The Art of Teaching School: A Manual of Suggestions for the Use of Teachers and School Authorities

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J. M. Stoddart & Company, 1872 - 327 σελίδες
 

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Σελίδα 42 - ... draws to itself an ever-increasing \ amount of intellectual energy, so that the intellectual man who has been trained without it must feel at every turn his inability to comprehend thoroughly the present phase of the progress of humanity, and his limited sympathy with the thoughts and feelings, labors and aspirations, of his fellow-men. And if there be any who believe that the summit of a liberal education, the crown of the highest culture, is philosophy — meaning by philosophy the sustained...
Σελίδα 43 - ... draws to itself an ever increasing amount of intellectual energy ; so that the intellectual man who has been trained without it must feel at every turn his inability to comprehend thoroughly the present phase of the progress of humanity, and his limited sympathy with the thoughts and feelings, labours and aspirations, of his fellow-men. And if there be any who believe that the summit of a liberal education, the crown of the highest culture, is Philosophy — meaning by Philosophy the sustained...
Σελίδα 41 - ... natural history. Every discussion which supposes a classification of facts, every research which requires a distribution of matters, is performed after the same manner ; and he who has cultivated this science merely for amusement, is surprised at the facilities it affords for disentangling all kinds of affairs.
Σελίδα 42 - Physical science is now so bound up with all the interests of mankind, from the lowest and most material to the loftiest and most profound, it is so engrossing in its infinite detail, so exciting in its progress and promise, so fascinating in the varied beauty of its revelations, — that it draws to itself an ever-increasing \ amount of intellectual energy, so that the intellectual man who has been trained without it must feel at every turn his inability to comprehend thoroughly the present phase...
Σελίδα 44 - ... Mathematics and Physics, and that the real or technological schools invariably comprehend in their curriculum the pure mathematics, and often require the study of the most refined branches of the same. But the pure mathematics, both elementary and advanced, are the least directly practical of any sciences. It is only because of their necessity as the foundation of the applied sciences and arts, that they are so readily admitted into the circle of practical and useful knowledge.
Σελίδα 172 - ARITHMETIC is the science of numbers, and the art of computing by them. A rule of arithmetic is a direction for performing an operation with numbers. The introductory and principal rules of arithmetic are Notation and Numeration, Addition, Subtraction, Multiplication, and Division.
Σελίδα 194 - If the means and one of the extremes are given, the other extreme may be found by dividing the product of the means by the given extreme. Thus, if...
Σελίδα 1 - ART OF TEACHING SCHOOL. A MANUAL OF SUGGESTIONS FOR THE USE OF TEACHERS AND SCHOOL AUTHORITIES, SUPERINTENDENTS, CONTROLLERS, DIRECTORS, TRUSTEES AND PATRONS OF PUBLIC SCHOOLS AND HIGHER INSTITUTIONS OF LEARNING. HOW TO ESTABLISH, ORGANIZE, GOVERN AND TEACH SCHOOLS OF ALL GRADES, AND WHAT TO TEACH. BY TR SYPHER, •f Tf ' AUTHOR OF " HISTORY OF PENNSYLVANIA," " HISTORY OF NEW JERSEY," "AMERICAN POPULAR SPEAKER," ETC jf$f UNIVERSITY PHILADELPHIA : JM STODDART & CO.
Σελίδα 239 - is a sentence, because it is a collection of words expressing a complete thought. " Merchants " is the subject, because it is that of which an affirmation is made. "Sell goods" is the predicate, because it is that which is affirmed of the subject. The teacher should require each member of the class to bring to the next recitation twelve simple sentences written on paper, with a perpendicular line drawn between the subject and the predicate of each sentence. This much will be sufficient for one lesson....
Σελίδα 191 - The reason for this rule is the same, in reality, as that for the preceding one. 37. |i'or, multiplying the numerator of the dividend by the denominator of the divisor multiplies the dividend by that number.

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