 | New York (State). Department of Public Instruction - 1863 - 482 sider
...education we should always proceed from the simple t" the difficult ; from the known to the unknown ; from the particular to the general ; from the concrete to the abstract. Not follow the order of the subject, but the order of nature. Synthesis before analysis." In accordance... | |
 | Henry Barnard - 1865 - 922 sider
...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 subject,... | |
 | 1865 - 1150 sider
...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 moro difficult. 9. i'irst synthesis, then analysis — not the order of... | |
 | 1866 - 584 sider
...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... | |
 | Robert Hebert Quick - 1868 - 360 sider
...reason ; and that, to a mind not possessing these single truths, it is necessarily a mystery.* Thus, confounding two kinds of simplification, teachers...the abstract.' In conformity with this principle, Pestalozzi made the actual counting of things precede the teaching of abstract rules in arithmetic.... | |
 | Edward Austin Sheldon - 1869 - 480 sider
...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... | |
 | Colorado. Dept. of Public Instruction - 1874 - 276 sider
...Rule-teaching, previous to teaching by principles, should be avoided ; and rote-learning should be disallowed. The mind should be introduced to principles through...the general — from the concrete to the abstract. Children should be so educated that they will gradually acquire the habit of making their own investigations... | |
 | University of Iowa - 1872 - 144 sider
...and students are taught to present each subject to their pupils so as to lead them, consecutively, from the particular to the general — from the concrete to the abstract — from the simple to the complex. The Normal Library and Reading Room is supplied with standard educational... | |
 | Iowa. General Assembly - 1872 - 966 sider
...and students are taught to present each subject to their pupils so as to lead them, consecutively, from the particular to the general — from the concrete to the abstract — from the simple to the complex. The Normal Library and Reading Room is supplied vfith standard... | |
 | Robert Hebert Quick - 1874 - 366 sider
...reason ; and that, to a mind not possessing these single truths, it is necessarily a mystery.* Thus, confounding two kinds of simplification, teachers...principles," a proceeding essentially, though not before they were taught anything about declensions and conjugations, this would be as sensible as the... | |
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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 
