 | 1833 - 968 ページ
...is done, no new portion should be given ont. 4. To explain each new lesson assigned, if necessary, by familiar remarks and illustrations, that every pupil may know, before he is sent to his seat, tchat he is expected to do at the next recitation, and how it is to be done, to the end that he may... | |
 | 1846 - 774 ページ
...done, no new portion is to be given out. 4. They are to explain each new lesson assigned, if necessary, by familiar remarks and illustrations, that every...at the next recitation, and how it is to be done, to the end that he may study understanding!}', and, therefore, with spirit and pleasure, and make rapid... | |
 | 1850 - 408 ページ
...done, no new portion is to be given out. 4. They are to explain each new lesson assigned, if necessary, by familiar remarks and illustrations, that every...at the next recitation, and how it is to be done, to the end that he may study understandingly, and therefore successfully. 5. They are to require all... | |
 | Peter Bullions - 1850 - 238 ページ
...necessary, hy familiar remarks and illustrations; and care should he taken that tvury pupil know, hefore he is sent to his seat, what he is expected to do at the next recitation, and kow it is to he done. A little pains taken in this way will he amply rewarded hy the spirit and pleasure... | |
 | 1850 - 780 ページ
...done, no new portion is to be given out. 4. They are to explain each new lesson assigned, if necessary, by familiar remarks and illustrations, that every pupil may know, before he is sent to his scat, what he is expected to do at the next recitation, and how it is to be done, to the end that ne... | |
 | Elisha Reynolds Potter - 1852 - 406 ページ
...no new portion is to be given out. 4. They are to explain each new lesson assigned, if neces^ sary, by familiar remarks and illustrations, that every...at the next recitation, and how it is to be done, to the end that he may study understanding! y, and, therefore, with spirit and pleasure, and make rapid... | |
 | New Hampshire State Board of Education - 1868 - 146 ページ
...completely. They should explain each new lesson assigned, if need be, by familiar illustrations and remarks, that every pupil may know before he is sent to his...at the next recitation, and how it is to be , done, to the end that he may study understandingly, and therefore successfully. In this way would be secured... | |
 | California. Department of Public Instruction - 1873 - 390 ページ
...assigned, if necessary, by familiar remarks and illustrations, that every pupil may know before ho is sent to his seat what he is expected to do at the...recitation to be referred to by the pupils, except in cases of such exercises as absolutely require it. They should assign many questions of their own preparing,... | |
 | California. Legislature - 1875 - 534 ページ
...deportment, as well as in useful learning. 3. Teachers should explain each new lesson assigned, if necessary, by familiar remarks and illustrations, that every...it is to be done. 4. Teachers should only use the text-book for occasional reference, and should not permit it to be taken to the recitation to be referred... | |
 | John Swett - 1876 - 272 ページ
...deportment, as well as in useful learning. 3. Teachers should explain each new lesson assigned,if necessary, by familiar remarks and illustrations, that every...it is to be done. 4. Teachers should only use the text-book for occasional reference, and should not permit it to be taken to the recitation, to be referred... | |
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Teachers should explain each new lesson assigned, if necessary, by familiar remarks and illustrations, that every pupil may know before he is sent to his seat what he is expected to do at the next recitation, and how it is to be done. 
