The Pupil and the TeacherHodder & Stoughton, 1911 - 217 páginas |
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Página 10
... deals with the principles of teaching . 3. The teacher needs , above all else , to understand children . But that is not easy . Children are not " little men " and " little women . " They differ from adults , not simply in size and ...
... deals with the principles of teaching . 3. The teacher needs , above all else , to understand children . But that is not easy . Children are not " little men " and " little women . " They differ from adults , not simply in size and ...
Página 11
... deal with the same minds and the same natural laws . Every child has an inward disposition toward re- ligion ; but none has a separate mental faculty for it . It is your busi- ness , not to train a single faculty , but rather to help ...
... deal with the same minds and the same natural laws . Every child has an inward disposition toward re- ligion ; but none has a separate mental faculty for it . It is your busi- ness , not to train a single faculty , but rather to help ...
Página 30
... deal . This is doubtless the explanation of the quickness with which an eight- year - old becomes fatigued . 2. Physical activity and play characterize this period of childhood as well as the first . But there are manifest differences ...
... deal . This is doubtless the explanation of the quickness with which an eight- year - old becomes fatigued . 2. Physical activity and play characterize this period of childhood as well as the first . But there are manifest differences ...
Página 41
... deal for what the " bunch " thinks . " It is probably from the gang that most boys learn first to codify their conduct , and while this code of honor is imperfect , it is apt to be pretty sound . This list of ' things a feller won't do ...
... deal for what the " bunch " thinks . " It is probably from the gang that most boys learn first to codify their conduct , and while this code of honor is imperfect , it is apt to be pretty sound . This list of ' things a feller won't do ...
Página 46
... deal with " school - boy honor " ? 9. Describe the hero - worship of later childhood . Can you remem- ber any such hero - worship of your own ? Tell something of it . 10. What opportunity does the " reading craze " of later childhood ...
... deal with " school - boy honor " ? 9. Describe the hero - worship of later childhood . Can you remem- ber any such hero - worship of your own ? Tell something of it . 10. What opportunity does the " reading craze " of later childhood ...
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Términos y frases comunes
abstrac action answer appeal apperception association attention attitude become begin Bible bring called cent chapter Child-Study child's play church comes concrete connection course decision definite development of religion discussion early adolescence early childhood enter experience expression fact feel figures of speech Forbush girls give God's graded growth Herbartian ideals ideas illustration impressionable impulsive instincts interest Jesus knowledge later adolescence later childhood law of habit lesson life's ligion little foxes live maturity means mental method middle childhood mind moral natural never organization period physical activity play present principle problem progressive revelation public school pupil questions recitation religion religious Religious Education Association seek sense simply social motive spiritual story suggestion Sunday school teaching tell things thought tion true truth understand whole words youth
Pasajes populares
Página 199 - Verily I say unto you, There is no man that hath left house, or brethren, or sisters, or father, or mother, or wife, or children, or lands, for my sake, and the gospel's...
Página 212 - For John came unto you in the way of righteousness, and ye believed him not ; but the publicans and the harlots believed him; and ye, when ye had seen it, repented not afterward, that ye might believe him.
Página 211 - He answered and said, I will not: but afterward he repented, and went. And he came to the second, and said likewise. And he answered and said, I go, sir: and went not. Whether of them twain did the will of his father ? They say unto him, The first.
Página 161 - There were two men in one city ; the one rich, and the other poor. The rich man had exceeding many flocks and herds: but the poor man had nothing, save one little ewe lamb, which he had bought and nourished up : and it grew up together with him, and with his children; it did eat of his own meat, and drank of his own cup, and lay in his bosom, and was unto him...
Página 196 - If any man willeth to do his will, he shall know of the teaching, whether it be of God, or whether I speak from myself.
Página 94 - But the thing a man does practically believe (and this is often enough without asserting it even to himself, much less to others); the thing a man does practically lay to heart, and know for certain, concerning his vital relations to this mysterious Universe, and his duty and destiny Uiecej that is in all cases the primary thing for him, and creatively determines all the rest.
Página 76 - The great thing, then, in all education, is to make our nervous system our ally instead of our enemy. It is to fund and capitalize our acquisitions, and live at ease upon the interest of the fund.
Página 69 - There is a happy moment for fixing skill in drawing, for making boys collectors in natural history, and presently dissectors and botanists; then for initiating them into the harmonies of mechanics and the wonders of physical and chemical law.
Página 132 - Yet in the church I had rather speak five words with my understanding, that by my voice I might teach others also, than ten thousand words in an unknown tongue.
Página 79 - Keep the faculty of effort alive in you by a little gratuitous exercise every day. That is, be systematically heroic in little unnecessary points, do every day or two something for no other reason than its difficulty, so that, when the hour of dire need draws nigh, it may find you not unnerved and untrained to stand the test.