1001 Questions and Answers on the Theory and Practice of TeachingBurrows, 1886 - 111 Seiten |
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1001 Questions and Answers on the Theory and Practice of Teaching Benjamin Adams Hathaway Keine Leseprobe verfügbar - 2016 |
1001 Questions and Answers on the Theory and Practice of Teaching Benjamin Adams Hathaway Keine Leseprobe verfügbar - 2013 |
Häufige Begriffe und Wortgruppen
1001 QUESTIONS Algebra Arbor Day begin blackboard Botany called Cantons of Switzerland Carbonic acid cents child Common Schools concerning Corporal Punishment correct cultivate culture Dictionary discipline distinction drill Educationists effect English Grammar expression facts faculties Froebel Geography Geometry Give given Government habits illustrated important interest John Locke Joseph Lancaster kind knowledge language leading learner letters Louis Agassiz Mathematical means meant mental Mental Arithmetic method of instruction method of teaching mind Monitorial System Name Noun objects observed Oral Spelling Orthoepy parsing Pestalozzi Phonography Physiology Practice of Teaching Price principles pronunciation proper Public Schools pupils be taught QUESTIONS AND ANSWERS reading lesson reason recitation result School Discipline school-house school-room sense Sentence-making sentences slates Spherical Geometry syllable System teacher Technical Grammar text-book Theory and Practice thought tion topics U. S. Constitution U. S. History write young children
Beliebte Passagen
Seite 76 - Words of one syllable or words of more than one syllable accented on the last syllable, ending in a single consonant preceded by a single vowel, double the final consonant when adding a suffix beginning with a vowel.
Seite 9 - Experience is daily showing with greater clearness, that there is always a method to be found productive of interest — even of delight ; and it ever turns out that this is the method proved by all other tests to be the right one.
Seite 110 - Invariably ; he made it practical. He made it an objective study. The children were taught to know the plants^ and to pull them to pieces ; to give their proper names to the parts ; to indicate the relations of the parts to one another ; and to find out the relation of one plant to another by the knowledge thus obtained.
Seite 30 - Reduce every subject to its elements — one difficulty at a time is enough for a child. 5. Proceed step by step. Be thorough. The measure of information is not what the teacher can give, but what the child can receive.
Seite 108 - The distance between two points on the surface of a sphere is the length of the minor arc of a great circle between them.
Seite 19 - As a final test by which to judge any plan of culture, should come the question, — Does it create a pleasurable excitement in the pupils? When in doubt whether a particular mode or arrangement is or is not more in harmony with the foregoing principles than some other, we may safely abide by this criterion.
Seite 41 - It would, I think, have been much nearer the truth to say, that a school can be governed only by patient, enlightened, Christian love, the master principle of our natures. It softens the ferocity of the savage ; it melts the felon in his cell. In the management of children it is the great source of influence ; and the teacher of youth, though his mind be a storehouse of knowledge, is ignorant of the first principles of his art, if he has not embraced this as an elemental maxim. But let it not be...
Seite 28 - But good poetry is formative; it has, too, the precious power of acting by itself and in a way managed by nature, not through the instrumentality of that somewhat terrible character, the scientific educator. I believe that even the rhythm and diction of good poetry are capable of exercising some formative effect, even though the sense be imperfectly understood. But of course the good of poetry is not really got unless the sense of the words is known.