Everyday Problems in TeachingBobbs-Merrill Company, 1912 - 388ÆäÀÌÁö |
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... language learning -The motive for requiring the art of expression - A sugges- tion for the teacher of language - Unconventional language— What is objectionable in one section may be acceptable in an- other - Specimen phrases trying to ...
... language learning -The motive for requiring the art of expression - A sugges- tion for the teacher of language - Unconventional language— What is objectionable in one section may be acceptable in an- other - Specimen phrases trying to ...
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... domestic science instruc- tion - A curriculum based on discipline - Does algebra , as an example , train the mind for all needs ? -Appreciation of changing phenomena - The study of foreign languages - Train- TABLE OF CONTENTS.
... domestic science instruc- tion - A curriculum based on discipline - Does algebra , as an example , train the mind for all needs ? -Appreciation of changing phenomena - The study of foreign languages - Train- TABLE OF CONTENTS.
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Michael Vincent O'Shea. changing phenomena - The study of foreign languages - Train- ing in the humanities - A course for the girl of to - morrow- The value of history for the girl - The study of nature - Vo- cational training ...
Michael Vincent O'Shea. changing phenomena - The study of foreign languages - Train- ing in the humanities - A course for the girl of to - morrow- The value of history for the girl - The study of nature - Vo- cational training ...
101 ÆäÀÌÁö
... language " , or bodily contortion . One may see school - rooms in which certain pupils are communicating constantly , though they may not speak a word to one another . The only way to con- trol such pupils is to get hold of them in some ...
... language " , or bodily contortion . One may see school - rooms in which certain pupils are communicating constantly , though they may not speak a word to one another . The only way to con- trol such pupils is to get hold of them in some ...
106 ÆäÀÌÁö
... language , and all the rest . It should be recognized in this connection that some of the greatest thinkers among us have never been trained in the schools ; and some of the men one knows who have been through all the schools are babes ...
... language , and all the rest . It should be recognized in this connection that some of the greatest thinkers among us have never been trained in the schools ; and some of the men one knows who have been through all the schools are babes ...
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acquire adult appreciation arithmetic asked attention attitude Battle of Waterloo become better cational child class-room communication concrete conduct course crete defect definitions develop dictionary discipline domestic science effective Elemen elementary school errors execution exer experience expression feel formal gained geography girl give grade grade geography habit Herbartian high school humor ical illustrate individual instance interest language less lessons linguistic look matter means memorizing Menomonie method metic mind National Educational Association nature novice observed Pedagogical Seminary persons phrases pils principle problems pupils question quired readily recitation regarding relations respect result rules school-room simply situations solve song sort spect spelling stanza talk task taught teacher teaching tell text-book thing thought tion typical vidual vital words write young
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368 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?
367 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.
369 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.
368 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.
369 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.
367 ÆäÀÌÁö - I'll forgive your Highland chief, My daughter! — Oh, my daughter!
369 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.
138 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.
47 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.