Methods of Teaching: A Handbook of Principles, Directions, and Working Models for Common-school Teachers |
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Common terms and phrases
arithmetic attention begin better blackboard calisthenics cents child common-school composition compound sentences corporal punishment correct counters country schools culture decimal fractions direct discipline drawing drill essential exercises experience expression eyes faculties geography Give and spell globe grades grammar grand divisions gymnastic habits Herbert Spencer Horace Mann inches instruction intellectual John Stuart Mill knowledge labor language laws lessons means memory mental ments methods metic mind moral training Multiply nature never observation oral physical training possible practical principles public schools questions reason recitation require pupils result Roger Ascham rules says Bain scholars school discipline secure sentence short slates South America south pole spell a word Spencer spirit square story teacher teaching tell tence text-book things tion Train pupils verb write written examinations young
Popular passages
Page 165 - the height of Rome"; and all history resolves itself very easily into the biography of a few stout and earnest persons.
Page 86 - Because he has felt, that the only way in which a human being can make some approach to knowing the whole of a subject, is by hearing what can be said about it by persons of every variety of opinion, and studying all modes in which it can be looked at by every character of mind., No wise man ever acquired his wisdom in any mode but this; nor is it in the nature of human intellect to become wise in any other manner.
Page 31 - Perhaps the most valuable result of all education is the ability to make yourself do the thing you have to do when it ought to be done, whether you like it or not...
Page 110 - Bristol diamonds are both bright, and squared and pointed by nature, and yet are soft and worthless ; whereas orient ones in India are rough and rugged naturally. Hard, rugged, and dull natures of youth acquit themselves afterwards the jewels of the country, and therefore their dulness at first is to be borne with, if they be diligent.
Page 50 - Chatham ; that everybody felt there was something finer in the man than any thing he ever said. We are taught, and we teach, by something about us that never goes into language at all. I believe that often this is the very highest kind of teaching, most charged with moral power, most apt to go down among the secret springs of conduct, most effectual for vital issues, for the very reason that it is spiritual in its character, noiseless in its pretensions, and constant in its operation.
Page 110 - That schoolmaster deserves to be beaten himself, who beats nature in a boy for a fault. And I question whether all the whipping in the world can make their parts, which are naturally sluggish, rise one minute before the hour nature hath appointed.
Page 170 - For many years it has been one of my constant regrets that no schoolmaster of mine had a knowledge of natural history, so far at least as to have taught me the grasses that grow by the wayside, and the little winged and wingless neighbours that are continually meeting me with a salutation which I cannot answer, as things are.
Page 14 - They say nay in a word, but they do so in deed ; for to the one they will gladly give a stipend of two hundred crowns by the year, and loth to offer to the other two hundred shillings. God that sitteth in heaven laugheth their choice to scorn, and rewardeth their liberality as it should. For he suffereth...
Page 107 - We teach too much by manuals, too little by direct intercourse with the pupil's mind ; we have too much of words, too little of things.