The Pupil and the TeacherHodder & Stoughton, 1911 - 217 páginas |
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Página 27
... ideas as the rest of us do , to serve as a basis for distinguishing truth from falsehood . The suggestion remains un- contradicted , and issues in action from the very motive power that all ideas possess . Many little letters and ...
... ideas as the rest of us do , to serve as a basis for distinguishing truth from falsehood . The suggestion remains un- contradicted , and issues in action from the very motive power that all ideas possess . Many little letters and ...
Página 32
... ideas . What meaning does he get ? What ideas does he form ? —these are the vital questions in every day's work . The law of apperception is that the meaning of each new experi- ence is determined by the relations it bears to one's ...
... ideas . What meaning does he get ? What ideas does he form ? —these are the vital questions in every day's work . The law of apperception is that the meaning of each new experi- ence is determined by the relations it bears to one's ...
Página 33
... ideas , of course , cannot be undertaken by the Sunday school teacher ; yet the spirit of these two conclusions should possess us . And our task is really very much simpler in this regard than that of the teacher in the public schools ...
... ideas , of course , cannot be undertaken by the Sunday school teacher ; yet the spirit of these two conclusions should possess us . And our task is really very much simpler in this regard than that of the teacher in the public schools ...
Página 34
... ideas and motives that are beyond the child's spontaneous interest . What is needed is the truth of life embodied in simple , sensuous forms , especially forms of outward action . ” ( 2 ) The child now makes a distinction between fact ...
... ideas and motives that are beyond the child's spontaneous interest . What is needed is the truth of life embodied in simple , sensuous forms , especially forms of outward action . ” ( 2 ) The child now makes a distinction between fact ...
Página 35
... ideas of right and wrong . He forms them in the same way that he does his ideas of physical things - by reasoning from the sequence of events . Actions are bad , to his mind , which are followed by dis- agreeable results ; those are ...
... ideas of right and wrong . He forms them in the same way that he does his ideas of physical things - by reasoning from the sequence of events . Actions are bad , to his mind , which are followed by dis- agreeable results ; those are ...
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Términos y frases comunes
abstrac action answer appeal apperception association attention attitude become begin Bible bring called cent chapter Child-Study child's play church comes concrete connection course decision definite development of religion discussion early adolescence early childhood enter experience expression fact feel figures of speech Forbush girls give God's graded growth Herbartian ideals ideas illustration impressionable impulsive instincts interest Jesus knowledge later adolescence later childhood law of habit lesson life's ligion little foxes live maturity means mental method middle childhood mind moral natural never organization period physical activity play present principle problem progressive revelation public school pupil questions recitation religion religious Religious Education Association seek sense simply social motive spiritual story suggestion Sunday school teaching tell things thought tion true truth understand whole words youth
Pasajes populares
Página 199 - Verily I say unto you, There is no man that hath left house, or brethren, or sisters, or father, or mother, or wife, or children, or lands, for my sake, and the gospel's...
Página 212 - For John came unto you in the way of righteousness, and ye believed him not ; but the publicans and the harlots believed him; and ye, when ye had seen it, repented not afterward, that ye might believe him.
Página 211 - He answered and said, I will not: but afterward he repented, and went. And he came to the second, and said likewise. And he answered and said, I go, sir: and went not. Whether of them twain did the will of his father ? They say unto him, The first.
Página 161 - There were two men in one city ; the one rich, and the other poor. The rich man had exceeding many flocks and herds: but the poor man had nothing, save one little ewe lamb, which he had bought and nourished up : and it grew up together with him, and with his children; it did eat of his own meat, and drank of his own cup, and lay in his bosom, and was unto him...
Página 196 - If any man willeth to do his will, he shall know of the teaching, whether it be of God, or whether I speak from myself.
Página 94 - But the thing a man does practically believe (and this is often enough without asserting it even to himself, much less to others); the thing a man does practically lay to heart, and know for certain, concerning his vital relations to this mysterious Universe, and his duty and destiny Uiecej that is in all cases the primary thing for him, and creatively determines all the rest.
Página 76 - The great thing, then, in all education, is to make our nervous system our ally instead of our enemy. It is to fund and capitalize our acquisitions, and live at ease upon the interest of the fund.
Página 69 - There is a happy moment for fixing skill in drawing, for making boys collectors in natural history, and presently dissectors and botanists; then for initiating them into the harmonies of mechanics and the wonders of physical and chemical law.
Página 132 - Yet in the church I had rather speak five words with my understanding, that by my voice I might teach others also, than ten thousand words in an unknown tongue.
Página 79 - Keep the faculty of effort alive in you by a little gratuitous exercise every day. That is, be systematically heroic in little unnecessary points, do every day or two something for no other reason than its difficulty, so that, when the hour of dire need draws nigh, it may find you not unnerved and untrained to stand the test.