Religious Education: A Comprehensive Text Book, Bind 81;Bind 879Young Churchman, 1909 - 509 sider |
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Side 82
... answering to something different , which is preparing for the surprises of the future , which is awaiting the events of the un- known . This part of our intelligence , in times when , so to speak , we knew nothing of the laws of nature ...
... answering to something different , which is preparing for the surprises of the future , which is awaiting the events of the un- known . This part of our intelligence , in times when , so to speak , we knew nothing of the laws of nature ...
Side 89
... answer to the question : " In what does a moral act consist when reduced to its simplest and most elementary form , " that the moral act con- sists in the effort of attention by which we hold fast an idea which but for that effort of ...
... answer to the question : " In what does a moral act consist when reduced to its simplest and most elementary form , " that the moral act con- sists in the effort of attention by which we hold fast an idea which but for that effort of ...
Side 97
... Answer a child's everlasting inter- rogation point , especially as to concrete knowledge , and you need never trouble about order . His absorption will be absolute and complete . Curiosity is universal . There is no question of arous ...
... Answer a child's everlasting inter- rogation point , especially as to concrete knowledge , and you need never trouble about order . His absorption will be absolute and complete . Curiosity is universal . There is no question of arous ...
Side 122
... answer : ' God made everything . ' In its struggle for monotheism it seeks concrete statements . By the end of the kindergarten class period , the child knows God not only as Father , but as Creator . He must come to know the Ruler of ...
... answer : ' God made everything . ' In its struggle for monotheism it seeks concrete statements . By the end of the kindergarten class period , the child knows God not only as Father , but as Creator . He must come to know the Ruler of ...
Side 151
... answered it for myself ; all I can do is to give them my answer . I have found that , if wisely treated , they almost always return to a larger and better faith when the period of doubt is over . It can be made a short period for many ...
... answered it for myself ; all I can do is to give them my answer . I have found that , if wisely treated , they almost always return to a larger and better faith when the period of doubt is over . It can be made a short period for many ...
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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.