 | Henry Barnard - 1866 - Страниц: 370
...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 - Страниц: 684
...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 - Страниц: 300
...a proceeding essentially, though not apparently, at variance with the primary rule ; which implies that the mind should be introduced to principles through...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... | |
 | Herbert Spencer - 1861 - Страниц: 244
...examples, and so should be led from the particular to the general — from the concrete to the abstract. 4. The education of the child must accord both in mode and arrangement with the education of mankind, considered historically. In other words, the genesis of knowledge in the individual, must follow the... | |
 | Edward Austin Sheldon, M. E. M. Jones, Hermann Krüsi - 1862 - Страниц: 482
...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 - Страниц: 480
...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 - Страниц: 902
...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... | |
 | New York (State). Department of Public Instruction - 1863 - Страниц: 482
...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 - Страниц: 922
...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 - Страниц: 1150
...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... | |
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The education of the child must accord both in mode and arrangement with the education of mankind, considered historically. 
