 Every lesson should be given in such a way as to draw out the perceptive powers of the pupil by leading him to reflect on what he sees, or to analyze the object before him. It is, at first thought, strange — although it is true — that powers of observation...  Annual Report of the School Committee of the City of Boston - Seite 101von Boston (Mass.). School Committee, School Committee of the City of Boston - 1878Vollansicht - Über dieses Buch
 | Saint Louis (Mo.). Board of Education - 1872 - 352 Seiten
...reflect on what he sees or to analyze the object before him. It is at first thought strange—although it is true—that powers of observation are to be...separate actions or movements form the steps or stages in a process? What other objects and processes have the same? (classification). What relation of this... | |
 | Saint Louis (Mo.). Board of Education - 1879 - 290 Seiten
...or to analyse the object before him. It is at first thought strange — although it is true — that powers of observation are to be strengthened only...relations ; hence the questions most frequent are: "AVhat qualities or properties has this object (exhibiting the same)? What separate actions or movements... | |
 | Benjamin Adams Hathaway - 1886 - 124 Seiten
...the effect of thinking on observing? "It is at first thought strange — although it is true— that powers of observation are to be strengthened only by teaching the pupil to think upon what he sees." — WT Harris. 1o7. What distinction may be made between the educative effects of Oral and Written... | |
 | William Torrey Harris - 1887 - 52 Seiten
...sees. The process is oop of division (analysis) and classification, and, secondly, of tracing casual relations; hence the questions most frequent are:...separate actions or movements form the steps or stages in a process ? What other objects and processes have the same (classification) ? What relation of this... | |
 | William Torrey Harris - 1895 - 58 Seiten
...to analyze the object before him. It is, at first thought, strange — although it is true — that powers of observation are to be strengthened only...separate actions or movements form the steps or stages in a process? What other objects and processes have the same (classification)? What relation of this object... | |
 | William Torrey Harris - 1895 - 56 Seiten
...to analyze the object before him. It is, at first thought, strange — although it is true — that powers of observation are to be strengthened only...frequent are : " What qualities or properties has this obj ect (exhibiting the same) ? What separate actions or movements form the steps or stages in a process... | |
 | William Torrey Harris - 1895 - 56 Seiten
...to analyze the object before him. It is, at first thought, strange — although it is true — that powers of observation are to be strengthened only...of tracing causal relations ; hence the questions mostfrequent are : " What qualities or properties has this obj ect (exhibiting the same) ? What separate... | |
 | United States. Office of Education - 1884 - 750 Seiten
...or to analyze the object before him. It is at first thought strange — although it is true — that powers of observation are to be strengthened only...classification, and, secondly, of tracing causal relations." For preparation the teacher should fix in mind exactly what subjects she will bring up and just what... | |
 | United States. Office of Education - 1884 - 774 Seiten
...or to analyze the object before him. It is at first thought strange — although it is true — that powers of observation are to be strengthened only...classification, and, secondly, of tracing causal relations." For preparation the teacher should fix in mind exactly what subject« she will bring up and just what... | |
 | 1911 - 592 Seiten
...or to analyse the object before him. It is at first thought strange — although it is true — that powers of observation are to be strengthened only by teaching the pupil to //.'//(/,• upon what he sees. Analysis, classification, and cause and effect were emphasized. The... | |
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