Everyday Problems in TeachingBobbs-Merrill Company, 1912 - 388ÆäÀÌÁö |
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... employed by actual trial upon a group of children whose train- ing has been committed to my care . This volume is composed mainly of the more typical and practical of these concrete examples of teaching , together with discussions of ...
... employed by actual trial upon a group of children whose train- ing has been committed to my care . This volume is composed mainly of the more typical and practical of these concrete examples of teaching , together with discussions of ...
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... employ a style different from the one adopted in this volume . For the purpose of influencing practice most ef- fectively , it seems to me one must make frequent pauses in the discussion of any theme , so that when the practitioner has ...
... employ a style different from the one adopted in this volume . For the purpose of influencing practice most ef- fectively , it seems to me one must make frequent pauses in the discussion of any theme , so that when the practitioner has ...
28 ÆäÀÌÁö
... by being crowded for nine months , and then having three months wholly free . The majority of chil- dren in the city do not know how properly to employ their time for a long idle period . They grow 28 EVERYDAY PROBLEMS.
... by being crowded for nine months , and then having three months wholly free . The majority of chil- dren in the city do not know how properly to employ their time for a long idle period . They grow 28 EVERYDAY PROBLEMS.
58 ÆäÀÌÁö
... employed in extreme cases , still when in discipline it alone is relied upon to cure evil tendencies it must ... employ his drugs or his knife . Whenever he sees disordered function he attacks it directly , not considering that ...
... employed in extreme cases , still when in discipline it alone is relied upon to cure evil tendencies it must ... employ his drugs or his knife . Whenever he sees disordered function he attacks it directly , not considering that ...
61 ÆäÀÌÁö
... employed in youth , their influence is usually temporary , and they touch only the externalities of conduct , not the springs thereof . The state has discovered that the prison and the whipping - post do not reform young criminals ...
... employed in youth , their influence is usually temporary , and they touch only the externalities of conduct , not the springs thereof . The state has discovered that the prison and the whipping - post do not reform young criminals ...
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acquire adult appreciation arithmetic asked attention attitude become cational child class-room concrete course crete definitions Describe develop dictionary discipline Discuss domestic science easy songs effective elemen elementary school employ errors execution experience expression feel formal gained geography girl give given grade grade geography habit high school ical illustrate individual instance instruction interest language lesson letters linguistic look matter means memorizing Menomonie method metic mind National Educational Association nature novice observed persons phrases practical principle problems question quired readily recitation regarding relations respect result rules school-room sentence simply singing situations slang solve song sort speech spelling stanza symbols task taught teacher TEACHING PUPILS technique text-book thing thought tically tion typical vidual vital vocal words write York Public Library
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380 ÆäÀÌÁö - I'm the chief of Ulva's isle, And this Lord Ullin's daughter. — " And fast before her father's men Three days we've fled together, For should he find us in the glen, My blood would stain the heather. "His horsemen hard behind us ride; Should they our steps discover, Then who will cheer my bonny bride When they have slain her lover?
379 ÆäÀÌÁö - I'll meet the raging of the skies, But not an angry father." The boat has left a stormy land, A stormy sea before her, — When, oh!
275 ÆäÀÌÁö - The breaking waves dashed high On a stern and rock-bound coast, And the woods against a stormy sky Their giant branches tossed; And the heavy night hung dark The hills and waters o'er, When a band of exiles moored their bark On the wild New England shore.
381 ÆäÀÌÁö - He does not love me for my birth, Nor for my lands so broad and fair; He loves me for my own true worth, And that is well,' said Lady Clare. In there came old Alice the nurse, Said, 'Who was this that went from thee?' 'It was my cousin,' said Lady Clare, 'To-morrow he weds with me.
380 ÆäÀÌÁö - But still as wilder blew the wind, And as the night grew drearer, Adown the glen rode armed men, Their trampling sounded nearer. "O haste thee, haste!" the lady cries, "Though tempests round us gather; I'll meet the raging of the skies, But not an angry father.
381 ÆäÀÌÁö - If I come drest like a village maid, I am but as my fortunes are: I am a beggar born," she said, "And not the Lady Clare.
379 ÆäÀÌÁö - I'll forgive your Highland chief, My daughter! — Oh, my daughter!
381 ÆäÀÌÁö - O mother, mother, mother,' she said, 'So strange it seems to me. 'Yet here's a kiss for my mother dear, My mother dear, if this be so, And lay your hand upon my head, And bless me, mother, ere I go.
140 ÆäÀÌÁö - Reduce compound fractions to simple ones, and mixt numbers to improper fractions ; then multiply the numerators together for a new numerator, and the denominators for. a new denominator.
49 ÆäÀÌÁö - The basic question presented is whether the defendants, the Superintendent of Schools and the members of the Board of Education, in the operation of the public school system here, unconstitutionally deprive the District's Negro and poor public school children of their right to equal educational opportunity with the District's white and more affluent public school children.