Practical Illustrations of the Principles of School Architecture

Εξώφυλλο
Press of Case, Tiffany and Company, 1851 - 175 σελίδες
 

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Σελίδα 56 - In the mean time the order of the school must be maintained, and the general business must be going forward. Little children without any authorized employment for their eyes and hands, and ever active curiosity, must be made to sit still, while every muscle is aching from suppressed activity ; pens must be mended, copies set, arithmetical difficulties solved, excuses for tardiness or absence received, questions answered, whisperings allowed or suppressed, and more or less of extempore discipline...
Σελίδα 59 - ... of the whole number. When the class is large, there is a spirit, a glow, a struggle which can never be infused or called forth in a small class. Whatever time is spent upon a few, which could have been as profitably spent on a larger number, is a loss of power and time to the extent of the number who were not thus benefited. The recitations of a large class must be more varied, both as to order, and methods, so as to reach those whose attention would wander if not under the pressure of constant...
Σελίδα 123 - ... enjoyed by children of the same age from families of the most diverse circumstances as to wealth, education, and occupation. Side by side in the same recitations, heart and hand in the same sports, pressing up...
Σελίδα 56 - ... absence received, questions answered, whisperings allowed or suppressed, and more or less of extempore discipline administered. Were it not a most ruinous waste of precious time, — did it not involve the deadening, crushing, distorting, dwarfing of immortal faculties and noble sensibilities, — were it not an utter perversion of the noble objects for which schools are instituted, it would be difficult to conceive of a more diverting farce than an ordinary session of a large public school,...
Σελίδα 62 - ... practical views of her own duties, and those resources of health, thought, manners and conversation, which bless alike the highest and lowest stations in life. All which is now done in private schools of the highest grade, and where the wants of any considerable portion of the community create such private schools, should be provided for in the system of public schools, so that the same advantages, without being abridged or denied to the children of the rich and the educated, should be open at...
Σελίδα 58 - ... of nature, the family and society. Among these conditions of success in the operation of a system of public schools, is such a classification of the scholars as shall bring a larger number of similar age and attainments, at all times, and in every stage of their advancement, under teachers of the right qualifications, and shall enable these teachers to act upon numbers at once, for years in succession, and carry them all forward effectually together, in a regular course of instruction. The great...
Σελίδα 12 - They are not provided with blackboards, maps, clock, thermometer, and other apparatus and fixtures which are indispensable to a well regulated and instructed school. They are deficient in all of those in and out-door arrangements which help to promote habits of order, and neatness, and cultivate delicacy of manners and refinement of feeling.
Σελίδα 56 - From the number of class and individual recitations, to be attended to during each half day, these exercises are brief, hurried, and of little practical value. They consist, for the most part, of senseless repetitions of the words of a book. Instead of being the time and place where the real business of teaching is done, where the ploughshare of interrogation is driven down into the acquirements of each pupil, and his ability to comprehend clearly, remember accurately, discriminate wisely, and reason...
Σελίδα 56 - ... direct contact with the mind of each pupil, to arouse, interest, and direct its opening powers — instead of all this and more, the brief period passed in recitation, consists, on the part of the teacher, of hearing each individual and class in regular order, and quick succession, repeat words from a...
Σελίδα 27 - As the schools were then organized, four hundred and five school-houses were required, whereas but three hundred and twelve were provided. Of these, twenty-nine were owned by towns in their corporate capacity; one hundred and forty-seven by proprietors; and one hundred and forty-five by school districts. Of two hundred and eighty school-houses from which full returns were received, including those in Providence, twenty-five were in very good repair; sixty-two were in ordina.

Αναφορές για αυτό το βιβλίο

Educational Planning
Frank William Banghart,Albert Trull
Προβολή αποσπασμάτων - 1972

Σχετικά με τον συγγραφέα (1851)

Born in Hartford, Connecticut, in 1811, Henry Barnard was educated at Yale University. Barnard supported legislation to provide for better schools in Connecticut and, in doing so, he followed the reforms initiated in Massachusetts by Horace Mann. Barnard later instituted educational reforms in Rhode Island where he started several school libraries. After various academic appointments, including one as president of St. John's College in Annapolis, Maryland, Barnard became the first U.S. commissioner of education (1867-70). In this position, he was influential in shaping the future direction of the U.S. Office of Education. He initiated numerous reforms and promoted the importance of education in general through federally sponsored experimentation, research, and scholarship and the collection and dissemination of educational statistics and information. Barnard's emphasis on a need to create common school districts throughout the United States was based on his strong belief in public education and the notion that schools should foster moral education and temper social unrest. In addition to his books, which cover a wide range of educational issues and concerns, Barnard was the founder and editor of a widely read journal, The American Journal of Education (1855-82).

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