...and, at the same time, practical, being adapted to the mental growth of the pupil. The motto has been, from the easy to the difficult, from the simple to the complex. The object has been to present the simpler and more practical subjects first, being careful not to...

...different forms by various conbinations of handiwork. The series of models should continuously progress from the easy to the difficult, from the simple to the complex, including ample variety in form, and each article must be in such relation to its predecessor that...

...being adapted to the natural mental growth and development of the pupil. The mottoes hav« been, — -from the easy to the difficult, from the simple to the complex, frmn tht known to the unknown. Care has been taken to present the simpler and • more practical subjects,...

...being adapted to the natural mental growth and development of the pupil. The mottoes have been, — from the easy to the difficult, from the simple to the complex, from the known to the unknomi. Care has been taken to present the simpler and more practical subjects...

...being adapted to the natural mental growth and development of the pupil. The mottoes have been,— -from the easy to the difficult, from the simple to the complex, from tht biown to the unknown. Care has been taken to present the simpler and more practical subjects...

...scroll-saw work. The commission observe that it is not clear how this series exhibits the progress from the easy to the difficult, from the simple to the complex, more than to another ; nor does it appear that the program is closely adhered to. On the other hand,...

...for the next. . oJ n As to classification of models :'.1°. The series ought to progress without a break from the easy to the difficult, from the simple to the complex ; 2°. There must be a sufficient variety ; 3°. Each model must be so placed in the series that the pupil shall be able to...

...prepare for the next. As to classification of models : 1°. The series ought to progress without a break from the easy to the difficult, from the simple to the complex ; 2°. There must be a sufficient variety ; 3°. Each model must be so placed in the series that the pupil shall be able £o...

...next. As to classification of models : 1°. The series ought to progress without a break from the easr to the difficult, from the simple to the complex : 2°. There must be a sufficient variety ; 3°. Eacb model must be so placed in the series that the pupil shall be able to...

...the labors of the Slqjd. It is a general principle of pedagogics, that all instruction should proceed from the easy to the difficult ; from the simple to the complex; this principle is respected in the series of Naas. It cannot appear clearly to the eyes of those who...

...series of sloyd models should he based: — "First. The exercises should follow in progressive order from the easy to the difficult, from the simple to the complex, without an injurious break, and with such carefully graded demands on the powers of both mind and body...

...a prescribed sequence founded on the great laws of educational philosophy. The child should be led from the easy to the difficult, from the simple to the complex, from the known to the unknown, in all manual as well as mental training. The exercises must be for...

...essential rules upon which this series is based : "1. The exercises should follow-in progressive order from the easy to the difficult, from the simple to the complex, without any injurious break, and with such carefully graded demands on the powers of both mind and...

...gymnastic instruction. This involves the possibility- of proceeding, in conformity with further principles, from the easy to the difficult, from the simple to the complex ; for what is easy is commonly simple, and this is usuallv that which is known, the complex, too, goes...

...of science and adapted to the natural mental growth and development of the pupil. The motto has been from the easy to the difficult, from the simple to the complex, from the known to the unknown. Care has been taken to present the simpler and more practical subjects...

...about to be destroyed. Need of Careful Grading Manual activities need to be planned so as to progress from the easy to the difficult, from the simple to the complex, as do other subjects of the curriculum. Careful guidance is the secret of the good results produced...

...and so too the instruction. It is suggestive and many-sided rather than exhaustive. The principles, 'from the easy to the difficult', 'from the simple to the complex' are subordinated to the effort to interest — one might sometimes say, to amuse. Through the disregard...

...the form of maxims, such as: "From the known to the unknown", or, with another element added to it: "From the easy to the difficult," — "From the simple to the complex", — "From the concrete to the abstract." It is evident that the logical relation of the details of...

...conditions that frequently arise in business life. The course, you notice, is proceeding naturally from the easy to the difficult, from the simple to the complex. In the Books that are to follow you will learn how to meet human nature under all speech conditions....

...whether the first or the second division had better be put last. Here, too, the law of progression is : from the easy to the difficult, from the simple to the complex, from the appeal to the intellect to the appeal to the emotions and the will. The divisions should be...

...information. 6. Does the work of one half term differ from another in difficulty? Does the course of work lead from the easy to the difficult, from the simple to the complex, in an orderly way? 7. Does every pupil in the class have a chance to master each step and each process,...

...common theme of interest. Need of careful grading. — Manual activities need to be planned to progress from the easy to the difficult, from the simple to the complex as do other subjects of the curriculum. Careful grading is frequently the secret of the very good results...

...system are based upon the following ideas: 1st. The exercises should follow in a progressive order, from the easy to the difficult, from the simple to the complex, without any injurious break, and with such carefully graded demands on the powers of both mind and...

...common theme of interest. Need of careful grading. — Manual activities need to be planned to progress from the easy to the difficult, from the simple to the complex as do other subjects of the curriculum. Careful grading is frequently the secret of the very good results...

...pick out the key points. Also, you arrange the items in the order in which the men should learn them: from the easy to the difficult, from the simple to the complex, and from the known to the unknown parts. A sheet of paper arranged in three columns will help organize...

...most important manipulations connected with wood. B. — As to the Arrangement of the Models. 1 i ) The series must progress without break from the easy...the complex. (2) There must be a refreshing variety. (3) The models must follow in such progressive order that by means of the preceding ones, the pupils...

...the idea, then the word.) 3. Be progressive as well as thoro. 4. Proceed from the near to the remote; from the easy to the difficult ; from the simple to the complex ; from the known to the unknown. (Apperception.) 5. Not many things, but much! (Non multa, ted multwrn....

...6. Does the work of one half term differ from another in difficulty? Doe» the course of work lead from the easy to the difficult, from the simple to the complex, in an orderly way? 7. Does every pupil in the class have a chance to master each step and each process,...