Reading in Public SchoolsRow, Peterson & Company, 1911 - 332 strani By Thomas H. Briggs and Lotus D. Coffman. |
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acquired actors alphabet appreciation articulation asked assignment attention bad habits beautiful beginning Ben Greet better boys CHAPTER chil child costumes course David Dickens definite devices dictionary direct directed drill dramatic dren drill dryad easily emotion emphasized England Primer enunciation exercise experience expression feel female characters galloping Ghent girls give given Hiawatha illustrations images imagination imitation interest interpretation Jungle Book kind of reading language learned literary look material matter meaning memory method mind oral reading paragraph phonics Pickwick Papers play poem practice preparation Price primary Primer printed pronounce pronunciation pupils questions reader reading lesson recitation Rip Van Winkle says seat selection sense sentence sight reading silent reading sometimes Song sounds stage story suggest Suitable for grades teacher teaching tell tences Theseus things thought tion understand upper grades voice words writes
Priljubljeni odlomki
Stran 240 - Not a word to each other; we kept the great pace Neck by neck, stride by stride, never changing our place; I turned in my saddle and made its girths tight, Then shortened each stirrup and set the pique right, Rebuckled the cheek-strap, chained slacker the bit, Nor galloped less steadily Roland a whit.
Stran 19 - Read not to contradict and confute, nor to believe and take for granted, nor to find talk and discourse, but to weigh and consider. 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.
Stran 244 - The many men, so beautiful! And they all dead did lie: And a thousand thousand slimy things Lived on; and so did I.
Stran 15 - There is first the literature of knowledge, and secondly, the literature of power. The function of the first is — to teach; the function of the second is — to move: the first is a rudder, the second an oar or a sail. The first speaks to the mere discursive understanding; the second speaks ultimately it may happen to the higher understanding or reason, but always through affections of pleasure and sympathy.
Stran 11 - You have heard as much before; — yet have you measured and mapped out this short life and its possibilities ? Do you know, if you read this, that you cannot read that — that what you lose to-day you cannot gain to-morrow ? Will you go and gossip with your housemaid, or your stable-boy, when you may talk with queens and kings...
Stran 240 - I sprang to the stirrup, and Joris, and he; I g-alloped, Dirck galloped, we galloped all three ; "Good speed!" cried the watch, as the gate-bolts undrew ; "Speed!
Stran 241 - Aix" — for one heard the quick wheeze Of her chest, saw the stretched neck and staggering knees, And sunk tail, and horrible heave of the flank, As down on her haunches she shuddered and sank.
Stran 186 - Thou wast not born for death, immortal Bird! No hungry generations tread thee down; The voice I hear this passing night was heard In ancient days by emperor and clown : Perhaps the self-same song that found a path Through the sad heart of Ruth, when sick for home, She stood in tears amid the alien corn ; The same that oft-times hath Charm'd magic casements, opening on the foam Of perilous seas, in faery lands forlorn.
Stran 197 - The splendor falls on castle walls And snowy summits old in story: The long light shakes across the lakes, And the wild cataract leaps in glory, Blow, bugle, blow, set the wild echoes flying, Blow, bugle; answer, echoes, dying, dying, dying.
Stran 241 - twas morning as plain as could be ; And from Mecheln church-steeple we heard the half-chime, So, Joris broke silence with, "Yet there is time!" IV. At Aershot, up leaped of a sudden the sun, And against him the cattle stood black every one, To stare thro...