...reliance can be placed upon the conduct of the man ? The natural order in the acquisition of knowledge is from the known to the unknown ; from the simple to the complex. The application of this order to the arrangement of a School course, obvious as it may appear to be,...

...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....

...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...

...any contributions to the ethological aspects of methodology. We all know the current maxims: "from the known to the unknown;" "from the simple to the complex;" "from the concrete to the abstract;" etc. Have we any ethological principle that will furnish us with a central law of method, deduced from...

...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...

...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...

...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...