Everyday Problems in TeachingBobbs-Merrill Company, 1912 - 388페이지 |
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페이지
... symbols - We must begin with the largest unities possible without going beyond the pu- pil's ability to execute readily - Reading musical symbols at sight - The value of the simplest musical elements - While em- phasis is put upon the ...
... symbols - We must begin with the largest unities possible without going beyond the pu- pil's ability to execute readily - Reading musical symbols at sight - The value of the simplest musical elements - While em- phasis is put upon the ...
150 페이지
... to discover about where cities would be likely to develop , then the names learned would have acquired some meaning for them . Each name of a city or river would have become a symbol to which could be 150 EVERYDAY PROBLEMS.
... to discover about where cities would be likely to develop , then the names learned would have acquired some meaning for them . Each name of a city or river would have become a symbol to which could be 150 EVERYDAY PROBLEMS.
151 페이지
Michael Vincent O'Shea. river would have become a symbol to which could be attached a body of real and vital knowledge , which could not fail to interest even children ; and this is the only sort of knowledge that will be of service to ...
Michael Vincent O'Shea. river would have become a symbol to which could be attached a body of real and vital knowledge , which could not fail to interest even children ; and this is the only sort of knowledge that will be of service to ...
207 페이지
... symbols employed in musical notation . These names are defined , and the definitions are learned by heart by the children . It is maintained in this community that no progress can be made in reading music until the symbols as employed ...
... symbols employed in musical notation . These names are defined , and the definitions are learned by heart by the children . It is maintained in this community that no progress can be made in reading music until the symbols as employed ...
208 페이지
... symbol which indicates accent , stress , live- liness , loudness , or some other quality ; and then the pupils are required to apply what they have learned in interpretation of this symbol . It is exactly such a method in principle as ...
... symbol which indicates accent , stress , live- liness , loudness , or some other quality ; and then the pupils are required to apply what they have learned in interpretation of this symbol . It is exactly such a method in principle as ...
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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 페이지 - 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 페이지 - 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 페이지 - 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 페이지 - 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 페이지 - 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 페이지 - 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 페이지 - I'll forgive your Highland chief, My daughter! — Oh, my daughter!
381 페이지 - 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 페이지 - 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 페이지 - 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.