Everyday Problems in TeachingBobbs-Merrill Company, 1912 - 388ÆäÀÌÁö |
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... 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.
... 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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... mind . And what is true of this chapter is true of most of the chapters in the book . In this volume the point of view is maintained that effective method requires that the pupil work out problems for himself . I have endeavored to ob ...
... mind . And what is true of this chapter is true of most of the chapters in the book . In this volume the point of view is maintained that effective method requires that the pupil work out problems for himself . I have endeavored to ob ...
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... mind " , or " toe the mark " . Perhaps this is as it should be , for " order is Heaven's first law " ; and it must be the first rule of the school , as most people think . In a very real sense , good order is absolutely es- sential to a ...
... mind " , or " toe the mark " . Perhaps this is as it should be , for " order is Heaven's first law " ; and it must be the first rule of the school , as most people think . In a very real sense , good order is absolutely es- sential to a ...
5 ÆäÀÌÁö
... mind is being actively stimu- lated , can not keep " absolutely still " but for very brief periods at a time . Speaking generally , the older one gets , up to maturity , the more controlled he be- comes the steadier , the better poised ...
... mind is being actively stimu- lated , can not keep " absolutely still " but for very brief periods at a time . Speaking generally , the older one gets , up to maturity , the more controlled he be- comes the steadier , the better poised ...
20 ÆäÀÌÁö
... mind that she thinks she can not endure fresh air , then she certainly ought to stay out of the school - room , and not subject pupils to con- ditions which will injure them physically and de- velop in them antagonistic attitudes toward ...
... mind that she thinks she can not endure fresh air , then she certainly ought to stay out of the school - room , and not subject pupils to con- ditions which will injure them physically and de- velop in them antagonistic attitudes toward ...
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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.