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acquired æsthetic animal application authors beautiful become boys called child classes classical common course culture direction English equally essential evolution examination exercise existence experiment fact faculties finally follows force France French future German give given Greek hand heredity higher human ideal ideas importance increase individual industrial influence instruction intellectual interest Italy kind knowledge Latin less letters liberal literary literature living master mathematics means memory mental method mind modern languages moral natural necessary object organization philosophy physics political possible practical present principles problem profession progress question race reason reform result rule schools scientific secondary selection sense sentiments social society spirit subjects teacher teaching things thought tion translation true truth universal whole young youth
Sida 337 - THE SENSES AND THE WILL. Forming Part I. of ' The Mind of the Child.' By W. PREYER, Professor of Physiology in the University of Jena. (Translated.) Crown 8vo., 6s. THE DEVELOPMENT OF THE INTELLECT. Forming Part II. of
Sida 274 - ... possibly have formed many associations with other things in the mind. Their brain-processes are led into by few paths, and are relatively little liable to be awakened again. Speedy oblivion is the almost inevitable fate of all that is committed to memory in this simple way. Whereas, on the contrary, the same materials taken in gradually, day after day, recurring in different contexts, considered in various relations, associated with other external incidents, and repeatedly reflected on, grow...
Sida 274 - Let a man early in life set himself the task of verifying such a theory as that of evolution, and facts will soon cluster and cling to him like grapes to their stem. Their relations to the theory will hold them fast; and the more of these the mind is able to discern, the greater the erudition will become.
Sida 114 - Pipe to the spirit ditties of no tone: Fair youth, beneath the trees, thou canst not leave Thy song, nor ever can those trees be bare; Bold Lover, never, never canst thou kiss Though winning near the goal — yet, do not grieve; She cannot fade, though thou hast not thy bliss, For ever wilt thou love, and she be fair!
Sida 272 - But I am disposed to think the alleged fact untrue. I have carefully questioned several mature actors on the point, and all have denied that the practice of learning parts has made any such difference as is alleged. What it has done for them is to improve their power of studying a part systematically. Their mind is now full of precedents in the way of intonation, emphasis, gesticulation; the new words awaken distinct suggestions and decisions; are caught up, in fact, into a preexisting network, like...