used before a singular noun to mean one of a group, when it is not a particular one
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
the form of “a” used before a word that begins with a vowel sound
From this reading The emphasis wisely placed in our day upon enlisting a child's interests and tastes has tended to mislead the unwary and undo the unobservant, so as to produce a blindness or an indifference as to his needs.
used to join words or parts of a sentence that go together
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
applyverbUS /əˈplaɪ/
put into service; make work or employ for a particular purpose or for its inherent or natural purpose
From this reading And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in class, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.
areauxiliary verbUS /ɑːr/
the form of “be” used with you, we, they, or a plural noun
From this reading And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in class, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.
at the same time that; because; in the way that
From this reading And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in class, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.
assumeverbUS /əˈsuːm/
take to be the case or to be true; accept without verification or proof
From this reading In this matter we may assume and build upon the larger conclusions of psychology and educational philosophy.
used with a past participle to form the passive, or with -ing for continuous tenses
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
for the reason that
From this reading And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in class, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.
blindnessnounUS /ˈblaɪndnəs/
the state of being blind or lacking sight
From this reading The emphasis wisely placed in our day upon enlisting a child's interests and tastes has tended to mislead the unwary and undo the unobservant, so as to produce a blindness or an indifference as to his needs.
the two together, not just one
From this reading And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in class, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.
make by combining materials and parts
From this reading In this matter we may assume and build upon the larger conclusions of psychology and educational philosophy.
to be able to, or to be allowed to
From this reading And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in class, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.
a young person of either sex
From this reading And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in class, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.
child'snounUS /tʃaɪldz/
possessive form of “child” — a young person of either sex
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
plural of “child” — a young person of either sex
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
a collection of things sharing a common attribute
From this reading And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in class, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.
compositenounUS /kəmˈpɑːzət/
a conceptual whole made up of complicated and related parts
From this reading And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in class, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.
-ing form of “concern” — be relevant to
From this reading And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in class, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.
conclusionsnounUS /kənˈkluːʒənz/
plural of “conclusion” — a position or opinion or judgment reached after consideration
From this reading In this matter we may assume and build upon the larger conclusions of psychology and educational philosophy.
time for Earth to make a complete rotation on its axis
From this reading The emphasis wisely placed in our day upon enlisting a child's interests and tastes has tended to mislead the unwary and undo the unobservant, so as to produce a blindness or an indifference as to his needs.
dealingnounUS /ˈdiːlɪŋ/
method or manner of conduct in relation to others
From this reading And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in class, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.
definingnounUS /dɪˈfaɪnɪŋ/
any process serving to define the shape of something
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
detailedadjectiveUS /dɪˈteɪld/
developed or executed with care and in minute detail
From this reading And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in class, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.
determiningadjectiveUS /dɪˈtɜːrmənɪŋ/
having the power or quality of deciding
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
discussionnounUS /dɪˈskʌʃən/
an extended communication (often interactive) dealing with some particular topic
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
the state of being unsure of something
From this reading And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in class, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.
the activities of educating or instructing; activities that impart knowledge or skill
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
educationaladjectiveUS /ˌedʒəˈkeɪʃənəl/
relating to the process of education
From this reading In this matter we may assume and build upon the larger conclusions of psychology and educational philosophy.
emphasisnounUS /ˈemfəsəs/
special importance or significance
From this reading The emphasis wisely placed in our day upon enlisting a child's interests and tastes has tended to mislead the unwary and undo the unobservant, so as to produce a blindness or an indifference as to his needs.
enlistingnounUS /enˈlɪstɪŋ/
the act of getting recruits; enlisting people for the army (or for a job or a cause etc.)
From this reading The emphasis wisely placed in our day upon enlisting a child's interests and tastes has tended to mislead the unwary and undo the unobservant, so as to produce a blindness or an indifference as to his needs.
every person
From this reading Everyone who helps to train a child must realize as a practical fact that he has both needs and tastes.
regard something as probable or likely
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
a piece of information about circumstances that exist or events that have occurred
From this reading Everyone who helps to train a child must realize as a practical fact that he has both needs and tastes.
fundamentaladjectiveUS /ˌfʌndəˈmentəl/
serving as an essential component
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
applying to all or most members of a category or group
From this reading And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in class, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.
change location; move, travel, or proceed, also metaphorically
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
hasauxiliary verbUS /hæz/
the form of “have” used with he, she, it, or a singular noun
From this reading Everyone who helps to train a child must realize as a practical fact that he has both needs and tastes.
a man, boy, or male animal already mentioned, as the subject
From this reading Everyone who helps to train a child must realize as a practical fact that he has both needs and tastes.
helpsnounUS /helps/
plural of “help” — the activity of contributing to the fulfillment of a need or furtherance of an effort or purpose
From this reading Everyone who helps to train a child must realize as a practical fact that he has both needs and tastes.
belonging to a man, boy, or male animal already mentioned
From this reading The emphasis wisely placed in our day upon enlisting a child's interests and tastes has tended to mislead the unwary and undo the unobservant, so as to produce a blindness or an indifference as to his needs.
inside something, or within a place, period, or state
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
indifferencenounUS /ˌɪnˈdɪfərəns/
unbiased impartial unconcern
From this reading The emphasis wisely placed in our day upon enlisting a child's interests and tastes has tended to mislead the unwary and undo the unobservant, so as to produce a blindness or an indifference as to his needs.
plural of “interest” — a sense of concern with and curiosity about someone or something
From this reading The emphasis wisely placed in our day upon enlisting a child's interests and tastes has tended to mislead the unwary and undo the unobservant, so as to produce a blindness or an indifference as to his needs.
intoprepositionUS /ˈɪntuː/
moving to the inside of something
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
the form of “be” used with he, she, it, or a singular noun
From this reading And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in class, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.
a thing, animal, or idea already mentioned
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
large or big relative to something else
From this reading In this matter we may assume and build upon the larger conclusions of psychology and educational philosophy.
creative writing of recognized artistic value
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
a vaguely specified concern
From this reading In this matter we may assume and build upon the larger conclusions of psychology and educational philosophy.
used to say something is possible, or to give permission
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
misleadverbUS /mɪˈsliːd/
lead someone in the wrong direction or give someone wrong directions
From this reading The emphasis wisely placed in our day upon enlisting a child's interests and tastes has tended to mislead the unwary and undo the unobservant, so as to produce a blindness or an indifference as to his needs.
(comparative of “much” used with mass nouns) a quantifier meaning greater in size or amount or extent or degree
From this reading And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in class, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.
used to say something is necessary, or almost certainly true
From this reading Everyone who helps to train a child must realize as a practical fact that he has both needs and tastes.
a condition requiring relief
From this reading And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in class, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.
in such a manner as could not be otherwise
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
not any; not one
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
belonging to, or connected with, somebody or something
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
and nothing more
From this reading And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in class, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.
used to join alternatives or possibilities
From this reading The emphasis wisely placed in our day upon enlisting a child's interests and tastes has tended to mislead the unwary and undo the unobservant, so as to produce a blindness or an indifference as to his needs.
belonging to the speaker and others
From this reading The emphasis wisely placed in our day upon enlisting a child's interests and tastes has tended to mislead the unwary and undo the unobservant, so as to produce a blindness or an indifference as to his needs.
something determined in relation to something that includes it
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
philosophynounUS /fɪˈlɑː.sə.fi/
The study of the fundamental nature of knowledge, reality, and existence. (Triết học, đạo lý nhân sinh.)
From this reading In this matter we may assume and build upon the larger conclusions of psychology and educational philosophy.
situated in a particular spot or position
From this reading The emphasis wisely placed in our day upon enlisting a child's interests and tastes has tended to mislead the unwary and undo the unobservant, so as to produce a blindness or an indifference as to his needs.
concerned with actual use or practice
From this reading Everyone who helps to train a child must realize as a practical fact that he has both needs and tastes.
give an exhibition of to an interested audience
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
processesnounUS /ˈprɑːsesəz/
plural of “process” — a particular course of action intended to achieve a result
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
bring forth or yield
From this reading The emphasis wisely placed in our day upon enlisting a child's interests and tastes has tended to mislead the unwary and undo the unobservant, so as to produce a blindness or an indifference as to his needs.
psychologynounUS /saɪˈkɑːlədʒi/
the science of mental life
From this reading In this matter we may assume and build upon the larger conclusions of psychology and educational philosophy.
be fully aware or cognizant of
From this reading Everyone who helps to train a child must realize as a practical fact that he has both needs and tastes.
remoteadjectiveUS /rɪˈmoʊt/
located far away spatially
From this reading And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in class, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.
RENDERverbUS /ˈrendər/
cause to become
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
an educational institution
From this reading And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in class, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.
give a certain impression or have a certain outward aspect
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
performance of duties or provision of space and equipment helpful to others
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
for that reason; with the result that
From this reading The emphasis wisely placed in our day upon enlisting a child's interests and tastes has tended to mislead the unwary and undo the unobservant, so as to produce a blindness or an indifference as to his needs.
tastesnounUS /teɪsts/
plural of “taste” — the sensation that results when taste buds in the tongue and throat convey information about the chemical composition of a soluble stimulus
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
tendedverbUS /ˈtendɪd/
past form of “tend” — have a tendency or disposition to do or be something; be inclined
From this reading The emphasis wisely placed in our day upon enlisting a child's interests and tastes has tended to mislead the unwary and undo the unobservant, so as to produce a blindness or an indifference as to his needs.
used to introduce what somebody said, thought, or felt
From this reading And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in class, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.
used before a noun that is already known, already mentioned, or the only one of its kind
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
the people or things already mentioned, as the object
From this reading And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in class, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.
in or at that place or location
From this reading And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in class, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.
used for a person or thing that is near, or that has just been mentioned
From this reading In this matter we may assume and build upon the larger conclusions of psychology and educational philosophy.
the plural of “that”: the people or things further away, or already known
From this reading And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in class, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.
used before the base form of a verb to make the infinitive
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
create by training and teaching
From this reading Everyone who helps to train a child must realize as a practical fact that he has both needs and tastes.
type-child
Dictionary entry pending editorial verification. Tap Listen to hear the word.
From this reading And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in class, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.
undoverbUS /ənˈduː/
cancel, annul, or reverse an action or its effect
From this reading The emphasis wisely placed in our day upon enlisting a child's interests and tastes has tended to mislead the unwary and undo the unobservant, so as to produce a blindness or an indifference as to his needs.
unobservantadjective
not consciously observing
From this reading The emphasis wisely placed in our day upon enlisting a child's interests and tastes has tended to mislead the unwary and undo the unobservant, so as to produce a blindness or an indifference as to his needs.
unwaryadjectiveUS /ənˈweri/
not alert to danger or deception
From this reading The emphasis wisely placed in our day upon enlisting a child's interests and tastes has tended to mislead the unwary and undo the unobservant, so as to produce a blindness or an indifference as to his needs.
uponprepositionUS /əˈpɑːn/
a formal word for “on”
From this reading In this matter we may assume and build upon the larger conclusions of psychology and educational philosophy.
the speaker together with one or more other people
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
wereauxiliary verbUS /wɜːr/
the past form of “be” used with you, we, they, or a plural noun
From this reading And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in class, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.
at the time that
From this reading And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in class, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.
which person or people
From this reading Everyone who helps to train a child must realize as a practical fact that he has both needs and tastes.
the form of “who” used as the object of a verb or preposition
From this reading And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in class, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.
wiselyadverbUS /ˈwaɪzli/
in a wise manner
From this reading The emphasis wisely placed in our day upon enlisting a child's interests and tastes has tended to mislead the unwary and undo the unobservant, so as to produce a blindness or an indifference as to his needs.
in the company of; together with
From this reading And it is only the larger and more general conclusions that we need, both because there is no doubt concerning them, as there may be concerning those more detailed and remote, and because when we are dealing with children in school, and in class, we are dealing with the type-child--with a composite child, as it were, to whom we can apply only the larger conclusions.
used for something imagined, polite, or habitual in the past
From this reading THE SERVICES WE MAY EXPECT LITERATURE TO RENDER IN THE EDUCATION OF CHILDREN It would seem to be no part of the present discussion to go into the fundamental processes of determining and defining a child's needs and tastes.
