Religious Education: A Comprehensive Text Book, Bind 81;Bind 879Young Churchman, 1909 - 509 sider |
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Side 5
... individual man , and training him for the various functions of life . " Tomkins puts it this way : " Teach- ing is the process by which one man from set purposes produces the life - unfolding process in another . " The late Bishop Hunt ...
... individual man , and training him for the various functions of life . " Tomkins puts it this way : " Teach- ing is the process by which one man from set purposes produces the life - unfolding process in another . " The late Bishop Hunt ...
Side 6
... individual powers , saturating his consciousness , forming his habits , training his ideas , and arousing his feelings and emotions . Through this unconscious education the individual gradually comes to share in the intellectual and ...
... individual powers , saturating his consciousness , forming his habits , training his ideas , and arousing his feelings and emotions . Through this unconscious education the individual gradually comes to share in the intellectual and ...
Side 7
... individual , the educative process will , therefore , be haphazard and arbitrary . If it chances to coincide with the child's activity it will get a leverage ; if it does not , it will result in friction , or disintegration , or arrest ...
... individual , the educative process will , therefore , be haphazard and arbitrary . If it chances to coincide with the child's activity it will get a leverage ; if it does not , it will result in friction , or disintegration , or arrest ...
Side 8
... individual to the preconceived social and political status . Drawbridge says that the fact that we can glibly repeat the word is no proof that we understand its meaning . Words are but counters to represent ideas . What idea does the ...
... individual to the preconceived social and political status . Drawbridge says that the fact that we can glibly repeat the word is no proof that we understand its meaning . Words are but counters to represent ideas . What idea does the ...
Side 18
... individual Teacher who counts for the most . Liberty Enough . - There is the freedom to teach what one believes . The Sunday School is no place for teachers who have not settled their own doubts . It is no place for destructive ...
... individual Teacher who counts for the most . Liberty Enough . - There is the freedom to teach what one believes . The Sunday School is no place for teachers who have not settled their own doubts . It is no place for destructive ...
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Religious Education: A Comprehensive Text Book (Classic Reprint) William Walter Smith Ingen forhåndsvisning - 2018 |
Almindelige termer og sætninger
action activity adolescence adult attention boys brain Butler called Catechism cells cents CHAPTER character child childhood Christ Christian Church course Curriculum Day School definite Drawbridge fact feeling Forbush girls give Gordy Grade habits Haslett Herbart Herbert Spencer History ideals ideas illustration individual influence instinct instruction intellectual interest Jesuits Kindergarten knowledge lesson Lord's Prayer Manual maps material means memory ment mental method mince pie mind moral nature nervous never objects Old Testament organization parents period Pestalozzi practical Prayer Book principles Professor PSYCHOLOGY pupils Quadrivium QUESTIONS FOR THOUGHT reason religion Religious Education result Robert Raikes says scholars spinal cord spiritual Stanley Hall Starbuck story Sunday School Teacher talk taught teaching tell temperament tendency things Thorndike THOUGHT AND DISCUSSION tion to-day Trivium truth words 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.