Ungraded, Volume 2

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Ungraded Teachers Association of New York City, 1916 - Children with disabilities
 

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Page 15 - WHENEVER the moon and stars are set, Whenever the wind is high, All night long in the dark and wet, A man goes riding by. Late in the night when the fires are out, Why does he gallop and gallop about ? Whenever the trees are crying aloud, And ships are tossed at sea, By, on the highway, low and loud, By at the gallop goes he. By at the gallop he goes, and then By he comes back at the gallop again.
Page 42 - The liberty of the child should have as its limit the collective interest; as its/orm, what we universally consider good breeding. We must, therefore, check in the child whatever offends or annoys others, or whatever tends toward rough or ill-bred acts.
Page 2 - ... centers —why not for the much needed work with the feeble-minded ? The most important factor is the teacher who presides over the special class. She must be one who is quick to perceive, able to adapt, whose sympathies are keen and whose outlook is broad, but who combines with these gifts, steadiness of purpose and the power to raise and hold her pupil to his best. A sense of humor will help out in many a situation. In Boston the teachers are given time in which to visit the children's homes,...
Page 42 - We call an individual disciplined when he is master of himself, and can, therefore, regulate his own conduct when it shall be necessary to follow some rule of life. Such a concept of active discipline is not easy either to comprehend or to apply. But certainly it contains a great educational principle, very different from the oldtime absolute and undiscussed coereion to immobility.
Page 42 - We must, therefore, check in the child whatever offends or annoys others, or whatever tends toward rough or ill-bred acts. But all the rest, — every manifestation having a useful scope, — whatever it be, and under whatever form it expresses itself, must not only be permitted, but must be observed by the teacher. Here lies the essential point; from her scientific preparation, the teacher must bring not only the capacity, but the desire, to observe natural phenomena.
Page 15 - Welcome ! the Author's firmest friends, Your voice the surest Godspeed lends. Of you the growing mind demands The patient care, the guiding hands, Through all the mists of morn. And knowing well the future's need, Your prescient wisdom sows the seed To flower in years unborn.
Page 91 - WHEN first the crocus thrusts its point of gold Up through the still snow-drifted garden mould, And folded green things in dim woods unclose Their crinkled spears, a sudden tremor goes Into my veins and makes me kith and kin To every wild-born thing that thrills and blows. Sitting beside this crumbling sea-coal fire, Here in the city's ceaseless roar and din, Far from the brambly paths I used to know, Far from the rustling brooks that slip and shine Where the Neponset alders take their glow, I share...
Page 6 - Massachusetts, has such a plan and in order to supplement the work of the psychological laboratory and the special classes, the Committee for the Study of the Feeble-Minded was formed in December, 1912. I quote from a recent report of Miss Cheney, the chairman of the committee, and a special class teacher of Springfield. The membership and purpose of this conference are outlined as follows: "Active Members.
Page 43 - We must respect religiously, reverently, these first indications of individuality; and, if any educational act is to be efficacious, it will be only that which tends to help toward the complete unfolding -of the inner life of the child.
Page 42 - Here is a great principle which is difficult for followers of common school methods to understand. How shall one obtain discipline in a class of free children? Certainly in our system, we have a concept of discipline very different from that commonly accepted. If discipline is founded upon liberty the discipline itself must necessarily be active.

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