Modern Elementary School PracticeMacmillan, 1919 - Počet stran: 408 |
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ability able allowed arithmetic assignment attitude become better cent chil child collection common fractions constantly coöperation course of study definite develop difficulty dramatic dren drill eighth grade elementary school entire exercise Francis Parker School function furnished geography give given Horace Mann School hygienic illustration important individual interest Ivanhoe large number lems lesson lower grades materials mechanical memorize ment method metic mistakes motive multiplication tables nature Norman Triplett oral English organization period play Pocahontas poor speller possible Powhatan practice problems profitable pupils question reading recitation regu regular Rip Van Winkle selected sixth grade Smith social solve spelling stimulate stories stressed subject matter tasks taught teacher teaching tell terest tion topics upper grades usually vital words writing
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Strana 161 - Nicholas Vedder why, he is dead and gone these eighteen years! There was a wooden tombstone in the churchyard that used to tell all about him, but that's rotten and gone too.
Strana 131 - From the total training during childhood there should result in the child a taste for interesting and improving reading, which should direct and inspire its subsequent intellectual life. That schooling which results in this taste for good reading, however unsystematic or eccentric the schooling may have been, has achieved a main end of elementary education ; and that schooling which does not result in implanting this permanent taste has failed.
Strana 132 - Do we not all know many people who seem to live in a mental vacuum — to whom, indeed, we have great difficulty in attributing immortality, because they apparently have so little life except that of the body?
Strana 162 - All stood amazed until an old woman, tottering out from among the crowd, put her hand to her brow, and peering under it in his face for a moment, exclaimed, "Sure enough! It is Rip Van Winkle! It is himself! Welcome home again, old neighbor! Why, where have you been these twenty long years?
Strana 162 - I'm somebody else; that's me yonder; no, that's somebody else got into my shoes. I was myself last night; but I fell asleep on the mountain, and they've changed my gun, and everything's changed, and I'm changed, and I can't tell what's my name or who I am ! " The bystanders began now to look at each other, nod, wink significantly, and tap their fingers against their foreheads.
Strana 348 - ... in Manhattan by the Bureau of Municipal Research, which found, by reporting 18 recitations stenographically, that teachers were doing the thinking and talking rather than the pupils. The teachers used 18,833 words, the pupils 5,675, with 420 one-word responses, 208 one-sentence responses, 96 phrase responses, and only 20 extended replies. There were 622 "what," "when," and "where" and but 138 "why" or "how
Strana 132 - ... education ; and that schooling which does not result in implanting this permanent taste has failed. Guided and animated by this impulse to acquire knowledge and exercise his imagination through reading, the individual will continue to educate himself all through life. Without that deep-rooted...
Strana 161 - ... what brought him to the election with a gun on his shoulder and a mob at his heels, and whether he meant to breed a riot in the village. "Alas! gentlemen...
Strana 314 - There are no misfit children, but there are misfit schools, misfit texts and studies, misfit dogmas and traditions of pedants and pedantry. There are misfit homes, misfit occupations and diversions. In fact, there are all kinds and conditions of misfit clothing for children, but, in nature of things, there can be no misfit children.
Strana 274 - ... stage of development the tendency will be to arrest growth at that standpoint and make it difficult or next to impossible to continue the growth of the child into higher and more civilized forms of soul activity? A severe drill in mechanical habits, of memorizing or calculating, any overcultivation of sense perception in tender years, may so arrest the development of the soul at a mechanical method of thinking and prevent the further growth into spiritual insight.