Plain Educational Talks with Teachers and Parents |
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Page 24
... fail . When nature dictates play to the child , or the cultivation of its perceptive faculties , it is not for these machine - men to put it to the study of the alphabet or abstract definitions . When nature plainly indicates that it is ...
... fail . When nature dictates play to the child , or the cultivation of its perceptive faculties , it is not for these machine - men to put it to the study of the alphabet or abstract definitions . When nature plainly indicates that it is ...
Page 36
... fail to tell a field of wheat from one of rye , and be unable to distinguish the difference between the two . This knowledge in itself may not be all - important - I lay no such claims for it ; and yet it must be acknowledged that this ...
... fail to tell a field of wheat from one of rye , and be unable to distinguish the difference between the two . This knowledge in itself may not be all - important - I lay no such claims for it ; and yet it must be acknowledged that this ...
Page 51
... fails to estimate . Unlike the beasts of the field and the fowls of the air , he possesses a power which , when rightly used , makes him the noblest of God's creatures . The tiny little floweret , as it unfolds its delicate petals one ...
... fails to estimate . Unlike the beasts of the field and the fowls of the air , he possesses a power which , when rightly used , makes him the noblest of God's creatures . The tiny little floweret , as it unfolds its delicate petals one ...
Page 58
... fail to make them interesting from our own lack of interest in them or through our lifeless manner of teaching . We give too much assist- ance to the pupil , and he sees none of the interesting part of many studies . He merely skims ...
... fail to make them interesting from our own lack of interest in them or through our lifeless manner of teaching . We give too much assist- ance to the pupil , and he sees none of the interesting part of many studies . He merely skims ...
Page 59
... fail . Whose fault is it ? Where shall we lay the blame ? Did our parents and teachers prevent our growing strong by carefully doing our work for us , lift- ing us over every difficulty as they were wont to do in our days of helpless ...
... fail . Whose fault is it ? Where shall we lay the blame ? Did our parents and teachers prevent our growing strong by carefully doing our work for us , lift- ing us over every difficulty as they were wont to do in our days of helpless ...
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Plain Educational Talks with Teachers and Parents (1869) Albert Newton Raub No preview available - 2008 |
Common terms and phrases
accomplish amusement beauty become believe better botany called cation CHAPTER cheerful chil child course day after day difficulty discipline dren dress duty dyspepsia education of girls enjoy enjoyment enter exer exercise expect family government fashionable education father feel future girls give greater ground habits hand happy heart ical ignorance important interest kind knowledge labor less little attention little children little fellow LOCK HAVEN look manner matter means ment mental mind mistake moral character mother nature neat necessary never object offence ornamental parents and teachers permitted physical physical culture play play-life pleasant pleasure praise prepared profes proper punishment pupils pure question quire Sabbath school-house school-life school-room scold scrofula seems self-culture strengthened suppose taught teachers and parents thing tion treatment true utilitarian women words wrong young
Popular passages
Page 13 - So by the hourly change of his principles, the father conceals their untenableness and onesidedness. As for his wife, she is neither like him, nor yet like that harlequin who came on to the stage with a bundle of papers under each arm, and answered to the inquiry, what he had under his right arm, "orders," and to what he had under his left arm, "counter-orders.
Page 12 - ... for a moral education, they would run somewhat after this fashion: — In the first hour ' pure morality must be read to the child, either by myself or the tutor ;' in the second, 'mixed morality, or that which may be applied to one's own advantage ; ' in the third, ' do you not see that your father does so and so...
Page 122 - There is such a rush of all other kinds of words in our days, that it seems desirable to give kind words a chance among them. There are vain words, and idle words, and hasty words, and spiteful words, and silly words, and empty words, and profane words, and boisterous words, and warlike words. Kind words also produce their own image on men's souls. And a beautiful image it is. They smooth, and quiet, and comfort the hearer.
Page 122 - Kind words make other people goodnatured. Cold words freeze people, and hot words scorch them, and bitter words make them bitter, and wrathful words make them wrathful.
Page 122 - They shame him out of his sour, morose, unkind feelings. We have not yet begun to use kind words in such abundance as they ought to be used.
Page 184 - In a school, or hospital, or other considerable assemblage of people, the purity of the air may be pretty accurately measured by the amount of cheerfulness, activity, and lively interest, which pervades it ; and yet so little do people think or care about this subject, that, under existing arrangements, there are very few who do not every day of their lives inspire more or less highlyvitiated air.
Page 12 - ... the world and become something in the state " : in the sixth, " not the temporary but the eternal determines the worth of a man ": in the seventh, " therefore rather suffer injustice and be kind " : in the eighth, •' but defend yourself bravely if any one attack you ": in the ninth, " do not make such a noise, dear child ": in the tenth, " a boy must not sit so quiet ": in the eleventh, " you nvust obey your parents better": in the twelfth, "and educate yourself.
Page 121 - The village master taught his little school. A man severe he was, and stern to view, I knew him well, and every truant knew: Well had the boding tremblers learned to trace The day's disasters in his morning face...
Page 185 - The h'stlessness and stupidity of students, and especially of children confined in the echoolroom, are often due to the bad state of the air they breathe. Using the brain in a vitiated atmosphere is like working with a blunted instrument, and the effect, of course, must be aggravated when the inexperienced are first learning the use of the instrument.
Page 12 - pure morality most be read to the child, either by myself or the tutor ; ' in the second, ' mixed morality, or that which may be applied to one's own advantage ; ' in the third, ' do you not see that your father does so and so ? ' in the fourth, ' you are little, and this is only fit for grown-up people ; ' in the fifth, ' the chief matter is that you should succeed in the world, and become something in the state...