The Teaching of English in the Elementary and the Secondary SchoolMacmillan, 1902 - Всего страниц: 411 |
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Стр. 74
Percival Chubb. The practical conclusion of the whole matter is that it is desirable that the teacher should treat reading and writing as far as possible- that is , as early as possible without injuriously forcing the pro- cess of ...
Percival Chubb. The practical conclusion of the whole matter is that it is desirable that the teacher should treat reading and writing as far as possible- that is , as early as possible without injuriously forcing the pro- cess of ...
Стр. 84
... whole for the child's comprehen- sion . We need not be too rigorous . It is not necessary that the child should comprehend every detail of what he reads or recites . The writer is familiar with the case of a boy who , without 84 THE ...
... whole for the child's comprehen- sion . We need not be too rigorous . It is not necessary that the child should comprehend every detail of what he reads or recites . The writer is familiar with the case of a boy who , without 84 THE ...
Стр. 86
... whole , subject - matter and form together , the total impression , that counts ; and only careful experiment can fully settle the question as to what piece makes a sufficiently deep impression to warrant one's using it in a given grade ...
... whole , subject - matter and form together , the total impression , that counts ; and only careful experiment can fully settle the question as to what piece makes a sufficiently deep impression to warrant one's using it in a given grade ...
Стр. 89
... whole of it , and will enjoy it even more . Or it may be a moot point as to where " Sir Launfal " should be taken , in the Fifth Grade or the Seventh ? or shall it be left for the High School , where it may have to be studied in any ...
... whole of it , and will enjoy it even more . Or it may be a moot point as to where " Sir Launfal " should be taken , in the Fifth Grade or the Seventh ? or shall it be left for the High School , where it may have to be studied in any ...
Стр. 96
... whole first , then the relation of the parts . - - - As nothing is more common than this indifference to securing a proper conception of a piece of literature as a whole , we may venture at this point , at the risk of repetition , to ...
... whole first , then the relation of the parts . - - - As nothing is more common than this indifference to securing a proper conception of a piece of literature as a whole , we may venture at this point , at the risk of repetition , to ...
Другие издания - Просмотреть все
The Teaching of English in the Elementary and the Secondary School Percival Chubb Полный просмотр - 1902 |
The Teaching of English in the Elementary and the Secondary School Percival Chubb Полный просмотр - 1915 |
The Teaching of English in the Elementary and the Secondary School Percival Chubb Полный просмотр - 1903 |
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appreciation ballad beginning Brander Matthews CHAPTER character child childhood Christina Rossetti classic composition connection correct course culture deal difficulties early effect Elementary English English studies epic especially Essay exercise expression expressional fact feel formal Grammar give Grammar Grades habits High School Horace Scudder ideal imagination imitative important impression insisted interest Julius Cæsar kind Kindergarten King Arthur language learning to read linguistic literary literature Lorna Doone Lucy Gray Mary Putnam Jacobi masters means memory ment method mind modern mother nature Number onomatopoetic oral outline piece Plato play poem poetry point of view practice Primary Grades Professor prose pupils question reading and writing rhyme Robinson Crusoe scansion selection sense sentence Silas Marner song speaking speech story-telling student suggestive teacher teaching text-book things thought tion tive treatment uncon verse words
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Стр. 54 - And therefore it was ever thought to have some participation of divineness, because it doth raise and erect the mind, by submitting the shows of things to the desires of the mind ; whereas reason doth buckle and bow the mind unto the nature of things.
Стр. 50 - Who has seen the wind ? Neither I nor you ; But when the leaves hang trembling The wind is passing through. Who has seen the wind ? Neither you nor I ; But when the trees bow down their heads The wind is passing by.
Стр. 139 - Some books are to be tasted, others to be swallowed, and some few to be chewed and digested; that is, some books are to be read only in parts; others to be read, but not curiously; and some few to be read wholly, and with diligence and attention.
Стр. 35 - 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. 95 - No mate, no comrade Lucy knew ; She dwelt on a wide moor, — The sweetest thing that ever grew Beside a human door...
Стр. 35 - The stars of midnight shall be dear To her; and she shall lean her ear In many a secret place Where rivulets dance their wayward round, And beauty born of murmuring sound Shall pass into her face.
Стр. 349 - Why, man, he doth bestride the narrow world, Like a Colossus ; and we petty men Walk under his huge legs, and peep about To find ourselves dishonourable graves.
Стр. 97 - To serve them for a guide. At day-break on a hill they stood That overlooked the moor; And thence they saw the bridge of wood, A furlong from their door. They wept — and, turning homeward, cried, 'In heaven we all shall meet;' — When in the snow the mother spied The print of Lucy's feet.
Стр. 97 - And many a hill did Lucy climb; But never reached the town. The wretched parents all that night Went shouting far and wide; But there was neither sound nor sight To serve them for a guide. At day-break on a hill they stood That overlooked the moor; " " And thence they saw the bridge of wood, A furlong from their door. They wept, and, turning homeward, cried, "In heaven we all shall meet!
Стр. 157 - Sound, sound the clarion, fill the fife ! To all the sensual world proclaim, One crowded hour of glorious life Is worth an age without a name.