Religious Education: A Comprehensive Text Book, Bind 81;Bind 879Young Churchman, 1909 - 509 sider |
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Side ix
... Telling - Brief Rules - How to Learn How - Other Illus- trative Methods - Graded Stereoscopic Work . Chapter XIX . - Manual Work in the Sunday School Manual Work - Map - Making in Relief - In Flat - Modelic Work . Chapter XX . - Memory ...
... Telling - Brief Rules - How to Learn How - Other Illus- trative Methods - Graded Stereoscopic Work . Chapter XIX . - Manual Work in the Sunday School Manual Work - Map - Making in Relief - In Flat - Modelic Work . Chapter XX . - Memory ...
Side xiv
... tell , and the curves of his observation , when he attempts to plot them , will as likely as not wander off into fourth dimensional space , whither he cannot follow them however acute his mind may be― strange fatality , of growing away ...
... tell , and the curves of his observation , when he attempts to plot them , will as likely as not wander off into fourth dimensional space , whither he cannot follow them however acute his mind may be― strange fatality , of growing away ...
Side xv
... telling the class some story of tortures - to be lodged in the mind at its most impressionable age and held there throughout life ; nor would such a teacher spare her sarcasm at the expense of some little girl whose quality of mind is ...
... telling the class some story of tortures - to be lodged in the mind at its most impressionable age and held there throughout life ; nor would such a teacher spare her sarcasm at the expense of some little girl whose quality of mind is ...
Side 8
... Telling is not teaching . There are three essentials : a teacher , a lesson , and a pupil to be taught . If the pupil has not been taught anything , the " teacher " cannot be said to have justified his claim to the title , because a ...
... Telling is not teaching . There are three essentials : a teacher , a lesson , and a pupil to be taught . If the pupil has not been taught anything , the " teacher " cannot be said to have justified his claim to the title , because a ...
Side 11
... morrow , and all the days in each conflict , controlling one's self . No one becomes honest save by telling the truth , or trustworthy save by fulfilling each obligation which he accepts . No one may THE AIM OR PURPOSE OF EDUCATION 11.
... morrow , and all the days in each conflict , controlling one's self . No one becomes honest save by telling the truth , or trustworthy save by fulfilling each obligation which he accepts . No one may THE AIM OR PURPOSE OF EDUCATION 11.
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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
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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.