How Children Learn

Houghton Mifflin, 1917 - 322 sider



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Side 39 - He therefore that is about children, should well study their natures and aptitudes, and see, by often trials, what turn they easily take, and what becomes them ; observe what their native stock is, how it may be improved, and what it is fit for...
Side 37 - I think I may say, that of all the men we meet with, nine parts of ten are what they are, good or evil, useful or not, by their education.
Side 300 - Those who think of the possibilities of failure and feel the great importance of the act. Who are those who do recite well? Often those who are most indifferent. Their ideas reel themselves out of their memory of their own accord. Why do we hear the complaint so often that social life in New England is either less rich and expressive or more fatiguing than it is in some other parts of the world? To what is the fact, if fact it be, due unless to the overactive conscience of the people, afraid of either...
Side 300 - ... of campaign, and keep them out of the details. When once a decision is reached and execution is the order of the day, dismiss absolutely all responsibility and care about the outcome. Unclamp, in a word, your intellectual and practical machinery, and let it run free; and the service it will do you will be twice as good. Who are the scholars who get "rattled
Side 37 - I confess, there are some men's constitutions of body and mind so vigorous, and well framed by nature, that they need not much assistance from others ; but, by the strength of their natural genius, they are, from their cradles, carried towards what is excellent ; and, by the privilege of their happy constitutions, are able to do wonders.
Side 261 - Training the mind means the development of thousands of particular independent capacities, the formation of countless particular habits, for the working of any mental capacity depends upon the concrete data with which it works. Improvement of any one mental function or activity will improve others only in so far as they possess elements common to it also.
Side 219 - It expands by increase of heat or by decrease of pressure, or by both. Could the air have become heated after the tumbler was taken from the hot suds? Clearly not the air that was already entangled in the water. If heated air was the cause, cold air must have entered in transferring the tumblers from the suds to the plate.
Side 219 - In washing tumblers in hot soapsuds and placing them mouth downward on a plate, bubbles appeared on the outside of the mouth of the tumblers and then went inside. Why ? The presence of bubbles suggests air, which I note must come from inside the tumbler. I see that the soapy water on the plate prevents escape of the air save as it may be caught in bubbles. But why should air leave the tumbler ? There was no substance entering to force it out. It must have expanded. It expands by increase of heat...
Side 134 - The study of the development of skill in the laboratory indicates that, in the majority of cases, the learners hit upon the successful method of performing a movement without foretelling how the movement is to be made and without any clear recognition after it was made of the manner in which their success was attained.
Side 38 - If you could do nothing at all, and allow nothing to be done; if you could bring up your pupil sound and robust to the age of twelve years, without his...

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