Everyday Problems in TeachingBobbs-Merrill Company, 1912 - 388ÆäÀÌÁö |
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1 ÆäÀÌÁö
... regarded as a success just in the measure that he can make the children " 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 ...
... regarded as a success just in the measure that he can make the children " 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 ...
40 ÆäÀÌÁö
... regarding his treatment , and he always got the benefit ( temporary benefit only , of course ) of the doubt . He would be " scolded " by one child and let go free by another , while no one kept up the discipline of his first master . As ...
... regarding his treatment , and he always got the benefit ( temporary benefit only , of course ) of the doubt . He would be " scolded " by one child and let go free by another , while no one kept up the discipline of his first master . As ...
44 ÆäÀÌÁö
... regarded by the animal ( or the child , either , who is non - reflective in respect to such mat- ters ) as a guide for future action under similar circumstances . So a five - year - old child who has , from the cradle on , bullied ...
... regarded by the animal ( or the child , either , who is non - reflective in respect to such mat- ters ) as a guide for future action under similar circumstances . So a five - year - old child who has , from the cradle on , bullied ...
46 ÆäÀÌÁö
... regarded by his classmates as the object of special favor by the teacher . He was the son of the superintendent of schools . It was charged by these mothers that the teacher did not bear down upon him so hard as she did upon their own ...
... regarded by his classmates as the object of special favor by the teacher . He was the son of the superintendent of schools . It was charged by these mothers that the teacher did not bear down upon him so hard as she did upon their own ...
61 ÆäÀÌÁö
... regarding the course to be fol- lowed in any special instance of wrong - doing . He feels the intelligent physician's dread of tampering with an organism which is but ill - understood , and he suspects that the thing is ordinarily too ...
... regarding the course to be fol- lowed in any special instance of wrong - doing . He feels the intelligent physician's dread of tampering with an organism which is but ill - understood , and he suspects that the thing is ordinarily too ...
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acquire adult appreciation arithmetic asked attention attitude become cational chaps 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 Herbartian 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 pils practical principle problems psychology question quired readily recitation regarding relations respect result rules school-room sentence simply singing situations 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
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382 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?
381 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.
383 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.
382 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.
383 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.
381 ÆäÀÌÁö - I'll forgive your Highland chief. My daughter ! Oh ! my daughter...
383 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.