The Art of TeachingLongmans, Green, 1898 - Всего страниц: 289 |
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Стр. 13
... considers ( perhaps rightly considers ) to be bad , changes them all violently , with , it may be , expressions of con- tempt for his predecessor who introduced or tolerated them . He thus rouses the hostility of children and parents ...
... considers ( perhaps rightly considers ) to be bad , changes them all violently , with , it may be , expressions of con- tempt for his predecessor who introduced or tolerated them . He thus rouses the hostility of children and parents ...
Стр. 38
... consider the coachman kind and skilful who can manage his horses without using the whip , but we should consider him foolish if he refused to use the whip when the horses could not be made to move without it . Love is a higher motive ...
... consider the coachman kind and skilful who can manage his horses without using the whip , but we should consider him foolish if he refused to use the whip when the horses could not be made to move without it . Love is a higher motive ...
Стр. 39
... considers it to be his duty to make each pupil both understand and remember . The lecturer asks no questions ; but if the teacher copies his example too closely , he succeeds only in giving a lecture when he meant to give a lesson ...
... considers it to be his duty to make each pupil both understand and remember . The lecturer asks no questions ; but if the teacher copies his example too closely , he succeeds only in giving a lecture when he meant to give a lesson ...
Стр. 64
... consider what are the processes natural by which children , if left to themselves , acquire knowledge , and he should imitate those processes as far as may be consistent with obtaining more definite results in a briefer period . To ...
... consider what are the processes natural by which children , if left to themselves , acquire knowledge , and he should imitate those processes as far as may be consistent with obtaining more definite results in a briefer period . To ...
Стр. 65
... consider what are the facts to which he will draw attention , which of these he must tell , and which he can elicit ; what is the best order for presenting them , and what exercises will most deeply impress them upon his pupils ; and ...
... consider what are the facts to which he will draw attention , which of these he must tell , and which he can elicit ; what is the best order for presenting them , and what exercises will most deeply impress them upon his pupils ; and ...
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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.