Harvard Educational Review, Volume 31Howard Eugene Wilson Harvard University, 1961 "The Harvard Educational Review is a journal of opinion and research in the field of education. Articles are selected, edited, and published by an editorial board of graduate students at Harvard University. The editorial policy does not reflect an official position of the Faculty of Education or any other Harvard faculty."-- Volume 81, Number 2, Summer 2011 |
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Page 130
... mind and character than a month's , nay , perhaps a year's schooling . Who knows the individual hour in which His habits were first sown , even as a seed ? Who that should point , as with a wand , and say , This portion of the river of ...
... mind and character than a month's , nay , perhaps a year's schooling . Who knows the individual hour in which His habits were first sown , even as a seed ? Who that should point , as with a wand , and say , This portion of the river of ...
Page 186
... mind , and soul . " The teacher's first requirement was to “ know the child , and its nature . ” Only by " the exact adaptation of the subject ... to the learning mind " could he make the student's experience one of “ essential ...
... mind , and soul . " The teacher's first requirement was to “ know the child , and its nature . ” Only by " the exact adaptation of the subject ... to the learning mind " could he make the student's experience one of “ essential ...
Page 348
... mind , and culture each contributes about equally , while another thought mind and culture , but not body , do so . Five were sure that mind ( which some respondents may have conceived in a spiritual or idealistic sense ) is the most ...
... mind , and culture each contributes about equally , while another thought mind and culture , but not body , do so . Five were sure that mind ( which some respondents may have conceived in a spiritual or idealistic sense ) is the most ...
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abstraction achievement activities American analysis answer appear Association become behavior believe called chapter child communication complete concept concerned considered course culture described direct discussion effect example experience fact field give given Harvard higher human ideas important individual institutions instruction interest involved John kind knowledge language learning less LIBRARIES machine material matter McGuffey Readers means methods moral nature objects observed organization patterns perhaps period personality position possible practice present Press problems Professor question reader reading reference relation religious Report response Review role seems sense situation social society specific suggests teacher teaching theory things tion understanding University values York
Bibliographic information
| Title | Harvard Educational Review, Volume 31 Harvard Educational Review, Harvard University. Graduate School of Education |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1961 |
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