The Normal Child and Primary EducationGinn, 1912 - Всего страниц: 342 |
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... writing , handwork , dra- matics , etc. , was to them a serious problem . We have tried to offer in the core of this book many straightforward , practical directions for the normal - school student and the teacher , but without the ...
... writing , handwork , dra- matics , etc. , was to them a serious problem . We have tried to offer in the core of this book many straightforward , practical directions for the normal - school student and the teacher , but without the ...
Стр. v
... writing , handwork , dra- matics , etc. , was to them a serious problem . We have tried to offer in the core of this book many straightforward , practical directions for the normal - school student and the teacher , but without the ...
... writing , handwork , dra- matics , etc. , was to them a serious problem . We have tried to offer in the core of this book many straightforward , practical directions for the normal - school student and the teacher , but without the ...
Стр. 15
... writing of a speech , our conscious and our unconscious behavior , from the peristalsis of our intestines to the fram- ing of a philosophical system . It is these nerve cells which we must understand if we would know the laws behind ...
... writing of a speech , our conscious and our unconscious behavior , from the peristalsis of our intestines to the fram- ing of a philosophical system . It is these nerve cells which we must understand if we would know the laws behind ...
Стр. 52
... WRITING ON THE BLACKBOARD A , the letter W drawn twice , one tracing over the other ; A1 , Peter's copy after the second tracing ; A2 , Peter's second effort when told to make a W again ; B , a scrawl following the first tracing This ...
... WRITING ON THE BLACKBOARD A , the letter W drawn twice , one tracing over the other ; A1 , Peter's copy after the second tracing ; A2 , Peter's second effort when told to make a W again ; B , a scrawl following the first tracing This ...
Стр. 53
... writers have even questioned whether he had the cortical neurons that would enable him to talk . At any rate his utterances were thick and clung to the base of his tongue ; for nimbleness and subtlety of articulation go with the ...
... writers have even questioned whether he had the cortical neurons that would enable him to talk . At any rate his utterances were thick and clung to the base of his tongue ; for nimbleness and subtlety of articulation go with the ...
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activity amoeba animals attitude beauty become biological blackboard body brain busy-work cells cerebral cortex CHAPTER character Charles Darwin chil child child-study childhood conscious cortex dramatic drawing dren elementary emotional exercise experiences expression fact feeling fingers fundamental give grades habits hand handwork Helen Keller hippopotamus human humor hygiene ideas images imitation impulses individual instincts interest interpretation kindergarten language little children living means ment mental method mind Montessori Montessori Method mood Mother Goose motor movement muscles muscular nature neolithic nerve nervous system neurons normal organs paleolithic pedagogy period Pestalozzi physical picture Pithecanthropus erectus play primary school primitive problem psychology race represent rhythm rhythmical says sea anemone sense sensitive sensory sentences simple social speech spinal cord spirit Stanley Hall stories suggestive tactile teacher teaching things thought tion touch voice whole words workmanship writing
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Стр. 97 - There Was a Child Went Forth 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. The early lilacs became part of this child, And grass and white and red morning-glories, and white and red clover, and the song of the phoebe-bird...
Стр. 180 - The Swing How do you like to go up in a swing, Up in the air so blue? Oh, I do think it the pleasantest thing Ever a child can do!
Стр. 97 - Third-month lambs and the sow's pink-faint litter, and the mare's foal and the cow's calf, And the noisy brood of the barnyard or by the mire of the pondside, And the fish suspending themselves so curiously below there, and the beautiful curious liquid, And the water-plants with their graceful flat heads, all became part of him.
Стр. 97 - The mother at home quietly placing the dishes on the suppertable, The mother with mild words, clean her cap and gown, a wholesome odor falling off her person and clothes as she walks by...
Стр. 97 - ... astern, The hurrying tumbling waves, quick-broken crests, slapping, The strata of color'd clouds, the long bar of maroon-tint away solitary by itself, the spread of purity it lies motionless in, The horizon's edge, the flying sea-crow, the fragrance of salt marsh and shore mud, These became part of that child who went forth every day, and who now goes, and will always go forth every day.
Стр. 97 - 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. The early lilacs became part of this child, And grass and white and red morning-glories, and white and red clover, and the song of the...
Стр. 97 - His own parents . . he that had propelled the fatherstuff at night, and fathered him . . and she that conceived him in her womb and birthed him .... they gave this child more of themselves than that, They gave him afterward every day .... they and of them became part of him.
Стр. 87 - ... to the south and west. Nay, there is no place so lowly that it may not lodge some happy creature. The meadow brook undoes its icy fetters with rippling notes, gurgles, and runs free. And all this is wrought in less than two months to the music of nature's orchestra, in the midst of balmy incense. The thousand soft, voices of the earth have truly found their way to me — the small rustle in tufts of grass, the silky swish of leaves, the buzz of insects, the hum of bees in blossoms I / have plucked,...
Стр. 92 - Lead your child out into Nature, teach him on the hilltops and in the valleys. There he will listen better, and the sense of freedom will give him more strength to overcome difficulties. But in these hours of freedom let him be taught by Nature rather than by you. Let him fully realize that she is the real teacher and that you, with your art, do nothing more than walk quietly at her side. Should a bird sing...
Стр. 80 - Lord, how manifold are thy works ! in wisdom hast thou made them all: the earth is full of thy riches. So is this great and wide sea, wherein are things creeping innumerable, both small and great beasts.