New York Teachers' Monographs, 第 2 巻New York Teachers' Monographs Company, 1899 |
この書籍内から
検索結果1-5 / 100
37 ページ
... pupils to read from the maps the general arrangement of the surface features . Let each mind work in its own natural way . Of course , the answers will be rambling , and we are glad of it , for they show individual thought . One pupil ...
... pupils to read from the maps the general arrangement of the surface features . Let each mind work in its own natural way . Of course , the answers will be rambling , and we are glad of it , for they show individual thought . One pupil ...
38 ページ
... pupils to study out- lines of maps , just as modeling is a natural means of guiding them to the study of surface forms . The purpose of the drawing , for example , is to lead pupils to see the features that broadly influence the higher ...
... pupils to study out- lines of maps , just as modeling is a natural means of guiding them to the study of surface forms . The purpose of the drawing , for example , is to lead pupils to see the features that broadly influence the higher ...
46 ページ
... pupils will acquire a knowledge of this grand division both scientific and interesting . There is now no limit to the information that may be gained . It depends upon the pupil's ability to read , and what he is able to express on paper ...
... pupils will acquire a knowledge of this grand division both scientific and interesting . There is now no limit to the information that may be gained . It depends upon the pupil's ability to read , and what he is able to express on paper ...
57 ページ
... pupils too much harm . The weak part of many plans for science work is that too much is included , and the pupils get a little of everything and not much of anything . Under such a plan they get facts but not principles , in- formation ...
... pupils too much harm . The weak part of many plans for science work is that too much is included , and the pupils get a little of everything and not much of anything . Under such a plan they get facts but not principles , in- formation ...
63 ページ
... pupils to gain ? 2. What definite knowl- edge shall I expect them to acquire ? 3. By what means shall I accomplish my desires ? The answers must depend upon the age and power of the pupils . We will apply them to the work of the 6th ...
... pupils to gain ? 2. What definite knowl- edge shall I expect them to acquire ? 3. By what means shall I accomplish my desires ? The answers must depend upon the age and power of the pupils . We will apply them to the work of the 6th ...
他の版 - すべて表示
多く使われている語句
animals antonyms application arithmetic attention blackboard Boro's Brooklyn cents character child Class Teacher climate Comenius common fractions composition containing correct correlated course of study Cuba cube decimal decimal fractions denominate numbers discipline divided division divisor dollars drill earth elementary English equals examples exercise expression facts fractions geography give given grade grammar habits homonyms ical idea illustrations important inches individual instruction interest knowledge language learned lesson maps means measure mental method metic metric system mind minuend moral multiplication nature study North America objects observation oral Pedagogy physical plants practical present principal problems Public School pupils question ratio reading relation rivers school discipline sentences simple square stories subtraction suggested Superintendent surface taught teaching text-book things thought tion topics United words writing written YEAR-FIRST HALF YEAR-SECOND HALF York City
人気のある引用
44 ページ - Great, wide, beautiful, wonderful World. With the wonderful water round you curled, And the wonderful grass upon your breast, World, you are wonderfully drest. You friendly Earth! how far do you go With the wheat-fields that nod and the rivers that flow, With cities and gardens, and cliffs and isles, And people upon you for thousands
44 ページ - You friendly Earth! how far do you go With the wheat-fields that nod and the rivers that flow, With cities and gardens, and cliffs and isles, And people upon you for thousands of miles
73 ページ - There the common sense of most Shall hold a fretful realm in awe, And the kindly earth shall slumber, Lapt in universal law.
7 ページ - Whichever way the wind doth blow, Some heart is glad to have it so ; Then blow it east or blow it west, The wind that blows, that wind is
8 ページ - fairy nut, Of which children sometime read. Over the pretty shining coat, We sprinkle the earth so brown, And the sunshine warms its bed, And the rain comes dropping down. Patter, patter, the soft warm rain. Knocks at the tiny door, And two little heads come peeping out, Like a story in fairy lore.
44 ページ - I'm hastening from the distant hills With swift and noisy flowing, Nursed by a thousand tiny rills, I'm ever onward going." " I have stood Where Hudson rolled his lordly flood: Seen sunrise rest and sunset fade Along his frowning Palisade
10 ページ - of intermeddling with his fellow pupils ; neither doing what is reasonable himself nor allowing others to do it. Never having subdued himself, he will never subdue the world of chaos, or any part of it, as his life work, but will have to be subdued by external constraint on the part of his fellow men.
21 ページ - If the Syrians be too strong for me, then thou shalt help me. but if the children of Ammon be too strong for thee, then I will come and help thee.
7 ページ - and concern cleanliness, neatness in person and clothing, temperance, and moderation in the gratification of the appetites and passions. The school can and does teach cleanliness and neatness, but it has less power over the pupil in regard to temperance. It can teach him self-control and self-sacrifice in the three