The Art of TeachingLongmans, Green, 1898 - Всего страниц: 289 |
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Стр. 21
... explanation followed at once by an exercise on it is the right method . The value of the teacher's sympathy and of the child's love 5. Other in- of approbation or desire for knowledge as incen- tives to attention is too obvious to need ...
... explanation followed at once by an exercise on it is the right method . The value of the teacher's sympathy and of the child's love 5. Other in- of approbation or desire for knowledge as incen- tives to attention is too obvious to need ...
Стр. 32
... explained , the question remains to be considered how children can be made to do what they must do if these ends are to be attained . Motives The motives to be appealed to are ( 1 ) Emulation ; ( 2 ) Love of praise and dislike of blame ...
... explained , the question remains to be considered how children can be made to do what they must do if these ends are to be attained . Motives The motives to be appealed to are ( 1 ) Emulation ; ( 2 ) Love of praise and dislike of blame ...
Стр. 41
... explanation of fundamental principles , because they must be mastered before they can be applied . b . At every natural break in the lesson . c . At the end of the lesson . 6. The final recapitulation should both deepen the impres- 6 ...
... explanation of fundamental principles , because they must be mastered before they can be applied . b . At every natural break in the lesson . c . At the end of the lesson . 6. The final recapitulation should both deepen the impres- 6 ...
Стр. 50
... explain the relationship between Queen Elizabeth and Mary Queen of Scots , but he happens to have read Froude's description of the last scene in Fotheringay Castle , and so he presents what he can remember of that to the examiner . To a ...
... explain the relationship between Queen Elizabeth and Mary Queen of Scots , but he happens to have read Froude's description of the last scene in Fotheringay Castle , and so he presents what he can remember of that to the examiner . To a ...
Стр. 51
... explanation , but the teacher must be careful to questions distinguish between a genuine desire for know- ledge , and forwardness , vanity , or the wish to throw him off the track . Jacotot , who maintained that the teacher should tell ...
... explanation , but the teacher must be careful to questions distinguish between a genuine desire for know- ledge , and forwardness , vanity , or the wish to throw him off the track . Jacotot , who maintained that the teacher should tell ...
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Часто встречающиеся слова и выражения
abstract alphabet answer Arithmetic asked attention beginning blackboard character child common consonant copy correct cube cultivation David Stow definite difficulty diphthong discipline draw elicit ellipses employed English example exercise explain facts faults Froebel Geography give given Glasgow Grammar habit hand Herbert Spencer History idea illustrations infant education infant school instance instruction intelligence interest Kindergarten knowledge Lanark letters Max O'Rell means memory mental Mental Arithmetic method metic mind mistake names nature Noun object lessons observation oral Pestalozzi Phonic picture practical principles punishment pupils purpose question reading lesson reason remember rule scholars sentences slates sound spelling sphere Spitalfields stand taught teacher teaching tell things tion truth understand Verb vigesimal vowel whole Wilderspin words writing written young children
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Стр. 102 - And flapping and rapping and clapping and slapping, And curling and whirling and purling and twirling, And thumping and plumping and bumping and jumping, And dashing and flashing and splashing and clashing; And so never ending, but always descending, Sounds and motions for ever and ever are blending All at once and all o'er, with a mighty uproar, — And this way the water comes down at Lodore.
Стр. 245 - WHAT needs my Shakespeare for his honoured bones The labour of an age in piled stones ? Or that his hallowed reliques should be hid Under a star-ypointing pyramid ? Dear son of memory, great heir of fame, What need'st thou such weak witness of thy name ? Thou in our wonder and astonishment Hast built thyself a livelong monument.
Стр. 23 - Self-reverence, self-knowledge, self-control, These three alone lead life to sovereign power. Yet not for power (power of herself Would come uncall'd for) but to live by law, Acting the law we live by without fear; And, because right is right, to follow right Were wisdom in the scorn of consequence.
Стр. 10 - O'ER wayward childhood would'st thou hold firm rule, And sun thee in the light of happy faces ; Love, Hope, and Patience, these must be thy graces, And in thine own heart let them first keep school.
Стр. 178 - Now I saw in my dream that just as they had ended this talk they drew near to a very miry slough that was in the midst of the plain; and they, being heedless, did both fall suddenly into the bog. The name of the slough was Despond.
Стр. 14 - I want to know how it happens that what is sauce for the goose is not sauce for the gander...
Стр. 58 - A primrose by the river's brim, A yellow primrose was to him, — And it was nothing more, — would have been a whit roused from its apathy, by the information that the primrose is a Dicotyledonous Exogen, with a monopetalous corolla and central placentation. But I advocate...
Стр. 55 - I am wiser than this man: neither of us probably knows anything that is really good, but he thinks that he has knowledge, when he has not, while I, having no knowledge, do not think that I have. I seem, at any rate, to be a little wiser than he is on this point: I do not think that I know what I do not know.
Стр. 198 - At the cost of from one to two thousand pounds of our hardearned money, we devote twelve of the most precious years of your lives to school. There you shall toil, or be supposed to toil ; but there you shall not learn one single thing of all those you will most want to know, directly you leave school and enter upon the practical business of life.
Стр. 200 - That very law* which moulds a tear, And bids it trickle from its source, That law preserves the earth a sphere, And guides the planets in their course.