume it is proposed to discuss the development of individual human minds, chiefly from the subjective point of view. The educator like the mariner needs a chart by which he may guide the child into the most favoring channels and past the most serious dangers that are found in each stage of development from childhood to maturity. The author believes that the descriptions and suggestions herein given lead toward the truth. The ideas as expressed are not given as final truth for the guidance of psychologists and educators, but as a formulation of facts and principles to be corrected and completed by further scientific investigations and tested by practical educational experience. It is hoped that the work is sufficiently concrete and specific to be of interest and value to parents and teachers who have not received much training in psychology. It will be of most value, however, to those who have had a good deal of experience with children."--Preface.
"This book is an attempt to present, in an organized form, an outline of the new science of child study for investigators, students, teachers, and parents. It is the fruit of fourteen years' experience in studying and teaching child study, and of seven years' experience as a father. Most of the work has been presented successfully, in nearly its present form, to normal students. The great task of the author has been to decide what to leave out of the book. Many paragraphs might easily have been expanded into chapters. It was the original intention to summarize all the principal child-study investigations that have been made. Lack of space and the fact that much of the literature of child study is in the nature of preliminary studies likely to be superseded by later investigations, caused this plan to be abandoned; hence only a few specific facts and figures are quoted, while prominence is given to the foundations of child study in other sciences, and to the more general, permanent, and practical truths thus far revealed by students of children. The treatment of each topic is, in a way, complete in itself, though related to every other and intended to be worked out more completely by reading, observation, experiment, and discussion, so far as time will permit. To aid readers and students in assimilating and supplementing the text, exercises and references are given at the close of each chapter. In class work the recitation periods may well be taken up largely in discussions of these exercises and in reports of reading, though if preferred they may be ignored and the text alone studied and recited. It is hoped that the plan of the book will adapt itself to the use of intelligent parents and to classes in normal schools and universities, with varying preparation and amount of time to devote to the subject. Many parents will prefer to begin with chapter five and to omit chapter fourteen and perhaps some of the chapters that follow"--Preface. (PsycINFO Database Record (c) 2010 APA, all rights reserved).