Methods of Teaching: A Handbook of Principles, Directions, and Working Models for Common-school Teachers
Harper & Brothers, 1880 - Teaching - 326 pages
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advance allow answer arithmetic assistants attention Bain become begin better blackboard boys character child common correct course direct discipline Divide drawing drill essential examinations examples exercises experience expression eyes facts faculties five four geography girls give given grades grammar habits half hand important instruction interest keep kind knowledge laws leading lessons live mark means memory mental method mind moral natural never objects observation oral physical play possible practical principles punishment pupils questions reason recitation require result rules says scholars secure sentence short simple slates sound spelling square story teacher teaching tell text-book things thought tion true whole write written young
Page 88 - 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 33 - 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 112 - 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 52 - 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 112 - 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 9 - Niirnberg out of wood and leather, foster the growth of anything; much more of Mind, which grows, not like a vegetable (by having its roots littered with etymological compost), but like a spirit, by mysterious contact of Spirit ; Thought kindling itself at the fire of living Thought ? How shall he give kindling, in whose own inward man there is no live coal, but all is burnt out to a dead grammatical cinder...