 | 1854 - 686 páginas
...reason — and that to the child not possessing these single truths it is necessarily a mystery. Thus confounding two kinds of simplification, teachers...not apparently, at variance with the primary rule ; which involves that the mind should be introduced to principles through the medium of examples, and... | |
 | Henry Barnard - 1866 - 370 páginas
...cultivation of language. In the natural order of education we must "proceed from the known to the unknown; from the particular to the general; from the concrete to the abstract; from the simple to the more difficult; fromsynthesis to analysis; following the order of nature, rather... | |
 | 1866 - 684 páginas
...law-giver: — 1. "Develop the idea, then give the term. 2. " Proceed from the known to the unknown ; from the particular to the general ; from the concrete to the abstract ; from the simple to the more difficult." 3. "First synthesis, then analysis — not the order of the... | |
 | Herbert Spencer - 1860 - 328 páginas
...principles " : a proceeding essentially, though not apparently, at variance with the primary rule; which implies that the mind should be introduced to...the general — from the concrete to the abstract. 3. The education of the child must accord both in mode and arrangement with the education of mankind... | |
 | Herbert Spencer - 1860 - 300 páginas
...principles " : a proceeding essentially, though not apparently, at variance with the primary rule ; which implies that the mind should be introduced to...examples, and so should be led from the particular to the general—from the concrete to the abstract. 3. The education of the child must accord both in mode... | |
 | Edward Austin Sheldon, M. E. M. Jones, Hermann Krüsi - 1862 - 482 páginas
...the idea — then give the term — cultivate language. 8. Proceed from the known to the unknown — from the particular to the general — from the concrete to the abstract — from the simple to the more difficult. 9. First synthesis, then analysis — not the order of the... | |
 | Edward Austin Sheldon, M. E. M. Jones, Hermann Krüsi - 1862 - 480 páginas
...the idea — then give the term — cultivate language. 8. Proceed from the known to the unknown — from the particular to the general — from the concrete to the abstract — from the simple to the more difficult. 9. First synthesis, then analysis — not the order of the... | |
 | Henry Barnard - 1863 - 902 páginas
...reason — and that to the child not possessing these single truths it is necessarily a mystery. Thus confounding two kinds of simplification, teachers...not apparently, at variance with the primary rule ; which implies that the mind should be introduced to principles through the medium of examples, and... | |
 | Henry Barnard - 1863 - 898 páginas
...reason — and that to the child not possessing these single truths it is necessarily a mystery. Thus confounding two kinds of simplification, teachers...not apparently, at variance with the primary rule ; which implies that the mind should be introduced to principles through the medium of examples, and... | |
 | Henry Barnard - 1863 - 904 páginas
..."first principles:" a proceeding essentially, though not apparently, at variance with the primary rule ; which implies that the mind should be introduced to...principles through the medium of examples, and so should bo led from the particular to the general — from the concrete to the abstract. (3.) The education... | |
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... not possessing these single truths, it is necessarily a mystery.* Thus, confounding two kinds of simplification, teachers have constantly erred by setting out with 
