File:Mental development and education (1921) (14798011183).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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made only of expressional ac-tivities concerned with emotion; a word should now be saidregarding the expression of thought. Most per-sons apparently believe that thought is revealed expressionin characteristic featural activities and attitudes. ° * °^ *We frequently hear one person say of another that he has athoughtful, reflective countenance. However, onerarely hears it said of a very young child that he has a thought-ful expression. As a matter of fact, during the first few yearsone does not see any expression which could be regarded asthe accompaniment of reflection in the sense in which thisterm should be understood. Always the expression of theyoung childs features indicates feeling; reflective processes donot occur independent of dominating emotional accompani-ment. It is quite impossible to indicate the precise time when 94 MENTAL DEVELOPMENT AND EDUCATION reflection becomes so important tliat tlie imiividual may beoccupied for a i)erio(l in thought unaccompanied by feeling;
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Fig. II. — Studies in the expression of the eyes. (See exercise i8, page 324.) but it is probable that this does not occur until the approach ofthe preadolescent age. Before this period a child may be ob-served critically examining the objects about him, and while the KXPRESSIONAL ACin iriES 95 examination is being made his body will be coordinated uponthem; the brow will be knit; there will probably be tension ofthe eyes; the head will be inclined forward; in brief, all theexpressions will be such as are required in order to bring theeyes and hands and, if necessary, the ears and the organs oftaste and smell into connection with the object being examined.It would not be quite accurate, though, to speak of these activi-ties and attitudes as the expression of thought, for the reasonthat we must regard thought as concerned with the organiza-tion and interpretation of the data of experience. We can-not use the term thinking for the process of gaining sensoryimpressions, but only for th

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