...difficulties should be avoided, especially in the beginning of the study. 7. Instruction should proceed from the known to the unknown, from the simple to the complex, from concrete to abstract notions, from analysis to synthesis. 8. The mind should be impressed with the...

...all the others. We have also already noted the Divine method of dealing with man. He proceeds from the known to the unknown, from the simple to the complex, from the material to the spiritual, from the sensible to the super-sensible. So must he do, until he have...

...perception, conception (memory and imagination), comparison and generalization, judgment. 3. Proceed from the known to the unknown — from the simple to the complex, — from the whole to the parts — from the particular to the general — from the concrete to the abstract....

...all the others. We have also already noted the divine method of dealing with man. He proceeds from the known to the unknown, from the simple to the complex, from the material to the spiritual, from the sensible to the super-sensible. So must he do, until he have...

...faculties in the natural order of development — Perception, Conception, Judgement. 2. Proceed from the known to the unknown, from the simple to the complex, from the concrete to the abstract ; from the whole to the parts, from the particular to the general. 3. Accustom the child to activity....

...difficulties should be avoided, especially in the beginning of the study. 7. Instruction should proceed from the known to the unknown, from the simple to the complex, from concrete to abstract notions, from analysis to synthesis. * Middle Schools Report, vol. i., ci, p....

...difficulties should be avoided, especially in the beginning of the study. 7. Instruction should proceed from the known to the unknown, from the simple to the complex, from concrete to abstract notions, from analysis to synthesis. 8. The mind should be impressed with the...

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...difficulties should be avoided, especially at the beginning of the study. 4. Instruction should proceed from the known to the unknown, from the simple to the complex, from concrete to abstract notions, from analysis to synthesis. 5. The mind should be impressed with the...

...pupil from what he knows to the proximate truth, and thus carry out the principle of proceeding from the known to the unknown, from the simple to the complex, from the particular to the general, from the example to the rule." Arithmetic should be taught early. Dr....