The Teaching of English in the Elementary and the Secondary SchoolMacmillan, 1902 - Всего страниц: 411 |
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Стр. 33
... ourselves , are for ever imitating what we see and hear , the forms , the sounds which haunt our memories , our imagination . We imi- D tate not only if we play a part on the SOME FIRST PRINCIPLES OF EDUCATION APPLIED 33.
... ourselves , are for ever imitating what we see and hear , the forms , the sounds which haunt our memories , our imagination . We imi- D tate not only if we play a part on the SOME FIRST PRINCIPLES OF EDUCATION APPLIED 33.
Стр. 38
... memory . Similarly , we must recognize the child as being , from the beginning of our dealings with him , a workman in all the ways in which he will continue to work until he completes his course . He is already in the nursery engaged ...
... memory . Similarly , we must recognize the child as being , from the beginning of our dealings with him , a workman in all the ways in which he will continue to work until he completes his course . He is already in the nursery engaged ...
Стр. 48
... memories of early days . Gradually the boorishness and vulgarity , the indistinct- ness and clumsiness , the throatiness and nosiness , against which she has been struggling , will improve by mere operation of the imitative instinct ...
... memories of early days . Gradually the boorishness and vulgarity , the indistinct- ness and clumsiness , the throatiness and nosiness , against which she has been struggling , will improve by mere operation of the imitative instinct ...
Стр. 49
... memory , and to apply as touchstones in the valuation of poetry , great lines and passages drawn from the works of the masters . Insensibly and fumblingly we all do that : our standard is fixed by what we like best and recall oftenest ...
... memory , and to apply as touchstones in the valuation of poetry , great lines and passages drawn from the works of the masters . Insensibly and fumblingly we all do that : our standard is fixed by what we like best and recall oftenest ...
Стр. 59
... memory . Clear expression is a mark of clear perception , and the effort to attain it involves the clarification of confused percepts . To remember is to reëxpress . Perception and memory are not only developed in learning to read and ...
... memory . Clear expression is a mark of clear perception , and the effort to attain it involves the clarification of confused percepts . To remember is to reëxpress . Perception and memory are not only developed in learning to read and ...
Другие издания - Просмотреть все
The Teaching of English in the Elementary and the Secondary School Percival Chubb Полный просмотр - 1902 |
The Teaching of English in the Elementary and the Secondary School Percival Chubb Полный просмотр - 1915 |
The Teaching of English in the Elementary and the Secondary School Percival Chubb Полный просмотр - 1903 |
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appreciation ballad beginning Brander Matthews CHAPTER character child childhood Christina Rossetti classic composition connection correct course culture deal difficulties early effect Elementary English English studies epic especially Essay exercise expression expressional fact feel formal Grammar give Grammar Grades habits High School Horace Scudder ideal imagination imitative important impression insisted interest Julius Cæsar kind Kindergarten King Arthur language learning to read linguistic literary literature Lorna Doone Lucy Gray Mary Putnam Jacobi masters means memory ment method mind modern mother nature Number onomatopoetic oral outline piece Plato play poem poetry point of view practice Primary Grades Professor prose pupils question reading and writing rhyme Robinson Crusoe scansion selection sense sentence Silas Marner song speaking speech story-telling student suggestive teacher teaching text-book things thought tion tive treatment uncon verse words
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Стр. 54 - And therefore it was ever thought to have some participation of divineness, because it doth raise and erect the mind, by submitting the shows of things to the desires of the mind ; whereas reason doth buckle and bow the mind unto the nature of things.
Стр. 50 - Who has seen the wind ? Neither I nor you ; But when the leaves hang trembling The wind is passing through. Who has seen the wind ? Neither you nor I ; But when the trees bow down their heads The wind is passing by.
Стр. 139 - Some books are to be tasted, others to be swallowed, and some few to be chewed and digested; that is, some books are to be read only in parts; others to be read, but not curiously; and some few to be read wholly, and with diligence and attention.
Стр. 35 - THERE was a child went forth every day, And the first object he look'd upon, that object he became, And that object became part of him for the day or a certain part of the day, Or for many years or stretching cycles of years.
Стр. 95 - No mate, no comrade Lucy knew ; She dwelt on a wide moor, — The sweetest thing that ever grew Beside a human door...
Стр. 35 - The stars of midnight shall be dear To her; and she shall lean her ear In many a secret place Where rivulets dance their wayward round, And beauty born of murmuring sound Shall pass into her face.
Стр. 349 - Why, man, he doth bestride the narrow world, Like a Colossus ; and we petty men Walk under his huge legs, and peep about To find ourselves dishonourable graves.
Стр. 97 - To serve them for a guide. At day-break on a hill they stood That overlooked the moor; And thence they saw the bridge of wood, A furlong from their door. They wept — and, turning homeward, cried, 'In heaven we all shall meet;' — When in the snow the mother spied The print of Lucy's feet.
Стр. 97 - And many a hill did Lucy climb; But never reached the town. The wretched parents all that night Went shouting far and wide; But there was neither sound nor sight To serve them for a guide. At day-break on a hill they stood That overlooked the moor; " " And thence they saw the bridge of wood, A furlong from their door. They wept, and, turning homeward, cried, "In heaven we all shall meet!
Стр. 157 - Sound, sound the clarion, fill the fife ! To all the sensual world proclaim, One crowded hour of glorious life Is worth an age without a name.