The Massachusetts Teacher, Volumen19Mass. Teachers' Association, 1866 |
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Página 7
... whole . I say it is an extraordinary and paradoxical result ; and at first sight it appears so . But when we examine it closely , we shall find nothing extraordinary about it except the blindness that can advocate any other system . For ...
... whole . I say it is an extraordinary and paradoxical result ; and at first sight it appears so . But when we examine it closely , we shall find nothing extraordinary about it except the blindness that can advocate any other system . For ...
Página 9
... whole time during which they are kept together . Even the smaller amount of mental effort in infant schools is , however , subject to dangerous excess . I am assured by a 2 THE HALF - TIME SYSTEM OF SCHOOL INSTRUCTION . 9 "The capacity ...
... whole time during which they are kept together . Even the smaller amount of mental effort in infant schools is , however , subject to dangerous excess . I am assured by a 2 THE HALF - TIME SYSTEM OF SCHOOL INSTRUCTION . 9 "The capacity ...
Página 14
... and public favor . It had its Board of Education with its Secretary devoting his whole time and energies to the cause of school education . It had its Normal Schools , its 14 SHALL WE HAVE A NATIONAL BUREAU OF EDUCATION ?
... and public favor . It had its Board of Education with its Secretary devoting his whole time and energies to the cause of school education . It had its Normal Schools , its 14 SHALL WE HAVE A NATIONAL BUREAU OF EDUCATION ?
Página 17
... whole of any but the simplest question . The former brings out his result , such as it is , immediately ; the latter by slow degrees , often first giving utterance to the steps by which he is reaching it . The former is commonly thought ...
... whole of any but the simplest question . The former brings out his result , such as it is , immediately ; the latter by slow degrees , often first giving utterance to the steps by which he is reaching it . The former is commonly thought ...
Página 25
... whole thing before me ; but the thing cannot stand in my mind as an analyzed and understood whole till there is added to my perception of the form a developed systematic knowledge . It is therefore only the culti- vated man who has ...
... whole thing before me ; but the thing cannot stand in my mind as an analyzed and understood whole till there is added to my perception of the form a developed systematic knowledge . It is therefore only the culti- vated man who has ...
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Términos y frases comunes
Address American Arithmetic Association attention beautiful believe better Board Boston boys called cents classical cloth College Committee common complete contains copies course DICTIONARY edition English examination excellent Exercises experience fact French furnished Geography give given Grammar hand High School History illustrated important improved Institute instruction interest introduction kind knowledge labor language Latin learned lessons Living Maps Mass Massachusetts matter means meeting mental method mind names natural never Normal School object physical practical prepared present President Price Primary Principal Prof Professor Public Schools published pupils question readers received scholars selection sent Series Street success taught teachers teaching text-books thing thought tion true University volume whole writing York young
Pasajes populares
Página 119 - ... the principles of piety, justice, and a sacred regard to truth, love to their country, humanity and universal benevolence, sobriety, industry and frugality, chastity, moderation and temperance, and those other virtues which are the ornament of human society, and the basis upon which a republican constitution is founded...
Página 119 - ... to endeavor to lead their pupils, as their ages and capacities will admit, into a clear understanding of the tendency of the above-mentioned virtues to preserve and perfect a republican constitution, and secure the blessings of liberty, as well as to promote their future happiness, and also to point out to them the evil tendency of the opposite vices.
Página 346 - The following resolution was adopted : Resolved. That a committee of five be appointed, of which Dr.
Página 407 - I slept, and dreamed that life was beauty; I woke, and found that life was duty. Was thy dream then a shadowy lie? Toil on, sad heart, courageously, And thou shalt find thy dream to be A noonday light and truth to thee...
Página 119 - It shall be the duty of the president, professors, and tutors, of the university at Cambridge, and of the several colleges, and of all preceptors and teachers of academies, and all other instructors of youth, to exert their best endeavors to impress on the minds of children and youth committed to their care and instruction, the principles of piety, justice, and a sacred regard to truth, love to their country, humanity, and universal benevolence, sobriety, industry and frugality...
Página 80 - Lessons should be scrupulously apportioned to the average capacity of the pupils ; and in Primary schools the SLATE should be used MORE, and books less, and instruction should be given as much as possible on the principles of
Página 374 - Why didn't somebody teach me the constellations, too, and make me at home in the starry heavens which are always overhead, and which I don't half know to this day...
Página 239 - Text-Boole on Anatomy, Physiology, and Hygiene. For the Use of Schools and Families. By JOHN C. DRAPER, MD, Professor of Natural History and Physiology in the New York Free Academy, and Professor of Analytical Chemistry in the University of New York. With One Hundred and Seventy Illustrations.
Página 7 - My dooty tords my Nabers to love him as thyself and to do to all men as I wed thou shall do and to me to love onner and suke my farther and Mother to onner and to bay the queen and all that are pet in a forty under her to smit myself to all my gooness teaches sportial pastures and marsters...
Página 292 - Places, so far as they can be accurately ascertained from the best Authorities. IV. — A Complete Etymological Vocabulary of Geographical Names. V. — An elaborate Introduction, explanatory of the Principles of Pronunciation of Names in the Danish, Dutch, French, German, Greek, Hungarian, Italian, Norwegian, Polish, Portuguese, Russian, Spanish, Swedish, and Welsh Languages.