Studies of childhood

by James Sully

• La Fontaine, J. de, [239].
• Lamb, Charles, [213].
• Language, linguistics of child;
  • early instinctive sounds, [134], [416];
  • transition to true speech, [138];
  • imitation of sounds, [142], [147], [417];
  • original inventions of language signs, [145];
  • transformation of our sounds, [148], [419];
  • process of learning to speak, [154], [160];
  • transposition of sounds of words, [155];
  • reduplication of sounds, [156];
  • assimilation of sounds, [156];
  • logical side of language, [160];
  • first use of general signs, [161];
  • spontaneous extension of verbal signs, [162], [420], [440];
  • designation of correlative ideas, [164], [468];
  • formation of compound names, [167];
  • other inventions, [168], [182], [455], [468];
  • first sentences, [170], [420];
  • inversion of order of words, [173];
  • mode of expressing negation, [174], [442];
  • early solecisms, [176], [440];
  • use of pronouns, ‘I,’ ‘you,’ 178, [444];
  • trying to get at our meanings, [183];
  • word-play, [187];
  • stickling for accuracy of words, [189], [466].
• Laughter. See [Fun].
• Law, early struggles with, [267], [451];
  • devices for evading, [270];
  • instinctive respect for, [277], [434];
  • relation of custom to, [280];
  • child’s spontaneous extension of, [281];
  • his jealous insistence on, [285];
  • his voluntary submission to, [287].
• Law-giver, the wise, [290].
• Leg, child’s mode of drawing, [354];
  • representation of, in profile, [364];
  • treatment of animal’s, [375].
• Liberty, respect for, in moral training, [296];
  • child’s love of, [473].
• Lies, lying, viewed as characteristic of child, [251];
  • early forms of, [252], [432], [438];
  • permanent, [260];
  • contagiousness of, [261];
  • shrinking from, [261].
• Likeness. See [Portrait] and [Similarity].
• Locke, John, [9], [34], [213], [218].
• Lombroso, P., [119 note], [166 note], [169], [255 note], [271 note].
• Loti, Pierre, [203].
• Lubbock, Sir John, [45].

M.

• Maillet, E., [173].
• Make-believe, as characteristic of child, [38], [434].
  • See [Play] and [Acting].
• Man, first drawings of, [335];
  • first use of name, [425];
  • theory of creation of, [478].
• Marshall, H. Rutgers, 327 note.
• Maspero, G., 369 note.
• Materialism of child, [125], [507].
• Memory, of our early experiences, [15];
  • of words of story, [57], [466];
  • tenacity of children’s, [69];
  • illusion of, [258];
  • beginnings of permanent, [437], [481].
• Metaphor, in children’s use of language, [163], [175], [426], [442], [455], [483].
• Metathesis, [155].
• Minto, W., [164].
• Mirror-reflexions, as aiding in growth of self-knowledge, [112];
  • understanding of, [309].
• Moral depravity, doctrine of, [1], [229].
• Morality of child, question of, [228];
  • anti-social tendencies, [230], [473];
  • altruistic tendencies, [242];
  • lying, [251];
  • summary of moral traits, [265].
• Motet, A. A., 261 note.
• Mother, child’s love of, [243], [245], [498];
  • first recognition of, [404].
• Mouth, modes of drawing, [340];
  • carrying objects to, [401], [415];
  • use of, in turning key, [435].
• Movement, as sign of life, [96].
• Movements, muscular, in early attempts to draw, [333];
  • first aimless, [412];
  • early purposive, [412].
• Müller, F. Max, [147 note], [177].
• Multitude of things, child’s perplexity at, [84].
• Music, musical sounds, disconcerting effect of, [195], [409];
  • enjoyment of, [308], [492].
• Myth, child’s belief in, [59].
  • See [Story].

N.

• Names, asking for, [77].
  • See [Language].
• Natural phenomena, nature;
  • child’s ideas of, [90], [469], [482];
  • early æsthetic feeling for, [306].
• Neck, drawing of, [346].
• Negation, early verbal forms of, [174], [442];
  • early gesture for, [417].
• Neophobia, [221].
• Nervous system of child, imperfect development of, [61];
  • sounds as disturbing shock to, [195], [197].
• Noirée, L., 144 note.
• Nose, modes of drawing, [341], [357].
• Novelty, effect of, on children’s feeling, [199], [409], [410].
• Number, disregard of, in drawing, [352];
  • first ideas of, [456];
  • growth of clearer ideas of, [468], [484].

O.

• Obedience and disobedience of children, [267].
  • See [Law].
• Observation, of children’s minds, [10];
  • characteristics of children’s, [66];
  • selectiveness of, [67];
  • defects of, in children, [393];
  • early examples of, [402], [452], [464], [465], [480].
• Onomatopoetic sounds, in children’s language, [143], [418].
• Origin of things, child’s inquiries into, [79], [85], [446], [483], [485];
  • his theories respecting, [107], [478].
• Ornament. See [Adornment].

P.

• Passy, J., [339 note], [361], [368].
• Payn, James, [12 note], [185], [215 note].
• Peasants, association with, [504].
• Perez, Bernard, [106 note], [193 note], [195 note], [199 note], [232], [241], [252], [260 note], [298], [305 note], [306], [315], [320], [337], [341], [417 note].
• Perplexity, child’s feeling of, [83], [463].
• Personal identity, altered personality;
  • child’s notions respecting, [116], [445], [461].
• Personification. See [Vivification].
• Pestalozzi, J. H., [47].
• Petrie, W. M. F., [310], [311 note], [366 note].
• Photographs, child’s feeling about, [461].
• Pictures, treatment of, by child, [50];
  • dislike of cruel, [250];
  • interpretation of, [309].
• Pitt-Rivers, A., General, 336, [340 note], [344], [355], [356], [359], [360], [366], [368], [371].
• Pity, for animals. See [Sympathy].
• Play, and imaginative realisation, [35], [438], [494], [501];
  • imitative, [37];
  • as acting a part, [38];
  • part of surroundings in, [39];
  • solitary, [40];
  • with toys, [42];
  • illusion of, [47];
  • relation of, to art, [321].
• Please, wish to, as social tendency in child, [246];
  • as leading to exaggerated statement, [256].
• Pleasure and pain, instinctive expression of, [191];
  • action of, as motives, [415].
• Pollock, Sir F., [172], [173], [174], [175].
• Portrait, dog’s fear of, [220];
  • recognition of, [309].
  • See [Photographs].
• Position, of pictures, child’s indifference to, [310];
  • his neglect of relative, in drawing, [338].
• Postgate, J. P., [149 note], [157 note].
• Power, love of, as element in childish cruelty, [240].
• Prayer, child’s manner of, [127], [130], [283], [477], [486].
• Prevarication. See [Lies].
• Preyer, W., [19], [110], [113], [135], [136], [140], [141 note], [142], [143], [145], [148 note], [152], [153], [155], [159], [160 note], [162], [165], [169], [171 note], [172], [177 note], [179], [181], [182 note], [191], [195], [196], [198 note], [201], [202], [208], [210], [233], [285], [301], [333], [335 note], [414 note], [417 note].
• Priggishness of child, [286], [471].
• Profile, child’s manner of drawing, [356], [384], [392], [394].
• Pronouns, first use of, [178], [440].
• Proportion, defective perception of, [304];
  • want of, in early drawings, [339], [346], [381], [383].
• Psychology, importance of child for, [7].
• Punishment, child’s protests against, [276];
  • his insistence on undergoing, [288];
  • self-infliction of, [289].
• Punning, [187].
• Purpose, child’s projection of idea of, [81].
  • See [Cause].

Q.