The Method of the RecitationMacmillan, 1903 - 339 páginas |
Otras ediciones - Ver todas
Términos y frases comunes
abundance acquired answers apperception apply arithmetic battle of Bennington Baucis and Philemon butterfly Cañon City caterpillars chapter chil child cities clearly close comparison comprehended concrete Cornwallis crete definite developing difficulty discussion ditch dren eral essential examples experiences facts feel flour formal steps fractions geography Golden Touch grammar hence ideas illustrated important individual notions inductive instruction instructor irrigation kind knowl knowledge large number latter learning lesson unity material means mental method metical Midas milkweed milkweed butterfly mind Minneapolis mountains nature neapolis necessary objects Platte River practice preparatory step present principles problems pupils questions reached reading recall recitation period river rule Samuel Adams statement story subject-matter taught teacher teaching tell text-books things thinking thought thought movement tion topics trade centre truth valley wheat words
Pasajes populares
Página 69 - Elegy Written in a Country Churchyard The curfew tolls the knell of parting day, The lowing herd wind slowly o'er the lea, The plowman homeward plods his weary way, And leaves the world to darkness and to me. Now fades the glimmering landscape on the sight, And all the air a solemn stillness holds, Save where the beetle wheels his droning flight, And drowsy tinklings lull the distant folds; Save that from yonder ivy-mantled tow'r The moping owl does to the moon complain Of such, as wand'ring near...
Página 270 - A second corollary from the foregoing general principle, and one which cannot be too strenuously insisted upon, is, that in education the process of self-development should be encouraged to the fullest extent? Children slfiJUld" be Iedto~m"ake their own investigations, and to draw their own inferences. They should be told as little as possible, and induced to .discover as much as possible.
Página 267 - The subject-matter of Biological science is different from that of other sciences, but the methods of all are identical; and these methods are: 1. Observation of facts — including under this head that artificial observation which is called experiment. 2. That process of tying up similar facts into bundles, ticketed and ready for use, which is called Comparison and Classification — the results of the process, the ticketed bundles, being named General propositions. 3. Deduction, which takes us...
Página 269 - ... should know beforehand what is coming if he is to bring all his powers to bear on the work of learning, and it is easier to call out all his effort if he knows beforehand what is to be gained. To conduct a child along an unknown road toward an unknown object, by means of questions and hints, the object of which he does .not see, to lead him on imperceptibly to an unknown goal, has the disadvantage that it develops neither a spontaneous mental activity nor a clear insight into the subject.
Página 48 - Not to specify these causes in detail, it will suffice here to point out that as the mind of humanity placed in the midst of phenomena and striving to comprehend them has, after endless comparisons, speculations, experiments, and theories, reached its present knowledge of each subject by a specific route; it may rationally be inferred that the relationship between mind and phenomena is such as to prevent this knowledge from being reached by any other route, and that, as each child's mind stands in...
Página 101 - The developing plan of teaching," says McMurry, " is one radically different from the lecture and the text-book methods. The teacher who employs it lectures or tells comparatively little to her class, although it is important to remember that she does tell some things outright ; neither does she allow the facts that are to be learned to be first presented through a text-book ; she prefers to develop them by conversation with the pupils.
Página 270 - Having reached the end of such a line of thought, the pupil looks about himself bewildered. He cannot survey the road that he has just gone over. He does not comprehend what has happened to him. He stands at the goal, but does not see the relation in which the result stands to the labor performed. He does not rise to that satisfactory mental activity and favorable disposition of mind which are stimulated by the pursuit of a clearly set purpose.
Página 48 - ... placed in the midst of phenomena and striving to comprehend them, has, after endless comparisons, speculations, experiments, and theories, reached its present knowledge of each subject by a specific route; it may rationally be inferred that the relationship between mind and phenomena is such as to prevent this knowledge from being reached by any other route; and that as each child's mind stands in this same relationship to phenomena, they can be accessible to it only through the same route. Hence...
Página 69 - And all the air a solemn stillness holds, Save where the beetle wheels his droning flight, And drowsy tinklings lull the distant folds; Save that from yonder ivy-mantled tower The moping owl does to the moon complain 10 Of such as, wandering near her secret bower, Molest her ancient solitary reign.
Página 180 - Sometimes, especially with young children, it seems advisable not to teach the rule at all, relying upon the concrete facts — whatever their nature — to suggest it of themselves. This applies to arithmetic and to literature, as well as to other studies.