...brighten and improve yourself and your power to teach others. Proceed from the known to the unknown, from the particular to the general, from the concrete to the abstract, from the simple to the difficult. Avoid reciting for a pupil or class ; it will do the pupil no more...

...(Paroz, Histoire univ. de la Pedagogic, pp. 338-40.) 151. " Proceed from the known to the unknown — from the particular to the general — from the concrete to the abstract — i'roin the simple to the more difficult.'' There is no psychological ground whatever, for erecting...

...MASTER OF THE GIRLS' LATIN SCHOOL, BOSTON. The mind should be introduced to principles through tne medium of examples, and so should be led from the...the general — from the concrete to the abstract, , . , Children should be led to make their own investigations, to draw their own inferences, — HEKBEKT...

...OF THE GIRLS' LATIN SCHOOL, BOSTON. The mind should be introduced to principles through the mediam of examples, and so should be led from the particular...the general — from the concrete to the abstract. .. . Children should be led to make their own investigations, to draw their own inferences. — HERBERT...

...pupil to memorize what he does not understand. 5. Proceed step by step from the known to the unknown, from the particular to the general, from the concrete to the abstract. 6. Develop the idea, then give the term. 7. What is to be done should be learned by doing. 8. In discipline,...

...furthermore follows that such education, depending thus on things instead of words, is of necessity from the particular to the general, from the concrete to the abstract, and from the simple to the complex. But utterly regardless of every one of these palpable truths, highly...

...furthermore follows that such education, depending thus on things instead of ivords, isof necessity from the particular to the general, from the concrete to the abstract, and from the simple to the complex. But utterly regardless of every one of these palpable truths, highly...

...reason ; and that, to a mind not possessing these single truths, it is necessarily a mystery.* Thus, confounding two kinds of simplification, teachers...the complex), which implies that the mind should be introtaught anything about declensions or conjugations, this would be as sensible as the method adopted...

...or remote. 5. "Develop the idea, then give the term. 6. "Proceed from the known to the unknown — from the particular to the general — from the concrete to the abstract — from the simple to the difficult. 7. "First synthesis, then analysis — not the order of the subject,...

...for himself. 5. "Develop the idea, then give the term. 6. "Proceed from the known to the unknown — from the particular to the general — from the concrete to the abstract — from the simple to the difficult. 7. "First synthesis, then analysis — not the order of the subject,...