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Excerpt from Physical Growth and School Progress: A Study in Experimental Education The chief value Of the monograph consists in the fact that it is the first attempt to follow consecutively the same groups Of children through the elementary and high schools, either in physical growth' or school standing, or the relation Of the two. Since the curves and records represent individual histories, they will be Of permanent value. The monograph also aims to give the present status Of the problem of physical growth. The contents Of the monograph are discussed from four points Of view, in order to meet the needs of the wide range Of interests of the individuals into whose hands it may fall. The aim, scope, methods. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
It should now be recognized that every child has at least five parallel ages: A "chronological" age, in years, months, and days: a "physiological" age, indicative of physical growth and maturity; a "mental" age, significant of intellectual capacity and ability; a "school standing," or "pedagogical" age, denotative of relative position in school grades and a "moral" or "religious" age. These ages may or may not coincide in their stages of development. In a first-class school the school standing, or pedagogical, age and the mental age would be the same. This monograph aims to present the results of a study of the physical growth, or "physiological" age, and the "school standing" of a group of boys and girls from 6 to 18 years of age when observed consecutively. The scope or field of the investigation includes: (1) A series of norms based on the height and age distribution, and weight and age distribution; the averages and average variations of individual increments of growth in height, weight, and lung capacity; and the individual growth curves in height, weight, and lung capacity, with health notes and weight-height and vital indexes; (2) An investigation on school standing in marks, grades, and ages; (3) The relation of physical development in height, weight, and lung capacity to school standing; and (4) A brief historical summary of the work in this field, with an annotated bibliography. The chief value of the monograph consists in the fact that it is the first attempt to follow consecutively the same groups of children through the elementary and high schools, either in physical growth or school standing, or the relation of the two. Since the curves and records represent individual histories, they will be of permanent value. The monograph also aims to give the present status of the problem of physical growth. A bibliography and an index are included. Individual sections contain footnotes. (Contains 40 figures and 34 tables.) [Best copy available has been provided.].
This book provides a thorough exploration of the relationship between physical growth and academic achievement. The author draws on a wide range of research to explore how factors such as diet, exercise, stress, and sleep affect student performance. With practical advice for both parents and educators, this book is an invaluable resource for anyone interested in helping children to reach their full potential. This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.