Principles and Practices of TeachingD. Appleton and Company, 1898 - 348 עמודים |
מתוך הספר
תוצאות 1-5 מתוך 45
עמוד viii
... primary and grammar schools . This branch of study , taught in oral lessons , gives the pupil a glimpse into the great process going on in civilization by which Nature is conquered and rendered of service to man . It makes the ...
... primary and grammar schools . This branch of study , taught in oral lessons , gives the pupil a glimpse into the great process going on in civilization by which Nature is conquered and rendered of service to man . It makes the ...
עמוד xiv
... the prob- lem , and in the aggregate have been of great value to education , especially in the primary grades . But the remedies have proved inadequate , and the dissatisfaction remains , taking the form of a widespread feeling xiv.
... the prob- lem , and in the aggregate have been of great value to education , especially in the primary grades . But the remedies have proved inadequate , and the dissatisfaction remains , taking the form of a widespread feeling xiv.
עמוד xviii
... Primary Ideas- Training the Senses - Securing Attention - Cultivating Perception- Exercises in Memory - Advanced Instruction - Ideas and Words - The Steps of Instruction - Exercise - Completed Processes . OBJECT - TEACHING CHAPTER V ...
... Primary Ideas- Training the Senses - Securing Attention - Cultivating Perception- Exercises in Memory - Advanced Instruction - Ideas and Words - The Steps of Instruction - Exercise - Completed Processes . OBJECT - TEACHING CHAPTER V ...
עמוד 14
... by experiment , rather than to settle by fixed laws what methods must be successful . The real object of instruction is too often ignored . The question of primary interest seems to be " How ( 14 ) CHAPTER II THE MENTAL POWERS.
... by experiment , rather than to settle by fixed laws what methods must be successful . The real object of instruction is too often ignored . The question of primary interest seems to be " How ( 14 ) CHAPTER II THE MENTAL POWERS.
עמוד 15
James Johonnot. The question of primary interest seems to be " How to teach the different branches , " instead of " How to develop and train the faculties of the child by the use of these branches . " The natural consequence of this ...
James Johonnot. The question of primary interest seems to be " How to teach the different branches , " instead of " How to develop and train the faculties of the child by the use of these branches . " The natural consequence of this ...
מהדורות אחרות - הצג הכל
מונחים וביטויים נפוצים
action activity adapted æsthetic ALBERT SCHWEGLER arranged attention basis beauty become branches calisthenics called cation character Charles Kingsley child Cloth color considered course of study cultivated culture definition demands derived direction duties effort elements exercise experience expression facts faculties Froebel furnish give habits harmony HARRIS PATTON Herbert Spencer human ideas Illustrations impression inferences instruction intellectual intelligence interest investigation JAMES JOHONNOT Johonnot kindergarten knowl language laws lessons manner means memory ment mental development methods mind moral natural science necessary needs negative duty object-lessons object-teaching objective course observation perception Pestalozzi philosophy physical practical present primary principles promote proper pupils real knowledge regard relations rience scientific scientific method sensation sense Sir William Hamilton step systematic teacher teaching text-book things thought tion truth welfare WILLIAM BARTON ROGERS words Yverdon zoölogy
קטעים בולטים
עמוד 84 - To prepare us for complete living is the function which education has to discharge; and the only rational mode of judging of any educational course is, to judge in what degree it discharges such function.
עמוד 11 - Nature's discipline is not even a word and a blow, and the blow first ; but the blow without the word. It is left to you to find out why your ears are boxed.
עמוד 259 - The Holy Supper is kept, indeed, In whatso we share with another's need; Not what we give, but what we share, For the gift without the giver is bare; Who gives himself with his alms feeds three, Himself, his hungering neighbor, and me.
עמוד 12 - Such an one and no other, I conceive, has had a liberal education; for he is, as completely as a man can be, in harmony with nature. He will make the best of her, and she of him. They will get on together rarely; she as his ever beneficent mother; he as her mouthpiece, her conscious self, her minister and interpreter.
עמוד 11 - That man, I think, has had a liberal education, who has been so trained in youth that his body is the ready servant of his will, and does with ease and pleasure all the work that, as a mechanism, it is capable of ; whose intellect is a clear, cold, logic engine, with all its parts of equal strength, and in smooth working order...
עמוד i - European Schools; OR, WHAT I SAW IN THE SCHOOLS OF GERMANY, FRANCE, AUSTRIA, AND SWITZERLAND.
עמוד 10 - Thus the question of compulsory education is settled so far as Nature is concerned. Her bill on that question was framed and passed long ago. But, like all compulsory legislation, that of Nature is harsh and wasteful in its operation. Ignorance is visited as sharply as wilful disobedience — incapacity meets with the same punishment as crime.
עמוד 11 - ... it is capable of ; whose intellect is a clear, cold, logic engine, with all its parts of equal strength, and in smooth working order ; ready, like a steam engine, to be turned to any kind of work, and spin the gossamers, as well as forge the anchors of the mind ; whose mind is stored with...
עמוד 11 - ... whose passions are trained to come to heel by a vigorous will, the servant of a tender conscience; who has learned to love all beauty, whether of nature or of art, to hate all vileness, and to respect others as himself.