Religious Education: A Comprehensive Text Book, Bind 81;Bind 879 |
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Religious Education: A Comprehensive Text Book (Classic Reprint) William Walter Smith Ingen forhåndsvisning - 2018 |
Almindelige termer og sætninger
action activity answer appeal attention become beginning better Bible body boys called cause cents CHAPTER character child Christ Christian Church comes course definite desire early Education effect experience fact feeling give given Grade habits hand History ideals ideas illustration important individual influence instinct instruction interest kind knowledge later lead less lesson living maps material matter means memory mental method mind moral nature never noted objects organization parents period physical possible practical Prayer prepared present principles Professor pupils question reason religion religious result rule says scholars secure sense spiritual stage story SUGGESTED Sunday School taught teacher teaching tell things thought tion truth whole young
Populære passager
Side 9 - And the entire object of true education is to make people not merely do the right things, but enjoy the right things — not merely industrious, but to love industry — not merely learned, but to love knowledge — not merely pure, but to love purity — not merely just, but to hunger and thirst after justice.
Side 152 - For Thou hast made us for Thyself and our hearts are restless till they rest in Thee.
Side 142 - What a Young Boy Ought to Know." "What a Young Man Ought to Know." "What a Young Husband Ought to Know.' "What a Man of 45 Ought to Know.
Side 61 - Consciousness is always interested more in one part of its object than in another, and welcomes and rejects, or chooses, all the while it thinks.
Side 68 - But fornication, and all uncleanness, or covetousness, let it not be once named among you, (as becometh saints,) neither filthiness, nor foolish talking, nor jesting, which are not convenient, but rather giving of thanks.
Side 5 - The child has his own instincts and tendencies, but we do not know what these mean until we can translate them into their social equivalents. We must be able to carry them back into a social past and see them as the inheritance of previous race activities. We must also be able to project them into the future to see what their outcome and end will be.
Side 71 - I believe, rather, that we stand in much the same relation to the whole of the universe as our canine and feline pets do to the whole of human life.
Side 102 - The moment one tries to define what habit is, one is led to the fundamental properties of matter. The laws of Nature are nothing but the immutable habits which the different elementary sorts of matter follow in their actions and reactions upon each other.
Side 303 - Since they are not, since really to satisfy an impulse or interest means to work it out, and working it out involves running up against obstacles, becoming acquainted with materials, exercising ingenuity, patience, persistence, alertness, it of necessity involves discipline — ordering of power — and supplies knowledge.
Side 142 - The sexual passion expires after a protracted reign; but it is well known that its peculiar manifestations in a given individual depend almost entirely on the habits he may form during the early period of its activity. Exposure to bad company then makes him a loose liver all his days; .chastity kept at first makes the same easy later on.
Bibliografiske oplysninger
| Titel | Religious Education: A Comprehensive Text Book, Bind 81;Bind 879 Religious Education: A Comprehensive Text Book, William Walter Smith |
| Forfatter | William Walter Smith |
| Udgiver | Young Churchman, 1909 |
| Oprindeligt fra | Harvard University |
| Digitaliseret | 20. okt 2006 |
| Længde | 509 sider |
| Eksporter henvisning | BiBTeX EndNote RefMan |