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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Стр. 13
... relations necessary to making a living . Whereas read- ing , though vastly useful , is not essential to such relations . This is further shown by the fact that not so many years ago the great majority of successful men , even the very ...
... relations necessary to making a living . Whereas read- ing , though vastly useful , is not essential to such relations . This is further shown by the fact that not so many years ago the great majority of successful men , even the very ...
Стр. 15
... relations in which it occurs . Meaning of Letters . The written word has two dis- tinct phases : it stands for a synthesis of the various sounds represented by the different letters and it is the symbol of an idea . For example , the ...
... relations in which it occurs . Meaning of Letters . The written word has two dis- tinct phases : it stands for a synthesis of the various sounds represented by the different letters and it is the symbol of an idea . For example , the ...
Стр. 16
... relation of the written symbol of an idea to the spoken word that rep- resents the same idea is comparatively modern . The spoken word necessarily preceded the written word . But the first graphic symbols employed had no relation ...
... relation of the written symbol of an idea to the spoken word that rep- resents the same idea is comparatively modern . The spoken word necessarily preceded the written word . But the first graphic symbols employed had no relation ...
Стр. 18
... relations . He must be able to transmute sight into sound ; upon seeing the symbol he must in imagination hear the word spoken and he must be able to dissolve it into its sonant elements . Again , he must be able at the sight of letters ...
... relations . He must be able to transmute sight into sound ; upon seeing the symbol he must in imagination hear the word spoken and he must be able to dissolve it into its sonant elements . Again , he must be able at the sight of letters ...
Стр. 40
... relation is still maintained , but the combinations made are strictly of words , the meaningless aggregations of sounds such as dat and lat being no longer allowed . This change indicates a tendency on the part of the ad- vocates of ...
... relation is still maintained , but the combinations made are strictly of words , the meaningless aggregations of sounds such as dat and lat being no longer allowed . This change indicates a tendency on the part of the ad- vocates of ...
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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.