Teachers College Record, Volume 12James Earl Russell Teachers College, Columbia University, 1911 - Education |
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Page 14 - You know, we French stormed Ratisbon: A mile or so away, On a little mound, Napoleon Stood on our storming-day; With neck out-thrust, you fancy how, Legs wide, arms locked behind, As if to balance the prone brow Oppressive with its mind. Just as perhaps he mused "My plans That soar, to earth may fall, Let once my army-leader Lannes Waver at yonder wall...
Page 57 - Training children to a competent and ready use of the dictionary and fixing the habit of consulting it is one of the main duties that the school can perform for the student.
Page 34 - WE plough the fields, and scatter The good seed on the land, But it is fed and watered By God's almighty hand ; He sends the snow in winter, The warmth to swell the grain, The breezes, and the sunshine, And soft refreshing rain : All good gifts around us Are sent from heaven above, Then thank the Lord, O thank the Lord,. For all His love.
Page 65 - In conclusion, gentlemen, I thank you for the honor you have...
Page 15 - ... during the period of life when imitation is the chief motive principle in education, he should be kept so far as possible away from the influence of bad models and under the influence of good models, and (2) that every thought which he expresses, whether orally or on paper, should be regarded as a proper subject for criticism as to language.
Page 26 - AUTUMN FIRES IN the other gardens And all up the vale, From the autumn bonfires See the smoke trail ! Pleasant summer over And all the summer flowers, The red fire blazes, The grey smoke towers. Sing a song of seasons! Something bright in all! Flowers in the summer, Fires in the fall!
Page 42 - The correct placing of partial products in the multiplication of two numbers of two or more figures is a specific case. (2) If a process does recur in the same manner, but is so little used in after life that any formal method of solution would be forgotten, then the teacher should " rationalize " it. The process of finding the square root of a number illustrates this series of facts. (3) If the process always does occur in the same manner, but with the frequency of its recurrence in doubt, the teacher...
Page 42 - A study of the actual arithmetical facts upon which this opposition expresses itself suggests the four following general principles as to the use of " rationalization " and " habituation " as methods of mastery: (1) Any fact or process which always recurs in an identical manner, and occurs with sufficient frequency to be remembered, ought not to be " rationalized " for the pupil, — but
Page 65 - ... economy to gain knowledge by the way, provided it does not distract attention from whatever main business is at hand. The socializing of arithmetical problems has one other additional good effect. It has tended to bring some topical unity into the problems constituting the assignment for a given lesson or group of lessons. Hitherto a series of problems was almost always composed of a heterogeneous lot of situations. There was no unity save that some one process was involved in each. The movement...
Page 28 - The child in the second grade may have a little of all the fundamental processes, a few simple fractions, and United States money, but just there he will be held definitely responsible for a very considerable number of the addition combinations. The pupil may have had fractions in every grade, but the fifth grade will be responsible for a thorough and systematic mastery of the same. Such is the mixed method of arrangement which is to-day prevalent in American schools.