| CHAPTER I |
| a survey of the child's life |
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| Laws of the child's psychical life paralleled by those of its physical. |
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| Current objections to a system of education based upon "liberty" |
1 |
| Hygiene has freed the infant from straps and swaddling clothes and left it free to develop |
2 |
| Education must leave the soul free to develop |
5 |
| Principle of liberty in education not a principle of abandonment |
9 |
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The liberty accorded the child of to-day is purely physical.
Civil rights of the child in the twentieth century. |
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| Removal of perils of disease a step toward physical liberation |
10 |
| Supplying the child's physical needs is not sufficient |
11 |
| Child's social rights overlooked in the administration of orphan asylums |
12 |
| Poor child's health and property confiscated in the custom of wet nursing |
13 |
| We recognize justice only for those who can defend themselves |
16 |
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| How we receive the infants that come into the world. |
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| Home has no furnishings adapted to their small size |
17 |
| Society prepares a mockery for their reception in the shape of useless toys |
18 |
| Child not allowed to act for himself |
20 |
| Constant interruption of his activities prevents psychical growth |
21 |
| Bodily health suffers from spiritual neglect |
23 |
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| With man the life of the body depends on the life of the spirit. |
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| Reflex action of the emotions on the body functions |
24 |
| Child's body requires joy as much as food and air |
26 |
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| CHAPTER II |
| a survey of modern education |
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| The precepts which govern moral education and instruction. |
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| Child expected to acquire virtues by imitation, instead of development |
28 |
| Domination of the child's will the basis of education |
29 |
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| It is the teacher who forms the child's mind. How he teaches. |
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| Teacher's path beset with difficulties under the present system |
30 |
| Advanced experts prepare the schemata of instruction |
33 |
| Some
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