Elementary School Curriculum. First Year: Primitive Life
by Miriam C. Winchester - 1906
Value of the Study of Primitive Life Things mean very little to young children unless they are seen in relation to one another. They have not developed the power to see the meaning of the distinct subjects into which the mature mind has classified knowledge. Their only basis of relating new ideas is through experiences wherein feeling, thinking, and doing are conjoined in a natural way. In all such experiences the different elements are unified in the child's mind by reference to the self, to its needs, its desires, and its observations, and the new elements are appreciated just to the degree that they are perceived to relate to that self. This great fact about children would seem to render it imperative that the basis of instruction in the early grades consist of typical social or community activities through which different elements of knowledge may be presented in natural relations. The particular community activities that are made use of may be drawn from the present or from primitive life. Each field presents certain advantages and certain disadvantages.
To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: