In the School-room: Chapters in the Philosophy of EducationEldredge & Brother, 1869 - 276 strani |
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accomplish acquired arithmetic attention awaken become bodily called catechism Charlie child childhood class a lesson commit to memory common schools course cultivation D class definite duty Elocution English peasant entirely exer exercise explain express eyes fact faculties feel formula give grammar growth habit hand human human voice idea ignorant illustration important influence instance intel intellectual Jesus kind knowledge labor language letter matter means mental method metic mind Miss gave mnemonic nature never Normal School obedience object observation once parent Paul Morphy persons Plato practice preparation pupils question reason recitation remember rule scholars SCHOOL-ROOM sense speak taught teacher Teaching average temptation temptation of Jesus things thought tion tivation Tompkinsville true truth understand utter voice whole wise words write young
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Stran 263 - I thank God there are no free schools or printing presses, and I hope we shall not have these hundred years;" while the governor of Connecticut answered, "One-fourth of the annual revenue of the colony is laid out in maintaining free schools for the education of our children.
Stran 184 - I, Jesus, have sent My angel to testify to you these things in the churches. I am the Root and the Offspring of David, the Bright and Morning Star.
Stran 128 - Normal," from the Latin norma, a rule or pattern to work by, does not differ essentially from " Model." A Normal School, according to the meaning of the word, would be a pattern school, an institution which could be held up for imitation, to be copied by other schools of the same grade. But this meaning of the word is no* what we mean by the thing. When we mean a school to bo copied or imitated, we call it a Model School.
Stran 38 - A child who lives in a family where no language is used but that which is logically and grammatically correct, will learn to speak with logical and grammatical correctness long before it is able to give any account of the processes of its own mind in the matter, or indeed to understand those processes when explained by others. In other words, practice in language precedes theory. It should do so in other things. The parent who should take measures to prevent a child from speaking its mother tongue,...
Stran 266 - Not many years ago, 20.000/. was lost in the prosecution of a scheme for collecting the alcohol that distils from bread in baking: all which would have been saved to the subscribers, had they known that less than a hundredth part by weight of the flour is changed in fermentation. Numerous attempts have been made to construct...
Stran 136 - Celeste, and yet not know how to teach the multiplication table. He may read Arabic or Sanskrit, and not know how to teach a child the alphabet of his mother tongue. The Sabbath-school teacher may dip deep into biblical lore, he may ransack the commentaries, and may become, as many Sabbath-school teachers are, truly learned in Bible knowledge, and yet be utterly incompetent to teach a class of children. He can no more hit the wandering attention, or make a lodgment...
Stran 197 - Your scholars' eyes will be very apt to follow yours. You are the engineer, they are the passengers. If you run off the track, they will do likewise. Nor must your eye be occupied with the book, hunting up question and answer, nor dropped to the floor in excessive modesty. All the power of seeing that you have is needed for looking earnestly, lovingly, without interruption, into the faces and eyes of your pupils. But for the observance of this rule, another is indispensable. You must learn to teach...