How to Teach the Fundamental SubjectsHoughton Mifflin, 1915 - 329 էջ |
Այլ խմբագրություններ - View all
How to Teach the Fundamental Subjects Calvin Noyes Kendall,George Alonzo Mirick Ամբողջությամբ դիտվող - 1915 |
How to Teach the Fundamental Subjects Calvin Noyes Kendall,George Alonzo Mirick Ամբողջությամբ դիտվող - 1915 |
How to Teach the Fundamental Subjects Calvin Noyes Kendall,George Alonzo Mirick Ամբողջությամբ դիտվող - 1915 |
Common terms and phrases
addition answer apply arithmetic assigned basal reader become beginning blackboard calculation cent Chapter child civics common fractions composition course of study decimal fractions decimal point denominate numbers diagrams discussion drill Education eighth grade elementary schools example exercises experience facts geography girl give given grammar groups habit half-year Henry Suzzallo hygiene illustrate important improper fractions inches instruction interest Jacques W John Dewey Julius Cæsar kind letters mathematics measure ment mental method metic mixed numbers multiply one-figure numbers oral composition oral reading paper penmanship period phonics picture practice predicate adjective problems profit pupils purpose reading lesson realize recitation relating Roman numerals schoolroom selected sentences seventh and eighth silent reading simple skill solving story subtraction suggestions taught teacher teaching tests textbook thought tion words writing written
Սիրված հատվածներ
Էջ 49 - 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.
Էջ 257 - Every revolution was first a thought in one man's mind, and when the same thought occurs to another man, it is the key to that era. Every reform was once a private opinion, and when it shall be a private opinion again, it will solve the problem of the age. The fact narrated must correspond to something in me to be credible or intelligible.
Էջ 141 - Words of one syllable or words of more than one syllable accented on the last syllable, ending in a single consonant preceded by a single vowel, double the final consonant when adding a suffix beginning with a vowel.
Էջ 139 - Have pupils write the word, pronouncing it softly as they write. (e) Allow the class a moment in which to look at the word again, and then have them close their eyes and try to visualize it, or use any other device of a similar nature. Have considerable repetition, both oral and written.
Էջ 106 - Such audacious accuracy, however, distinguishing as it does noble speech from commonplace speech, can be practiced only by him who has a wide range of words. Our ordinary range is absurdly narrow. It is important, therefore, for anybody who would cultivate himself in English to make strenuous and systematic efforts to enlarge his vocabulary. Our dictionaries contain more than a hundred thousand words. The average speaker employs about three thousand. Is this because ordinary people have only three...
Էջ 57 - A college training is an excellent thing ; but, after all, the better part of every man's education is that which he gives himself, and it is for this that a good library should furnish the opportunity and the means.
Էջ 107 - ... use a word for the first time we are startled, as if a fire-cracker went off in our neighborhood. We look about hastily to see if any one has noticed. But finding that no one has, we may be emboldened. A word used three times slips off the tongue with entire naturalness. Then it is ours forever, and with it some phase of life which had been lacking hitherto. For each word presents its own point of view, discloses a special aspect of things, reports some little importance not otherwise conveyed,...
Էջ 57 - For remember that there is nothing less profitable than scholarship for the mere sake of scholarship, nor anything more wearisome in the attainment. But the moment you have a definite aim, attention is quickened, the mother of memory, and all that you acquire groups and arranges itself in an order that is lucid, because everywhere and always it is in intelligent relation to a central object of constant and growing interest. This method also forces upon us the necessity of thinking, which is, after...
Էջ 52 - I met a little Elf-man, once, Down where the lilies blow. I asked him why he was so small, And why he didn't grow. He slightly frowned, and with his eye He looked me through and through. "I'm quite as big for me," said he, "As you are big for you.
Էջ 60 - It is commonly supposed that when a man seeks literary power he goes to his room and plans an article for the press. But this is to begin literary culture at the wrong end. We speak a hundred times for every once we write. The busiest writer produces little more than a volume a year, not so much as his talk would amount to in a week. Consequently through speech it is usually decided whether a man is to have command of his language or not. If he is slovenly in his ninety-nine cases of talking, he...
Վկայակոչումներ այս գրքի մասին
A Guide to the Teaching of Spelling Hugh Clark Pryor,Marvin Summers Pittman Ամբողջությամբ դիտվող - 1921 |