The Gmma Sunday Bee Magazine Page
V
Li)4y Py,ffr,dnL
mm Am,.
I
I I A BroadcLth
' i " V ' ' 1 Ceet,
1 ;' With. Enormous
i - I I Cellar
I f . v ' . - . - 3 1 e4 Cuffs f
I' . f ' ' j A ' . ' " t W
1 , -'.I' ' , ' "'-T" ',; A "Pinafore"
H '.. ' ! , with.
fui . .v ,,?.. 1 1 fMolMkln
it'-, n;,-; v 1- 1
I -i-. '.(. i.?4 ' z,?.' .'.. i i --t(..k' . 1 ' Molkli
f: ' " ; ' ,J""'t' T ". 1 1 nd Ennln
fil -V- ' ' ' ' ' ' ("Lell" Model)
,-. . -.".I ""..'! .. V .;..ri". , f .. ' " r r .'; ,i .,ij.'..i. ""- 1
"- VrV" i ' n 1
I.'-";
y f so
CofMi;M. lulu, tf
LADY DUFF-CORDON. U famou "UdU" of Load on, ud foranml crrtlor f
fuMoiw ia tht world. WriM Mh wk th (mKiob uticl for ihi twpper, pr
cllng ad that i mwi mi Wl ia tr (ot wD-irwiJI wonts.
Lody Duf -Cordoa't Parit u)lntMn( knaai tier lata cIom Mich with ittl ccati
of faihioa.
By Lady Duff-Gordon
HB wan ot
tha dancing
fad and tha
advent ot akatlng
has broucbt In walk
ing s a pastime for
the get thin at any
price ladles that I am
oftsn speaking of.
As usual, Dame.rashioa Vr
Is ready with' attractive
s well as practleal gar
meats for the pedestrian.
The three costumes shown
here to-da. without being
ridiculous in any way, per
mlt of perfect freedom for
Mmbs. and are ot reasonable
length. Yet all are close-fitting
and print, so far aa sleeves and
waist are concerned. All, too, are
decorative, and have adequate pro
taction for the throat
The lady In the
garbed mostly In
properly used with
of sufficiently strong contrasting
color, Is eo attractive against a snow
covered background. This costume Is
of the pinafore persuasion, and suggests
the jumpers one Bees children wesring
while at play. It U
shoulders with black
The Inside of the blouse Is made up of a
kind of long-sleeved vest of moleskin, with
bands of white cloth and braid to match the
Jumper. The little hat Is ot ermine and
moleskin to match.
An enormous wort collar and cuffs are the
only decoration to the broadcloth coat shown
In the centre. She wears a thick veil, with
long chiffon end- to protect her complexion.
For walking the lady on the right Is clad
la a blue aerg one-piece garment, with a
high organdy collar, belted at the waist and
with ample pockets at the' sides. The hat is
little "postman" model, held on with a
short veil. She wears reindeer gloves and
csrrtee long atlck,
Science Determines Just How
Talk, to Read, to Write
By OR. HERMANN WALtlMANN,
Schtsswia, Germany.
EXPRESSION of ear Inner foaling s
Is all a kind ot speech, and tans
1 all that . helps to make oar
thought? or feelings dear to those
about aa may be termed speaking In
Its brbadest sense.
In the beginning these expressions
of self ara not volitional, tut they art
Ho less eertala ladtcatlons of tie state
of mind of the infant
The smile of the Infant-Is at first
a reflsi expression of well-being, com
Ing usually after toeing nourished, or
bathed, appearing sometimes In sleep.
At the next step It becomes Imitative,
resulting from the mother's or burse's
smile, or It Is sensuous, as when muslo
Is heard. It is always connected with
a sense of weU-bel,ng; 111, uncomfort
'able Infants do not smile. It Is only
a step'. from the smile to the laugh;
It Is the smile accompanied by the
exclamation from the throat
The Infant's laugh is the expression
of delight Colors', musical tones, or
sensations (such as tickling) may
cause the laughter. As the delight
grows greater the laugh becomes
crowing and chuckling. It usually
arise In conjunction with the laughter
of others around It
As opposed to laughing we find cry
lng, the expression of dissatisfaction
or discomfort In the first weeks ot
life no tears accompany the crying.
Only later does tine crying become
weeping. As It becomes conscious
that the mother ot nurse comes to
help It when It cries, it begins to use
the cry as a call for help. This Is well
proved by- the way in which a baby
stops crying for a moment to listen
If help is approaching, and then cries
more loudly,
The first conscious- movement Is
with the bead, turning It from or
toward the light; It is conscious as
showing a dsslre for more or less of
the light' or person recognised. From
this Is developed the shake of the
head in negation, or up and. down la
assent It lv really speaking by signs'.
Movements of the band and arm come
next as modes of self-expression. The
stretching out of the arm Is originally
h Jin "ouipjnf. Grtal Bnttla Right. aMr'S.
C7Z S )
r s m ;nKaTB
big picture Is
white, which If
a email amount
buttoned over the
- and - white buttons
A Blue
sn attempt to grasp, and means, 'X
want Later it becomes a sign of da
sire, and the finger points to a desired
object oat of reach.
TtM stretching out of both arms Is
very early, exprssslng a desire. This
is an impulsive movement, tut lifting
the arms to show "How big Is baby"
fit taught The child often combines
movements to express a wish, pulling
a chair to a table, for instance, to In
dicate that it wishes- to sit at the table.
Whan the child stiffens its little body
la anger, or stamps with its foot It
plainly Indicates unwillingness. It la
speech of a primitive kind, and quite
expressive..'
Let ns comprehend the process' of
spoken ntterance, of reading and of
writing. Tbevsound from without
strikes the ear, and the waves of sound?
Vass along the nerves to the great
sound-centre. Here the sounds sepa
rate, and Bounds ss such pan to one
part, but It recognised as syllables,
pass on to another, and if there
recognized as words are transferred
to the word-centre.
First the sounds enter purely as
Sruch and are only distinguished .In the
brain, being then transferred to the
higher centres. This distinguishes and
and transfers to proper wires, like an
operator at a switch board or a tele
phone. It Is here that understanding
begins, whether of mere sounds,
syllable or words. Other nerves run
from the acoustic centres to the optio
centre, so that the combined effect
arouses the perception of signs as
words, syllables or sounds, pictures of
the sounds heard.
Other cross-nerves pass to the motor
centre which arouses imitation ot the
found through the organs of speech.
When the sound passss directly it
causev senseless sounds, but if the
sound has passed through the higher
thought-centre it results In sensible
speech. If the sound passes through
the optio centre, and Is then carried
over and makes its way to the higher
centre, we have writing, while a sound
that passss through all the centres,
lower and upper, produces the complex
act of reading.
The order of apprehension Is as fol
lows;. JBound. bearing, senseless,
' sf" --t Laws
yy
I M I I
Serge One-Pieca Walking Suit
'"Luclte" Model)
We Learn to
and to Laugh
speech, understanding, sensible speech,
writing, reading. This is the order ia
which the normal child progresses.
In the earliest stsgef of self -expression
the word-centre, not yet developed. Is
untouched, be Impulses pawing di
rectly from the thought-centre to the
motor-centre.
J'he use of the voice apparatus as
ans of expression comes first in tha
cry. Bodily conditions, at first reflex
Ive, bring this about hunger, cold,
pain these are the motors of the
primitive voice. Soon the child be
gins to use the cry more intellectually
as a call,
It Is usually after the sixth wesk
of life that the child begins to vo
calise, or use different calls. Vocal
sounds dominate at first and then
come some ot the consonants. Prayer
finds the call of pain to be "am-ma;1
that of nucer, "momm and ngo," and
that of satisfaction, "hatru." This is
nature's method ot preparing the vocal
organs for further development'
As the understanding begins to open
by vision and sound sensations, per
ceptlons, feelings, volitions appear.
.Consciousness prepares the way for
speech. The child knows things be
fore It knows the names for them.
It Is thinking without words first It
you hold a bottle with a white fluid
in It before the eyes of the child, it
stretches out its arms and cries. It
the bottle be empty or filled with water
it takes no notice. The former ha,
awakened the thought, Mmilk., even
though It knows no such word.
tJulsrstanding In the hither sense
appears when the nerves act upon
the thought-centre. This we call tha
associative process. This is the trac
ing of the mechanical process by
which words and things are fully per
ceived and applied. Our method of
teaching by placing the thing befpro
the child and pronouncing the. word
over and over, is approved by science.
It is natural for the child to call the
dog "wau-wau" because it makes that1
noise, and only, later doea it use the
word dog. When it connects the thing
and the word it pronounces the name
at once, using all associative centres.
It csn really draw or copy writing or"
printing before it reads, for the last,
is the taott complicated process