File:Mental development and education (1921) (14777796312).jpg

Identifier: mentaldevelopmen00oshe (find matches)
Title: Mental development and education
Year: 1921 (1920s)
Authors: O'Shea, M. V. (Michael Vincent), 1866-1932
Subjects: Child development Education
Publisher: New York : The Macmillan compay
Contributing Library: University of California Libraries
Digitizing Sponsor: Internet Archive

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e set, the brow is corrugated, there are deep furrows inshort the cheeks, the muscles about the eyes become tense; duration (^ short, the entire muscular mechanism becomestaut so that all the energies may be concentrated upon the of-fender. Any emotion, experienced by a child, takes full posses-sion of the expressive mechanism by which it is revealed, butit quickly passes. With the approach of puberty the intensityof expression begins to decrease and it continues normally todecrease until full maturity is reached, but the duration of anyexpression is increased. When a five-year-old boy learns thathe can go to the circus, every mobile part of his organism givesexpression to his joy. He jumps up and down, waves his armsin the air, chips his hands, gives way to hilarious vocalization,and all the features are swept by expressive movements. In EXPRESSIONAL ACTIVITIES 87 a comparatively short time, however, these expressions sub-side and others take their place; the child slips rapidly from
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Fig. 10. — Studies in the exprcssioii of tlu lips. (See exercise 18, page 324 ) one series of expressions into another series. But when a boyof fifteen learns that he may go to the circus his pleasure willbe revealed in rather modulated vocal expressions as com- 88 MENTAL DEVELOPMENT AND EDUCATION pared with those of the live-year-okl. He will not jump upand down and wave his arms or clap his hands. His featureswill reveal the pleasure he feels but not so intensely as in thecase of the tive-year-old. An observer who was unfamiliarwith the fact that at puberty the expression of any emotiontends to become subdued and who should observe these twoboys would say that the five-year-old was anticipating verymuch more pleasure in going to the circus than the fifteen-year-old. But this may not be the case. The pleasure of the fif-teen-year-old may continue without intermission from the timehe learns that he can go to the circus until his desire is realized.But the pleasure of anticipation wi

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