...forth every day, And the first object ho looked upon aud received with wonder, pity, love or dread, that object he became, And that object became part...the day, or a certain part of the day, or for many yeara, or stretching cycles of yeara. The early lilacs became part of this child ; And grass, and white...

...forth every day, And the first object he looked upon and received with wonder, pity, love or dread, that object he became, And that object became part...part of the day, or for many years, or stretching cycle of years. The early lilacs became part of this child, And grass, and white and red morningglories,...

...these are not less important if their influences must needs be repeated on each fresh generation. " There was a child went forth every day ; and the first...or a certain part of the day, or for many years, or for stretching cycles of years." l Nor can we forget how much a plastic physical and mental education...

...he look'd upon, that object he became. of the day, Or for many years or stretching cycles of years. And that object became part of him for the day or a certain pan The early lilacs became part of this child, And grass and white and red morning-glories, and white...

...receive suggestive illustration : we will cite only two examples. The first is from Walt Whitman : — " There was a child went forth every day, And the first...for the day, or a certain part of the day, Or for years or stretching cycles cf years. The early lilacs became part of this child. . . ." The second,...

...in Curriculum Building There was a child went forth every day, And the first object that he look'd upon, that object he became, And that object became...the day, Or for many years or stretching cycles of years.1 HOW ARE CURRICULUMS built to fit children's ways of life in different places? Teacher and pupils...

...therefore, even while he is yet an infant, to phraseology which must be unlearned." Walt Whitman writes: "There was a child went forth every day, And the first...for the day, or a certain part of the day, Or for years or stretching cycles of years. The early lilacs became part of this child." 4 Another poet wrote:...

...receiving through the school. The words of the poet Whitman illustrate this doctrine of imitation : "There was a child went forth every day, And the first...him for the day or a certain part of the day Or for years or stretching cycles of years. The early lilacs became part of this child." The teacher's language...

...as I of them?" Whitman tells us of a child who "Went forth every day, And the first object he look'd upon that object he became, And that object became...the day, Or for many years or stretching cycles of years."1 Browning, only more crabbedly, describes the same kind of activity. "No less, man," he says,...

...vent forth every day; And the first object he look'd upon, that object he became; A nd that cbject became part of him for the day, or a certain part of the day, or for max:: years, or stretching cycles of years. The early lilacs became part of this child. And grass,...