| CHAPTER I |
| a survey of the child's life |
| | |
| Laws of the child's psychical life paralleled by those of its physical. | PAGE |
| Current objections to a system of education based upon "liberty" | 1 |
| Hygiene has freed the infantfrom 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 |
| | |
The liberty accorded the child of to-day is purely physical.
Civil rights of the child in the twentieth century. | |
| 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 |
| | |
| How we receive the infants that come into the world. | |
| 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 | ...
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