trigram

This is a table of type trigram and their frequencies. Use it to search & browse the list to learn more about your study carrel.

trigram	frequency
one of the	211
the fact that	211
on the other	208
the other hand	176
part of the	162
as well as	151
is to be	150
so far as	148
more or less	145
in order to	145
the development of	136
it is not	130
there is no	128
there is a	126
that it is	124
it is a	124
the case of	124
of the child	123
the nervous system	123
in which the	122
by means of	121
it is the	121
in the case	116
in the same	107
at the same	107
the nature of	106
in connection with	105
it may be	105
be able to	101
the use of	98
the part of	97
the law of	97
it is evident	92
out of the	91
in such a	91
the same time	91
in other words	90
it is to	88
a number of	84
the habit of	84
in terms of	84
the number of	83
study of the	82
and so on	82
is able to	82
the sense of	78
of the school	78
the laws of	77
in the first	77
the process of	77
of the mind	76
the basis of	76
we do not	76
development of the	76
a matter of	76
knowledge of the	75
of the most	74
the form of	74
it has been	72
of the same	72
the value of	72
the presence of	72
is one of	71
the work of	70
the age of	70
the end of	69
the learning process	69
in so far	68
of the class	68
and in the	68
the study of	67
it will be	67
some of the	67
the mind is	67
and it is	66
of the individual	66
as it is	65
that of the	65
in this way	65
nature of the	65
a study of	64
more and more	64
a process of	63
is evident that	63
as to the	62
the influence of	62
the formation of	62
the most important	62
it must be	62
according to the	61
the method of	60
what is the	59
of the teacher	59
fact that the	59
the power of	59
this is the	59
of the nervous	59
as in the	58
it is only	57
of the body	57
are to be	56
at the end	56
but it is	56
the field of	56
for this reason	56
of all the	56
on the part	55
of the brain	55
on account of	55
the meaning of	55
of such a	55
connection with the	55
and of the	54
the idea of	54
because of the	54
that there is	54
use of the	53
of the whole	53
point of view	53
many of the	53
a state of	53
the child is	52
to be a	52
it is possible	51
in the form	51
likely to be	51
a part of	51
parts of the	51
the problem of	51
as we have	51
a knowledge of	50
a series of	50
the science of	50
is likely to	50
the same way	50
for the sake	50
is not a	49
as a result	49
interest in the	49
most of the	49
the sake of	49
the high school	49
is not the	49
the training of	48
it should be	48
which we have	48
the child to	48
attention to the	47
the ability to	47
should not be	47
of the will	47
to some extent	46
if it is	46
to say that	46
it would be	46
of the lesson	46
of the process	46
a result of	46
to do with	46
the importance of	45
to be the	45
of the world	45
the result of	45
which they are	45
in the second	45
the purpose of	45
boys and girls	45
in the fact	45
in the mind	45
of his own	44
the principle of	44
it is true	44
as a whole	44
the history of	44
at the beginning	43
of the other	43
so as to	43
found in the	43
in the way	43
of the race	43
the relation of	42
the power to	42
to be able	42
of the various	42
so that the	42
is in the	42
and the like	42
in which they	41
seems to be	41
in the world	41
that the child	41
members of the	41
the function of	41
the feeling of	41
work of the	41
in accordance with	41
that he is	41
is that of	41
to find out	40
that they are	40
of the two	40
it is in	40
by the teacher	40
is that the	40
which may be	40
is known as	39
to have the	39
of the problem	39
we have seen	39
which the mind	39
the tendency to	39
as far as	39
case of the	39
the kind of	38
with each other	38
has already been	38
up to the	38
to the fact	38
if we are	38
seem to be	38
of the new	38
the results of	38
he does not	38
in like manner	38
in a sense	38
which it is	37
in all the	37
in the school	37
one of these	37
the effects of	37
aim of education	37
the mind of	37
the point of	37
in relation to	37
the beginning of	37
involved in the	37
the possibility of	37
that the mind	36
men and women	36
in the nervous	36
it can be	36
the difference between	36
it does not	36
in some cases	36
of the best	36
the psychology of	36
the standpoint of	36
the one who	36
the need of	35
the teacher should	35
the place of	35
not to be	35
from the standpoint	35
end of the	35
they do not	35
control of the	35
such a way	35
in order that	35
account of the	35
first of all	35
an act of	34
connected with the	34
as long as	34
the aim of	34
must not be	34
of the first	34
a sense of	34
as they are	34
the elements of	34
of human nature	33
a means of	33
the life of	33
which we are	33
the course of	33
a tendency to	33
the pupil is	33
when it is	33
the organization of	33
upon the part	33
each of these	32
this type of	32
the growth of	32
the solution of	32
in the light	32
the first place	32
a group of	32
the order of	32
in a certain	32
to which the	32
of the learning	32
which have been	32
the light of	32
on the whole	32
we wish to	32
the type of	32
to the child	32
but in the	32
as a means	32
the way of	32
that in the	32
the world of	32
as soon as	32
the instinct of	32
and at the	32
in the field	31
the direction of	31
the principles of	31
of the senses	31
relation to the	31
the good of	31
at the time	31
in the sense	31
much of the	31
on the basis	31
that we are	31
to attend to	31
at the age	31
with reference to	31
the character of	31
that we can	31
the effect of	31
to make a	31
per cent of	31
life of the	31
at this age	31
the amount of	30
no matter how	30
be found in	30
the teacher must	30
row of beats	30
the members of	30
of the social	30
in the early	30
on the one	30
they are not	30
of a particular	30
it is an	30
that we have	30
in such cases	30
the young child	30
which he is	30
to be found	29
the education of	29
far as it	29
made up of	29
the first time	29
meaning of the	29
the scope of	29
value of the	29
of the pupils	29
this is a	29
of this type	29
of the soul	29
the significance of	29
is the most	29
of the text	29
of those who	29
the mind and	29
to be noted	29
any one of	29
part of our	29
that the teacher	29
the spirit of	29
of the word	29
means of the	29
to make the	29
in which he	28
what has been	28
in the other	28
more than a	28
for it is	28
by which the	28
these are the	28
the best of	28
for its own	28
the quality of	28
due to the	28
the facts of	28
to give the	28
in the process	28
will be found	28
the educative process	28
character of the	28
to each other	28
process of learning	27
all of the	27
away from the	27
know how to	27
of the greatest	27
of the past	27
in the above	27
the child in	27
view of the	27
the art of	27
need to be	27
should be taught	27
and the other	27
think of the	27
it is of	27
the processes of	27
in spite of	27
is found in	27
a feeling of	27
is not so	27
analysis of the	27
history of the	27
of voluntary attention	27
of a certain	26
observation and introspection	26
of the children	26
mind of the	26
this is true	26
is possible to	26
the one hand	26
sense of the	26
of the subject	26
to the problem	26
which is the	26
of children in	26
of the field	26
in which it	26
is to say	26
idea of the	26
in the development	26
say that the	26
as a matter	26
when we are	26
to the other	26
do not know	26
even in the	26
form the habit	26
this is not	26
the necessity of	26
in the last	26
not so much	26
movements of the	25
the child and	25
of the cortex	25
each of the	25
of the mental	25
of the facts	25
we are to	25
consists in the	25
the mind to	25
of their own	25
and there is	25
it in the	25
in the past	25
that this is	25
as to be	25
may be called	25
in observation and	25
form of the	25
education of the	25
of which the	25
it is also	25
is true that	25
which the child	25
reference to the	25
by no means	25
is the one	25
a sense organ	25
in this case	25
in addition to	24
of the pupil	24
only in the	24
is due to	24
to use the	24
association of ideas	24
if they are	24
the teacher who	24
in the following	24
is true of	24
not only is	24
the school curriculum	24
because it is	24
when they are	24
there must be	24
in the brain	24
the majority of	24
an interest in	24
two or three	24
ought to be	24
he is able	24
is said to	24
are able to	24
the experience of	24
problems in observation	24
children in the	24
it is this	24
its own sake	24
that there are	24
may not be	24
that we may	24
out of which	24
that they have	24
of the group	24
the person who	24
accordance with the	24
the sight of	24
in each case	24
of this kind	23
not in the	23
to be done	23
through the senses	23
the child must	23
it is very	23
to the extent	23
some of these	23
to see that	23
the child who	23
with respect to	23
is a matter	23
the line of	23
a good memory	23
in the high	23
the pupil to	23
the focus of	23
of the work	23
in which we	23
it is for	23
in dealing with	23
of a child	23
those of the	23
of the object	23
and this is	23
a way that	23
to have a	23
matter of the	23
there are many	23
is necessary to	23
a kind of	23
a list of	23
exactly the same	23
way in which	23
the achievements of	23
it is necessary	23
and that the	23
the interests of	23
in his mind	23
in the schoolroom	23
on the contrary	22
in the study	22
terms of the	22
a large part	22
in all these	22
of the eye	22
all sorts of	22
to the same	22
spoken of as	22
what are the	22
would be the	22
at one time	22
a long time	22
the ideal of	22
the thought of	22
difference between the	22
so long as	22
rated at rated	22
in this field	22
are likely to	22
at rated at	22
for the most	22
for the child	22
of what is	22
by which we	22
it is because	22
is that it	22
image of the	22
the interpretation of	22
can be made	22
of education is	22
large number of	22
idea of a	22
we have already	22
in a given	22
a more or	22
which has been	22
there can be	22
all that is	22
the acquisition of	22
the same thing	22
to be in	22
to do so	21
one of them	21
what it is	21
the teacher may	21
understanding of the	21
to be of	21
it is often	21
supposed to be	21
side of the	21
it is hard	21
be taught to	21
of the situation	21
such a case	21
and all the	21
of the great	21
which they have	21
the rate of	21
to the mind	21
case of a	21
the matter of	21
the conditions of	21
the necessity for	21
more than the	21
of the material	21
in the future	21
for the same	21
we have the	21
with which the	21
field of consciousness	21
back to the	21
mind and body	21
it is that	21
of the more	21
as one of	21
far as the	21
evident that the	21
that can be	21
conception of the	21
have to be	21
to which it	21
because they are	21
of which he	21
far as possible	21
of the particular	21
statement of the	21
of the human	21
it is important	21
it was found	20
when the child	20
the association of	20
in a way	20
is the case	20
is not to	20
the time of	20
an example of	20
at the outset	20
that is to	20
good of the	20
presence of the	20
fact that it	20
we come to	20
of the young	20
related to the	20
the boy who	20
seen in the	20
power of appreciation	20
or the other	20
of a class	20
interested in the	20
when a child	20
a large number	20
of which we	20
of attention and	20
part of a	20
that he has	20
see that the	20
for the first	20
as much as	20
mind and its	20
the perception of	20
so it is	20
as the child	20
of the chief	20
are in the	20
is the only	20
different kinds of	20
we are not	20
which he has	20
they must be	20
formation of habits	20
processes of consciousness	20
the content of	19
the object of	19
to do this	19
the control of	19
his knowledge of	19
a new experience	19
such as the	19
an object of	19
well as the	19
to one another	19
it as a	19
of a new	19
with which they	19
of the higher	19
the strength of	19
it is easy	19
to think of	19
it is said	19
different types of	19
than that of	19
enable him to	19
known as the	19
of the present	19
to be used	19
they are to	19
a way as	19
at a time	19
has been said	19
to the particular	19
content of consciousness	19
years of age	19
with all the	19
or in the	19
of the ideas	19
of a number	19
the story of	19
of the organism	19
for us to	19
result of the	19
of a problem	19
to know the	19
as a rule	19
of interest in	19
the way in	19
they are the	19
is at the	19
a means to	19
our past experience	19
place of the	19
each other in	19
a child to	19
dependent upon the	19
of the imagination	19
mind is able	19
cent of the	19
of the development	19
in danger of	19
of the three	19
it is obvious	19
application of the	18
process by which	18
as has been	18
to that of	18
the sense organs	18
end in view	18
the individual to	18
large part of	18
was found that	18
be in the	18
be noted that	18
the lack of	18
the state of	18
the process is	18
or at least	18
the position of	18
a period of	18
some of them	18
difference in the	18
we may call	18
a row of	18
the language of	18
is a great	18
those who are	18
the problem in	18
he has not	18
in the work	18
the impulse to	18
there is some	18
or to the	18
of the nature	18
the intensity of	18
this does not	18
the children in	18
rather than to	18
of attention is	18
who has not	18
the application of	18
will always be	18
to the class	18
to form the	18
be made to	18
he is not	18
especially in the	18
if he is	18
the movements of	18
the length of	18
or of the	18
a system of	18
are due to	18
experience of the	18
interpretation of the	18
so that they	18
the teaching of	18
to become a	18
they may be	18
one who is	18
the danger of	18
problem of the	18
of its own	18
could not be	18
essentials of psychology	18
in this respect	18
a multitude of	18
elements of the	18
make use of	18
of educational psychology	18
there is not	18
which can be	18
the teacher in	18
beginning of the	18
it is impossible	18
this may be	18
we have a	18
between the two	18
the relations of	18
the child should	18
presented to the	18
the head of	18
belong to the	18
of the time	18
we find that	18
there is an	18
at this point	17
induction and deduction	17
aspects of the	17
may be said	17
of a sense	17
law of the	17
what they are	17
achievements of children	17
in regard to	17
the brain and	17
in the various	17
many of our	17
of a thing	17
recognition of the	17
to read the	17
i do not	17
as a process	17
to the individual	17
that is the	17
it is well	17
of which is	17
to measure the	17
may be noted	17
of the original	17
to be more	17
when there is	17
the question is	17
may be the	17
the period of	17
associated with the	17
way as to	17
the range of	17
found to be	17
is to make	17
it is by	17
arrangement of the	17
in any way	17
the absence of	17
so that it	17
in some way	17
is for the	17
the man who	17
borne in mind	17
of the elements	17
as that of	17
and on the	17
that he had	17
a child is	17
those who have	17
may be a	17
to have children	17
it in a	17
a great deal	17
and to the	17
or it may	17
of an object	17
one or more	17
enable us to	17
will be the	17
make a study	17
in the most	17
work in the	17
in his own	17
far as we	17
in love with	17
the child may	17
we must not	17
instead of the	17
of the one	17
more likely to	17
the most part	17
portion of the	17
laws of association	17
in some degree	17
power of the	17
the question of	17
in the individual	17
is the best	17
constitution of the	17
but they are	17
the child has	17
the subject of	17
solution of the	17
a piece of	17
is not only	17
stimulus and response	17
and with the	17
should be the	17
interest and attention	17
in the cortex	16
in place of	16
the teacher to	16
well as in	16
for the purpose	16
any of the	16
because of its	16
to find the	16
american journal of	16
the words of	16
the lesson problem	16
it to be	16
not only in	16
to which he	16
looked upon as	16
said to be	16
and not the	16
from what has	16
the lecture method	16
there are two	16
five per cent	16
by the fact	16
to do it	16
that have been	16
if one is	16
can be of	16
the school and	16
them in the	16
the rest of	16
enables us to	16
the latter is	16
devoted to the	16
to the teacher	16
the relation between	16
of the old	16
whether it is	16
of mind and	16
states of consciousness	16
to get the	16
strain and relaxation	16
the same manner	16
in this sense	16
the individual is	16
be borne in	16
what we call	16
all the other	16
the attainment of	16
of the above	16
direction of the	16
in the original	16
will not be	16
to bring the	16
to an end	16
of strain and	16
in many cases	16
to which they	16
in which a	16
while it is	16
for a time	16
to meet the	16
that he was	16
those that are	16
the teacher is	16
the activity of	16
to the general	16
to call up	16
the flow of	16
for a long	16
is easy to	16
to do the	16
at the present	16
to give a	16
if it were	16
a case of	16
the existence of	16
and that of	16
as if they	16
relation of the	16
instead of being	16
it is one	16
called upon to	16
it is more	16
from each other	16
science of education	16
has not been	16
in the direction	16
of the play	16
needs to be	16
the whole of	16
if we could	16
to see the	16
for the teacher	16
in the history	16
lines of action	16
scope of consciousness	16
of the laws	16
function of the	16
to which we	16
it cannot be	16
of the right	16
under such conditions	16
journal of psychology	16
to understand the	16
owing to the	16
and by the	16
is hard to	16
it is at	16
what he is	16
education is to	16
the qualities of	16
there is the	16
we must have	16
the recognition of	16
the midst of	15
to a large	15
is only as	15
of the law	15
of the matter	15
into a new	15
long as the	15
the condition of	15
that the person	15
sensory and motor	15
children should be	15
than in the	15
the maximum of	15
all the time	15
of the question	15
principle of the	15
the business of	15
with that of	15
can be no	15
is the result	15
to what extent	15
of the sense	15
the act of	15
in our own	15
lesson on the	15
this kind of	15
the mind must	15
is for this	15
in the use	15
we seek to	15
from this it	15
we have to	15
as if the	15
in a similar	15
within the nervous	15
would have been	15
to interpret the	15
in the air	15
in this country	15
his attention upon	15
to respond to	15
importance of the	15
most of us	15
plays and games	15
ways in which	15
the spinal cord	15
the parts of	15
as compared with	15
the unity of	15
the operation of	15
the other side	15
feelings of strain	15
of a single	15
attitude of the	15
the attention of	15
look at the	15
which is to	15
we are in	15
it is just	15
of the heart	15
and its education	15
the activities of	15
the extent to	15
an idea of	15
extent to which	15
in the midst	15
of individual differences	15
with the problem	15
for the good	15
in both cases	15
may have been	15
can be done	15
to the end	15
example of the	15
two types of	15
factor in the	15
in a more	15
to a certain	15
in the class	15
focus of attention	15
length of time	15
he may be	15
to build up	15
that we should	15
of the fact	15
over and over	15
attention upon the	15
do with the	15
used in the	15
shown in the	15
the difference in	15
do is to	15
is necessary for	15
by the mind	15
when the mind	15
in habit formation	15
there has been	15
stream of consciousness	15
purpose of the	15
far as they	15
but this is	15
question as to	15
the possession of	15
they have been	15
if we wish	15
the stream of	15
be used in	15
order to be	15
the step of	15
to deal with	15
the new experience	15
it is difficult	15
to know what	15
the cause of	15
as has already	15
that it may	15
would be to	15
our study of	14
may be taken	14
in mind that	14
that are not	14
the will is	14
any kind of	14
the mind in	14
that they will	14
we may be	14
the question as	14
interfere with the	14
all of them	14
must be a	14
experiences of the	14
of all these	14
is not in	14
of the recitation	14
of the second	14
of the words	14
the problem is	14
an opportunity for	14
of past experience	14
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the discussion of	14
of boys and	14
must not only	14
they will be	14
by virtue of	14
more of the	14
activity of the	14
some form of	14
to know how	14
a young child	14
transfer of training	14
rather than the	14
a sort of	14
of the general	14
to make them	14
of the high	14
compared with the	14
because of this	14
to keep the	14
they can be	14
of a good	14
show that the	14
used as a	14
to study the	14
of a triangle	14
no one can	14
the play spirit	14
position of the	14
regard to the	14
able to do	14
to show that	14
of our thought	14
to bring about	14
as it were	14
line of action	14
of a man	14
differences in the	14
significance of the	14
may be considered	14
the attempt to	14
is at once	14
come to the	14
the human race	14
notion of the	14
from the other	14
that which is	14
a lack of	14
the one that	14
of habit formation	14
high school and	14
other things being	14
a consideration of	14
of consciousness is	14
so to speak	14
of development of	14
the teacher can	14
the material of	14
of thought and	14
the problems of	14
the dawn of	14
methods of teaching	14
are the most	14
to get a	14
with the same	14
be given to	14
condition of the	14
those which are	14
organs of the	14
quality of the	14
in that it	14
of life and	14
part in the	14
in the course	14
the statement of	14
of the emotions	14
a general notion	14
a general way	14
is of the	14
is much more	14
the recitation lesson	14
a desire to	14
that the pupil	14
each of us	14
matter of fact	14
to the subject	14
in this direction	14
that will be	14
a difference in	14
most of our	14
the conclusion is	14
lies in the	14
for the time	14
place in the	14
as an example	14
of the book	14
the name of	14
that does not	14
to control the	14
the discovery of	14
the body is	14
it was a	14
the needs of	14
out in the	14
this means that	14
would be a	14
in the text	14
member of the	14
have to do	14
a class of	14
must be made	14
and the more	14
at this stage	14
the median point	14
have been made	14
is a very	14
things being equal	14
an analysis of	14
to form a	14
the interest in	14
training of thought	13
is called a	13
it is found	13
our mental life	13
the same person	13
in a general	13
characteristic of the	13
in nature study	13
the process by	13
in the latter	13
in which children	13
to the point	13
brought about by	13
a factor in	13
age of the	13
the sensations of	13
there would be	13
be done in	13
in the training	13
the more important	13
conditions under which	13
the desire to	13
an end in	13
under the head	13
in a state	13
illustration of the	13
children of the	13
illustrated in the	13
results in the	13
in the child	13
object of attention	13
is also a	13
feeling of pleasure	13
the sphere of	13
a type of	13
which we can	13
this form of	13
is no longer	13
of course this	13
nothing more than	13
to see how	13
sensations of the	13
consideration of the	13
appreciation of the	13
the touch of	13
there is nothing	13
at another time	13
as they do	13
we are able	13
the sense that	13
that they may	13
we say that	13
movement of the	13
in the end	13
on the scale	13
results of the	13
a man is	13
of the term	13
is seen in	13
has its own	13
we shall see	13
in interpreting the	13
principles of education	13
depends upon the	13
to discover the	13
its relation to	13
must be taken	13
in school work	13
he should be	13
the tendency of	13
our sense of	13
the combination of	13
is of course	13
to be remembered	13
the loss of	13
certain types of	13
we may have	13
the fact of	13
the same age	13
in the preceding	13
a few minutes	13
not only to	13
determined by the	13
which the teacher	13
there was a	13
we may say	13
is supposed to	13
with which we	13
the attitude of	13
use of a	13
by the same	13
of the processes	13
which we may	13
influence of the	13
if we have	13
the result is	13
to do is	13
we should not	13
when he was	13
this reason that	13
with the other	13
the consciousness of	13
to the present	13
individual differences in	13
in a very	13
as we do	13
will be seen	13
is obvious that	13
standpoint of the	13
part of children	13
as we are	13
the new problem	13
of our consciousness	13
of view of	13
there are certain	13
of school children	13
he must be	13
his former knowledge	13
to look at	13
it from the	13
given to the	13
when he is	13
best of all	13
a short time	13
the fact is	13
is not enough	13
upon which the	13
of the aim	13
is the same	13
he had been	13
we need to	13
has to do	13
the technique of	13
of all kinds	13
for this purpose	13
thought of as	13
from the foregoing	13
content of the	13
nervous system is	13
in what sense	13
that he can	13
in the learning	13
the making of	13
who does not	13
if they were	13
the forms of	13
connection between the	13
for granted that	13
a life of	13
can be used	13
in the middle	13
little or no	13
the feelings of	13
may have a	13
the exercise of	13
of general method	13
that must be	13
are for the	13
attention of the	13
closely connected with	13
it would have	13
of the act	13
the action of	13
into a single	13
let us now	13
the pupils to	13
is always a	13
when we have	13
more than one	13
and from the	13
to make it	13
complexity of the	13
this is to	13
depends on the	13
they should be	13
as if it	13
only a few	13
to bear upon	13
which is not	13
or any other	13
and the child	13
the theory of	13
few of the	13
attend to the	13
he is to	12
many of these	12
be said to	12
how to study	12
of this age	12
is also the	12
the things that	12
of his life	12
which we call	12
a lesson in	12
waste of time	12
description of the	12
on in the	12
of the value	12
a world of	12
the distribution of	12
with a certain	12
in the great	12
part played by	12
of the association	12
a combination of	12
question and answer	12
the pupils may	12
done in the	12
subject to the	12
and not a	12
why is it	12
the origin of	12
back of the	12
order of development	12
the lower animals	12
as already noted	12
perhaps the most	12
the working of	12
of which are	12
that has been	12
in the third	12
so that we	12
a mass of	12
in the degree	12
order that the	12
but there is	12
must be the	12
the stimulus of	12
what is meant	12
the observation of	12
from eight to	12
give rise to	12
a high degree	12
it must not	12
is made up	12
habits of thought	12
is an important	12
expression of the	12
come to know	12
but also to	12
important factor in	12
if it be	12
the presentation of	12
that we do	12
the characteristics of	12
the last chapter	12
the cortex of	12
to recall the	12
due to a	12
which are not	12
he could not	12
up in the	12
the limits of	12
in their own	12
moral and religious	12
tendency to imitate	12
give us the	12
a maximum of	12
there is also	12
that the first	12
than it is	12
to act in	12
the conception of	12
the exclusion of	12
common to all	12
is a new	12
himself to the	12
of some of	12
responsible for the	12
dealing with the	12
control over his	12
in the old	12
some of you	12
outline of the	12
in our thinking	12
means to an	12
factors involved in	12
is not an	12
a method of	12
there was no	12
attention is given	12
in a few	12
sum total of	12
and in some	12
the more complex	12
in a single	12
nothing but the	12
of old knowledge	12
respond to the	12
the appearance of	12
and may be	12
belief in the	12
of the case	12
the work is	12
contact with the	12
of the learner	12
been able to	12
one in the	12
not only does	12
a few of	12
which does not	12
the expression of	12
in each of	12
the teacher has	12
the next day	12
of ideas is	12
the eye is	12
it would seem	12
voluntary attention is	12
method of the	12
the case in	12
in various ways	12
fact that they	12
to a greater	12
increase in the	12
that in a	12
in the woods	12
to repeat the	12
an attempt to	12
taken for granted	12
we call the	12
are not to	12
in the next	12
as to what	12
relations of the	12
the sum total	12
to all the	12
the interest of	12
the pupils are	12
present to the	12
point of the	12
relation between the	12
the pupil who	12
there is always	12
that do not	12
just as we	12
to the exclusion	12
are supposed to	12
as is the	12
the only way	12
of the course	12
indicated by the	12
by the child	12
the conduct of	12
out of his	12
and in which	12
boy or girl	12
all these cases	12
be looked upon	12
by this means	12
when he has	12
the extent of	12
because of their	12
out of doors	12
of the method	12
that the best	12
of attention to	12
the one which	12
to what we	12
the class of	12
attitude of mind	12
the nature and	12
should be noted	12
to a great	12
the whole process	12
is called the	12
of the instincts	12
training of the	12
betts the mind	12
language of the	12
be the case	12
what kind of	12
by the pupils	12
of our mental	12
is the fact	12
and nervous system	12
the need for	12
there may be	12
the experiences of	12
bagley the educative	12
given in the	12
half an hour	12
we think of	12
to the right	12
analysis and synthesis	12
it follows that	12
to learn to	12
in the schools	12
the former is	12
let us see	12
serve as a	12
it seems to	12
for the development	12
has been made	12
the facts in	12
the idea that	12
steps of the	12
which must be	12
to make up	12
appeal to the	12
what we are	12
of the different	12
class of objects	12
purpose of education	12
is capable of	12
is in a	12
be expected to	12
at once to	12
them to the	12
should be taken	12
it is no	12
it is quite	12
between these two	12
be allowed to	12
this stage of	12
the apperceptive process	12
now it is	12
is possible only	11
and in a	11
a large extent	11
no one of	11
is to get	11
which should be	11
in the matter	11
the present time	11
of the number	11
of the community	11
of it is	11
together in the	11
and is a	11
the work in	11
and development of	11
will be made	11
pillsbury essentials of	11
to the more	11
particular type of	11
at the very	11
the mercy of	11
addition to the	11
takes place in	11
rest of the	11
with which to	11
problem in hand	11
picture of the	11
in favor of	11
the stage of	11
small part of	11
of the results	11
where there is	11
at its best	11
has been seen	11
references for class	11
flow of ideas	11
field of vision	11
able to make	11
in the teaching	11
will be necessary	11
for class reading	11
the pupil may	11
of these two	11
apt to be	11
up with the	11
much of our	11
it may not	11
have already been	11
in a new	11
rows of beats	11
to secure the	11
great number of	11
until he has	11
find out what	11
stage of development	11
of the state	11
may be of	11
a person is	11
should be to	11
all this is	11
concentration of attention	11
stage of life	11
because he has	11
from the past	11
this is what	11
suggested by the	11
in the new	11
take the place	11
of an individual	11
into the new	11
of which it	11
laws of habit	11
may be in	11
four or five	11
the stimulation of	11
course of action	11
of what we	11
study in the	11
and that it	11
again and again	11
you will be	11
the emotion of	11
must also be	11
not mean that	11
to try to	11
group of children	11
of the former	11
of what he	11
it is as	11
some sort of	11
in the present	11
does not know	11
adapted to the	11
the choice of	11
not only must	11
he must have	11
of the highest	11
way to the	11
in the elementary	11
words of the	11
life and the	11
in any one	11
is only by	11
of the animal	11
the organs of	11
for them to	11
original nature of	11
the ability of	11
change in the	11
would not be	11
that is not	11
from the point	11
not have to	11
have you observed	11
a human being	11
in this connection	11
ability of the	11
by the individual	11
school and college	11
a certain amount	11
of the physical	11
are not only	11
the conditions under	11
to what is	11
be of the	11
the degree of	11
caused by the	11
which he had	11
can only be	11
is it true	11
not able to	11
a habit of	11
true that the	11
the material world	11
familiar with the	11
of mental life	11
the outlines of	11
fields of consciousness	11
a foreign language	11
is through the	11
for their own	11
shape of the	11
is impossible to	11
a test of	11
in large measure	11
the first thing	11
of the conditions	11
in either case	11
are among the	11
of the idea	11
of this chapter	11
the reason for	11
as we shall	11
the key to	11
and over again	11
the possibilities of	11
we may not	11
this way the	11
characteristics of the	11
nine times nine	11
the secret of	11
front of the	11
of our past	11
is to have	11
just as in	11
a variety of	11
not only do	11
of a group	11
in mind the	11
half of the	11
the little child	11
find out the	11
to the brain	11
is often a	11
at a certain	11
to attempt to	11
to remember the	11
is the chief	11
as often as	11
for the future	11
we have been	11
the fighting instinct	11
the shape of	11
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to explain the	11
be made in	11
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things that are	11
a basis for	11
in all its	11
in contradistinction to	11
to provide for	11
objects of thought	11
state of consciousness	11
control over the	11
in some measure	11
of the hand	11
sense of sight	11
to the senses	11
the instinct to	11
under the influence	11
of the thought	11
of the members	11
what we have	11
must be able	11
a little more	11
he did not	11
and lack of	11
at the mercy	11
the love of	11
and they are	11
and the training	11
that of a	11
are we to	11
none of the	11
one who has	11
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may be very	11
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on the retina	11
should be given	11
our knowledge of	11
mind must be	11
in the habit	11
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one by one	11
needs of the	11
law of habit	11
not at all	11
of the objects	11
in consequence of	11
functions of the	11
he will be	11
thus it is	11
the apprehension of	11
tendencies of the	11
if there is	11
the child a	11
i think of	11
that he should	11
that we must	11
expression in the	11
of a large	11
the efficiency of	11
certain amount of	11
facts of the	11
if at all	11
one of a	11
of the phenomena	11
at once that	11
to the work	11
state of mind	11
in our study	11
selecting and relating	11
it true that	11
aspect of the	11
the performance of	11
thought of the	11
of the impression	11
the common good	11
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recognition of a	11
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a set of	11
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of mental activity	11
the phenomena of	11
the principles and	11
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the ideas that	11
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thinking of the	11
in the discussion	11
the center of	11
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stimulation of a	11
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basis of the	11
spirit of the	11
body and mind	11
the mastery of	11
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features of the	11
a review of	11
conditions of the	11
cortex of the	11
in the face	11
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of one of	10
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just what is	10
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aim of the	10
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of the country	10
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the way for	10
the doctrine of	10
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of the latter	10
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the student who	10
it was the	10
by making the	10
repetition of the	10
an external object	10
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of other things	10
of a general	10
mastery of the	10
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law of association	10
of the activity	10
sort of thing	10
the things we	10
from the first	10
for a moment	10
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raymont the principles	10
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the lives of	10
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their relation to	10
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would seem to	10
the complexity of	10
into the world	10
he had a	10
make a complete	10
sense of touch	10
interests of the	10
than any other	10
a general truth	10
are shown in	10
stages of development	10
the second place	10
to be learned	10
with those of	10
in the education	10
the validity of	10
the mind may	10
grow out of	10
number of repetitions	10
the recall of	10
of former experience	10
the social instinct	10
consciousness of the	10
the pole was	10
possessed by the	10
to determine the	10
in the upper	10
in the morning	10
similar to the	10
acquaintance with the	10
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organization of the	10
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length of the	10
insight into the	10
to a more	10
work and play	10
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the same object	10
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it is seen	10
the early years	10
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efficiency of the	10
at some time	10
in the former	10
child should be	10
type of attention	10
fact that in	10
the developing method	10
the direction in	10
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growing out of	10
outlines of educational	10
the production of	10
forms of expression	10
the elementary school	10
seems to have	10
of his education	10
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on the ground	10
light of the	10
to the best	10
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of human beings	10
it is through	10
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of education to	10
in this type	10
in the formation	10
the threshold of	10
each one of	10
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in some of	10
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the way to	10
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the examination of	10
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as a basis	10
a great number	10
the great majority	10
while in the	10
ideas in the	10
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account for the	10
play and work	10
modification of the	10
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in the life	10
phase of the	10
to his own	10
of a friend	10
to represent the	10
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this sort of	10
to develop a	10
the attention is	10
parents and teachers	10
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the most valuable	10
which there is	10
at least in	10
the assumption that	10
direction in which	10
of a few	10
experience in the	10
various types of	10
give expression to	10
just as truly	10
ideas that are	10
with one another	10
in the fields	10
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strength of the	10
the accuracy of	10
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in the lesson	10
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of the larger	10
to us in	10
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the mental processes	10
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a source of	10
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aspects of memory	10
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formation of a	10
conscious of the	10
we should be	10
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problem is to	10
an important part	10
the view of	10
experience may be	10
in manual training	10
both of these	10
order of their	10
to look for	10
how we think	10
the cultivation of	10
a bit of	10
that the process	10
the heart of	10
stage of the	10
may be done	10
great variety of	10
of any other	10
the beginning and	10
on the same	10
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himself to his	10
added to the	10
at first sight	10
of the things	10
tend to be	10
an image of	10
from the fact	10
order of the	10
seem to have	10
is it possible	10
history of education	10
a very different	10
value of expression	10
yet it is	10
the welfare of	10
his own experience	10
is used to	10
some of us	10
to the highest	10
in consciousness as	10
of the terms	10
pointed out that	10
what do you	10
the character and	10
welfare of the	10
the early teens	10
to something else	10
the first step	10
in the experience	10
of a word	10
be regarded as	10
but we can	10
the mind as	10
the passing of	10
has been used	10
to do his	10
just as the	10
the higher education	10
different from the	10
to the question	10
in most cases	10
closely related to	10
to suppose that	10
most important of	10
something of the	10
to have been	10
to the sense	10
in that of	10
may say that	10
is the tendency	10
the world is	10
no one has	10
in the human	10
to be made	10
to the law	10
all the rest	10
and the latter	10
is that which	10
consequence of the	10
of habit in	10
a person who	10
this is that	10
discussion of the	10
only as the	10
that when the	10
of an idea	10
of the feelings	10
refer to the	10
in the lower	10
evident from the	10
is difficult to	10
the drill lesson	10
be carried on	10
of body and	10
to show the	10
this is an	10
the extent that	10
the university of	10
of the logical	10
many of them	10
the same amount	10
in the earlier	10
is related to	10
in adult life	10
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