What Children Study and why: A Discussion of Educational Values in the Elementary Course of StudySilver, Burdett, 1913 - Всего страниц: 331 Why is the course of study in use in our elementary schools constituted as it is? Why are reading, spelling, arithmetic, grammar, and history taught, rather than knitting and shooting and guiding automobiles? What particular gift has each element to bestow upon the children, and hence upon society, as justification for its place in the curriculum? These are questions that should be answered by teachers, parents, and public officials, if best results are to be obtained from the schools. No attempt is made in this book to trace the history of the curriculum, but in it tries to give in plain, nontechnical terms a few of the practical psychological and sociological reason for teaching the subjects found in most elementary school curricula. The benefits from these studies, to the children and to society are briefly outlined. |
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... a foreign tongue , whose knowledge of the English language is limited to a few incorrect or slang phrases picked up on the street , and whose schooling is almost sure to be limited to the The Course of Study as a Whole 3.
... a foreign tongue , whose knowledge of the English language is limited to a few incorrect or slang phrases picked up on the street , and whose schooling is almost sure to be limited to the The Course of Study as a Whole 3.
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... knowledge acquired by these children is sure to differ greatly ; and the desired end of intellectual growth by all , as nearly equal as possible , would be greatly facilitated by treatment adapted to their indi- vidual conditions ...
... knowledge acquired by these children is sure to differ greatly ; and the desired end of intellectual growth by all , as nearly equal as possible , would be greatly facilitated by treatment adapted to their indi- vidual conditions ...
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... knowledge to enable them to meet the demands of what comes next , whether in school or out . All children should acquire at least a reasonable minimum of knowledge of the accepted fundamentals , but not necessarily all the knowledge ...
... knowledge to enable them to meet the demands of what comes next , whether in school or out . All children should acquire at least a reasonable minimum of knowledge of the accepted fundamentals , but not necessarily all the knowledge ...
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... knowledge and a range of activities . The former calls for knowledge on the part of the teacher , the latter for the free exercise of judgment and initiative . The field of prescription is mainly limited to the body of knowledge and ...
... knowledge and a range of activities . The former calls for knowledge on the part of the teacher , the latter for the free exercise of judgment and initiative . The field of prescription is mainly limited to the body of knowledge and ...
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... based upon a body of knowledge , and should indicate a range of activities . Prescription be- longs chiefly to the former , freedom to the latter . But throughout the course , the spirit and aim must The Course of Study as a Whole II II.
... based upon a body of knowledge , and should indicate a range of activities . Prescription be- longs chiefly to the former , freedom to the latter . But throughout the course , the spirit and aim must The Course of Study as a Whole II II.
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acquired arithmetic beauty better CHAPTER chil child comprehension conduct conventional correct course of study cultivated cultural curriculum definite dren drill effect elementary schools elements English language especially exercises expression facts feeling formal grammar fractions function fundamental geography give grammar school grasp habit Hence hygiene ideals ideas important instruction interest knowledge language lesson laws learning to read literary literature logical manifest function manual training means ment mental merely metic metric system mind moral training motives motor activities nature study necessary objects observation oral oviparous phase phonic possible practical present primary school principles problems psychological pupils reading lesson reason relations requires Résumé rules secure sentence simple single sounds speech spelling story taught teacher ten commandments textbook things thought tion topics trivium Troy Weight truth utilitarian vocabulary writing young
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Стр. 198 - 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. 54 - With a smile on her lips, and a tear in her eye. He took her soft hand, ere her mother could bar, — "Now tread we a measure!
Стр. 78 - Think of him as, ragged, half-starved, heavy-hearted, enfeebled by want and wounds, having fought to exhaustion, he surrenders his gun, wrings the hands of his comrades in silence, and lifting his tear-stained and pallid face for the last time to the graves that dot the old Virginia hills, pulls his gray cap over his brow and begins the slow and painful journey.
Стр. 277 - John's ideal John; never the real one, and often very unlike him. 3. Thomas's ideal John; never the real John, nor John's John, but often very unlike either.
Стр. 86 - Consider for a moment what grammar is. It is the most elementary part of logic. It is the beginning of the analysis of the thinking process. The principles and rules of grammar are the means by which the forms of language are made to correspond with the universal forms of thought.
Стр. 32 - O thou that rollest above, round as the shield of my fathers! Whence are thy beams, O sun! thy everlasting light? Thou comest forth in thy awful beauty; the stars hide themselves in the sky; the moon, cold and pale, sinks in the western wave.
Стр. 199 - If the stars should appear one night in a thousand years, how would men believe and adore; and preserve, for many generations, the remembrance of the city of God...
Стр. 121 - I WAS just going to say, when I was interrupted, that one of the many ways of classifying minds is under the heads of arithmetical and algebraical intellects.
Стр. 169 - I must anticipate a time when nation shall not lift up sword against nation, neither shall they learn war any more.
Стр. 28 - Theophilus Thistle, the successful thistle sifter, in gifting a sieve full of unsifted thistles, thrust three thousand thistles through the thick of his thumb, see that thou, in sifting a sieve full of unsifted thistles, thrust not three thousand thistles through the thick of thy thumb.