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Psychology for Teachers: With Suggestions on Method for Use in High Schools ...
J. N. Patrick
No preview available - 2015
Psychology for Teachers with Suggestions on Method: For Use in High Schools ...
James N Patrick
No preview available - 2016
acquired action activity association attention become begins believe body brain called cause character child clear clearly combining common concept condition connected consciousness constructive correct cramming Define definite depends desire direction distinct distinguish effort elements emotion example exercise existence experience expression fact feeling follows give given habit hearing hence ideal ideas illustrate images imagination important impression individual intellectual interest involved judging judgment kind knowledge language learned material means meant memory mental method mind moral nature needs nerves never notion objects observation original particular pass past perceived perception physical picture points present psychology pupil reasoning recall recitation relation result retain says seen sensation senses sight similar sound statement successful suggests teacher teaching text-book things thinking thought tion true truth usually voluntary
Page 53 - Build thee more stately mansions, O my soul, As the swift seasons roll ! Leave thy low-vaulted past! Let each new temple, nobler than the last, Shut thee from heaven with a dome more vast, Till thou at length art free, Leaving thine outgrown shell by life's unresting sea!
Page 284 - I have seen A curious child, who dwelt upon a tract Of inland ground, applying to his ear The convolutions of a smooth-lipped shell; To which, in silence hushed, his very soul Listened intensely ; and his countenance soon Brightened with joy ; for from within were heard Murmurings, whereby the monitor expressed Mysterious union with its native sea.
Page 281 - That man may last, but never lives, Who much receives, but nothing gives ; Whom none can love, whom none can thank, Creation's blot, creation's blank ! '4.
Page 188 - Lulled in the countless chambers of the brain, Our thoughts are linked by many a hidden chain. Awake but one, and lo, what myriads rise ! * Each stamps its image as the other flies.
Page 330 - O'ER wayward childhood would'st thou hold firm rule, And sun thee in the light of happy faces ; Love, Hope, and Patience, these must be thy graces, And in thine own heart let them first keep school.
Page 172 - The poet's eye, in a fine frenzy rolling, Doth glance from heaven to earth, from earth to heaven. And as imagination bodies forth The form of things unknown, the poet's pen Turns them to shapes, and gives to airy nothing A local habitation and a name.
Page 291 - And watch'd them in their sullen trade, Had seen the mice by moonlight play, And why should I feel less than they? We were all inmates of one place, And I, the monarch of each race, Had power to kill — yet, strange to tell! In quiet we had learn'd to dwell — My very chains and I grew friends, So much a long communion tends To make us what we are: — even I Regain'd my freedom with a sigh.
Page 338 - When a man's knowledge is not in order, the more of it he has the greater will be his confusion of thought.
Page 283 - THE night has a thousand eyes, And the day but one; Yet the light of the bright world dies With the dying sun. The mind has a thousand eyes, And the heart but one; Yet the light of a whole life dies When love is done.
Page 31 - I say moreover that you make a great, a very great mistake, if you think that psychology, being the science of the mind's laws, is something from which you can deduce definite programmes and schemes and methods of instruction for immediate schoolroom use.