Mental Development and EducationMacmillan compay, 1921 - 403 sider |
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Almindelige termer og sætninger
acquire action activities adaptation adult æsthetic animal intelligence animals appear astigmatic eye attention become biological psychology body child Clever Hans constantly convex lens coördinations countenance cues drawing dynamic effect emotion endurance energy environment exercise experience expression expressional Fairhope fatigue feel force gang gesture girl grab hand horse human illustration imitation impressions impulse individual instance instinct intellectual intelligence interest King linotype machine longsighted matter ment mental motor movements muscles muscular muscular system nature nervous normal objects observed one's organism overstrain pain parents perform persons Pharaoh physical play principle probably problems processes pupils quiet games rays of light relations relaxation resistance response restrain retina rôle schoolroom secure situations social story suggestion tasks teacher teens teeth tension things tion trainer truancy typewriter vigor words writing young
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Side 315 - Crabbed age and youth cannot live together: Youth is full of pleasance, age is full of care; Youth like summer morn, age like winter weather; Youth like summer brave, age like winter bare. Youth is full of sport, age's breath is short ; Youth is nimble, age is lame ; Youth is hot and bold, age is weak and cold ; Youth is wild, and age is tame...
Side 280 - See, where mid work of his own hand he lies, Fretted by sallies of his Mother's kisses, With light upon him from his Father's eyes ! See, at his feet, some little plan or chart, Some fragment from his dream of human life.
Side 325 - Those who have handled sciences have been either men of experiment or men of dogmas. The men of experiment are like the ant ; they only collect and use : the reasoners resemble spiders, who make cobwebs out of their own substance. But the bee takes a middle course ; it gathers its material from the flowers of the garden and of the field, but transforms and digests it by a power of its own.
Side 267 - The instinctive impulses determine the ends of all activities and supply the driving power by which all mental activities are sustained ; and all the complex intellectual apparatus of the most highly developed mind is but a means towards these ends, is but the instrument by which these impulses seek their satisfactions, while pleasure and pain do but serve to guide them in their choice of the means.
Side 267 - We may say, then, that directly or indirectly the instincts are the prime movers of all human activity; by the conative or impulsive force of some instinct (or of some habit derived from an instinct), every train of thought, however cold and passionless it may seem, is borne along towards its end, and every bodily activity is initiated and sustained.
Side 325 - And though a linguist should pride himself to have all the tongues that Babel cleft the world into, yet if he have not studied the solid things in them as well as the words and lexicons, he were nothing so much to be esteemed a learned man as any yeoman or tradesman competently wise in his mother dialect only.
Side 231 - ... of egoistic preoccupation about their results. Such a habit, like other habits, can be formed. Prudence and duty and self-regard, emotions of ambition and emotions of anxiety, have, of course, a needful part to play in our lives. But confine them as far as possible to the occasions when you are making your general resolutions and deciding on your plans of campaign, and keep them out of the details.
Side 280 - And this hath now his heart, And unto this he frames his song: Then will he fit his tongue To dialogues of business, love, or strife; But it will not be long...
Side 130 - ... mouth, and were found to consist of sentences, coherent and intelligible each for itself, but with little or no connection with each other. Of the Hebrew, a small portion only could be traced to the Bible, the remainder seemed to be in the Rabbinical dialect.
Side 325 - Hence appear the many mistakes which have made learning generally so unpleasing and so unsuccessful; first, we do amiss to spend seven or eight years merely in scraping together so much miserable Latin and Greek, as might be learned otherwise easily and delightfully in one year.