Methods of Teaching in High Schools

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Ginn, 1915 - 529 sider
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Side 54 - All our industries •would cease, were it not for that information which men begin to acquire as they best may after their education is said to be finished.
Side 68 - The question which we contend is of such transcendent moment, is, not whether such or such knowledge is of worth, but what is its relative worth? When they have named certain advantages which a given course of study has secured them, persons are apt to assume that they have justified themselves; quite forgetting that the adequateness of the advantages is the point to be judged. There is, perhaps, not a subject to which men devote attention that has not some value.
Side 30 - 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. For this we must make automatic and habitual, as early as possible, as many useful actions as we can, and guard against the growing into ways that are likely to be disadvantageous to us, as we should guard against the plague.
Side 180 - Hence, advances in knowledge are not commonly made without the previous exercise of some boldness and license in guessing. The discovery of new truths requires, undoubtedly, minds careful and scrupulous in examining what is suggested ; but it requires, no less, such as are quick and fertile in suggesting.
Side 194 - Acceptance of the suggestion in its first form is prevented by looking into it more thoroughly. Conjectures that seem plausible at first sight are often found unfit or even absurd when their full consequences are traced out. Even when reasoning out the bearings of a supposition does not lead to rejection, it develops the idea into a form in which it is more apposite to the problem.
Side 509 - Dear Sir: I write to say that it aint a square deal Schools is I say they is I went to a school, red and gree green and brown aint it hito bit I say he don't know his business not to-day nor yeaterday and you know it and I want Jennie to get me out.
Side 367 - Roughly speaking, the teacher of a class, even in a school graded as closely as is possible in large cities where two classes are provided in each building for each grade and where promotion occurs every six months, will find in the case of any kind of work some...
Side 163 - The experimental results obtained justify in a rough way the avoidance of very long practice-periods and of very short intervals.* They seem to show, on the other hand, that much longer practice-periods than are customary in the common schools are probably entirely allowable, and that much shorter intervals are allowable than those customary between the first learning and successive...
Side 31 - The more of the details of our daily life we can hand over to the effortless custody of automatism, the more our higher powers of mind will be set free for their own proper work. There is no more miserable human being than one in whom nothing is habitual but indecision, and for whom the lighting of every cigar, the drinking of every cup, the time of rising and going to bed every day, and the beginning of every bit of work are subjects of express volitional deliberation. Full half the time of such...
Side 190 - But a reasoner saves himself all this trouble by seeing that it is the essence (pro hac vice) of a triangle to be the half of a parallelogram whose area is the height into the entire base. To see this he must invent additional lines ; and the geometer must often draw such to get at the essential property he may require in a figure. The essence consists in...

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