Principles of Education
Houghton Mifflin, 1924 - 645 من الصفحات
"Suggestions for further reading": p. .
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عبارات ومصطلحات مألوفة
achievement acquired action activities adjustment aspects assume attention become behavior called capacity certain changes child classes complex conduct course curriculum demands dependent difficult direct discussion economic effective elementary environment existence experience fact feeling field forces formation function give given growth habits higher human ideal important increased individual industry institution instruction intellectual interests knowledge learning less levels limited living material means measure mechanisms mental methods mind moral nature necessary never objective occupations organism original period personality physical position possible practice present principle problem pupil question recreational reflection regarded religion religious response secondary selection situation skills social society student teacher teaching theory thinking thought tion to-day traits universal values various vocational
الصفحة 338 - Then one of them, which was a lawyer, asked him a question, tempting him, and saying, Master, which is the great commandment in the law ? Jesus said unto him, Thou shalt love the Lord thy God with all thy heart, and with all thy soul, and with all thy mind. This is the first and great commandment. And the second is like unto it, Thou shalt love thy neighbour as thyself. On these two commandments hang all the law and the prophets.
الصفحة 84 - Could the young but realize how soon they will become mere walking bundles of habits, they would give more heed to their conduct while in the plastic state. We are spinning our own fates, good or evil, and never to be undone.
الصفحة 67 - The common problem, yours, mine, every one's, Is — not to fancy what were fair in life Provided it could be, — but, finding first What may be, then find how to make it fair Up to our means: a very different thing!
الصفحة 266 - Bliss was it in that dawn to be alive, But to be young was very Heaven! O times, In which the meagre, stale, forbidding ways Of custom, law, and statute, took at once The attraction of a country in romance! When Reason seemed the most to assert her rights When most intent on making of herself A prime enchantress — to assist the work, Which then was going forward in her name! Not favored spots alone, but the whole Earth, The beauty wore of promise — that which sets (As at some moments might not...
الصفحة 505 - But he that knew not. and did commit things worthy of stripes, shall be beaten with few stripes. For unto whomsoever much is given, of him shall be much required; and to whom men have committed much, of him they will ask the more.
الصفحة 344 - For whosoever will save his life shall lose it: but whosoever will lose his life for my sake, the same shall save it.
الصفحة 100 - Whatever withdraws us from the power of our senses; whatever makes the past, the distant, or the future predominate over the present — advances us in the dignity of thinking beings.
الصفحة ii - Greeting his pupils, the master asked : 'What would you learn of me?' "And the reply came : 'How shall we care for our bodies? How shall we rear our children? How shall we work together? How shall we live with our fellow-men? How shall we play? For what ends shall we live?
الصفحة 84 - The hell to be endured hereafter, of which theology tells, is no worse than the hell we make for ourselves m this world by habitually fashioning our characters in the wrong way.
الصفحة 145 - When, therefore, we find ourselves entertaining an opinion about the basis of which there is a quality of feeling which tells us that to inquire into it would be absurd, obviously unnecessary, unprofitable, undesirable, bad form, or wicked, we may know that that opinion is a nonrational one, and probably, therefore, founded upon inadequate evidence. Opinions, on the other hand, which are the result of experience or of honest reasoning do not have this quality of "primary certitude.