...sensation. 2d. Conception through observation. 3d. Reasoning upon the basis of our conceptions, ascending from the concrete to the abstract, from the simple to the complex, from the known to the unknown. 4th. Volition, according to the conclusion reached by reason, acting...

...sensation. 2d. Conception through observation. 3d. Reasoning upon the basis of onr conceptions, ascending from the concrete to the abstract, from the simple to the complex, from the known to the unknown. 4th. Volition, according to the conclusion reached by reason, acting...

...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 works, reports of city and...

...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 educational works, reports of city and...

...of the child where Nature left it off in the nursery, and accommodate his methods to hers. Let him proceed from the concrete to the abstract, from the simple to the complex, from the indefinite to the definite, and let him remember all the time that he is not forming a passive...

...seems to me these are the questions that must determine how they are to be approached in any subject. From the concrete to the abstract, from the simple to the complex, cannot be true of mathematics and not true in other work also. Under the aim of the instruction, one...

...basis of home knowledge it gradually extends outward toward the unknown. Each item of the unknown in converted into the known, and each step taken is a...Exercise. — The ninth corollary is : Exercise should be left to the pupil. The race, in its education, was obliged to gain knowledge by experiences which...

...procedure in the child's mental growth was from the known to the unknown, from what is to what is beyond, from the concrete to the abstract, from the simple to the complex; but the uncompromising obstinacy of the principle, express it as one will, the utter impossibility...

...are constantly exercised but not .overtaxed. For early education it has the advantage of proceeding from the concrete to the abstract, from the simple to the complex, from the known to the unknown — following the order of the developing mind. Practically it has been...

...articulation traced out. A\hen to use the Analytic method of presentation- -when the Syntheticwhy f Progress from the concrete to the abstract— from the Simple to the Complex. Practical utility of Mathematical studies to go hand in hand with intellectual discipline. The framing...