Methods of Teaching: A Handbook of Principles, Directions, and Working Models for Common-school Teachers |
Contents
| 27 | |
| 28 | |
| 31 | |
| 32 | |
| 34 | |
| 37 | |
| 64 | |
| 70 | |
| 71 | |
| 74 | |
| 78 | |
| 83 | |
| 84 | |
| 85 | |
| 101 | |
| 110 | |
| 123 | |
| 132 | |
| 150 | |
| 265 | |
| 268 | |
| 269 | |
| 270 | |
| 271 | |
| 272 | |
| 273 | |
| 274 | |
| 276 | |
| 277 | |
| 279 | |
| 287 | |
| 293 | |
| 295 | |
| 300 | |
| 303 | |
| 304 | |
| 306 | |
| 307 | |
Other editions - View all
Common terms and phrases
arithmetic assistants attention begin better blackboard calisthenics character child common-school corporal punishment correct counters country schools culture direct discipline Divide drawing drill dyspepsia essential exercises experience eyes facts faculties feel every beat geography globe grades grammar grand divisions gymnastic habits Herbert Spencer human Huxley impulses inches instruction intel intellectual John Stuart Mill judgment knowledge labor lessons means memory ment mental methods metic moral training Multiply nature near-sightedness never observation oral penalties physical training play possible practical principles public schools questions reason recitation require pupils result Roger Ascham rules says Bain says Superintendent scholars school discipline secure sentences short slates South America south pole spirit square stories teacher teaching tell text-book things tion Train pupils truth Wellington College words write written examinations young
Popular passages
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...