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Category : Education
Languages : en
Pages :
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Author:
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Category : Education
Languages : en
Pages :
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ISBN:
Category : Education
Languages : en
Pages : 12
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Publisher: Forgotten Books
ISBN: 9780483258877
Category : Education
Languages : en
Pages : 708
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Excerpt from Education a Monthly Magazine Devoted to the Science, Art, Philosophy and Literature of Education, 1916, Vol. 36 Paper read at a joint meeting of the California Association of Teachers of German and the German section of the State Teachers' Association, in San Francisco, April 6, 1915. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
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Publisher: Forgotten Books
ISBN: 9780483340350
Category : Education
Languages : en
Pages : 692
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Excerpt from Education a Monthly Magazine Devoted to the Science, Art, Philosophy and Literature of Education, 1915, Vol. 35 Traditional courses of study which fail to satisfy the personal needs of students. Ill-health and over strain are a very much smaller factor than some physicians, and a few sensational periodicals would have us believe. The first and second causes we are powerless to remedy. The third and fourth factors are within our control. It is my purpose here to discuss particularly the fourth, viz., courses of study. I have laid upon myself the duty of answering three questions First, do prevailing high school courses need vitalization? Second, what is being done in progressive schools to meet this need? Third, what further can be done? As I understand it, vitalization means so ordering courses of study that the subject matter will appeal to students as having a vital relation to their life needs. One of the questionnaires above referred to revealed the fact that, of nearly one thousand first, second and third year students in three typical high schools, 58% had decided upon their future careers. Of these, only 4870 could see that there was any relation between what they were studying and what they expected to do in life. I included in this 48% the replies of those who declared that the relation consisted only in the fact that their high school studies would prepare them for a higher institution. A similar inquiry, made four years ago, revealed the fact that of two hundred and forty-five seniors in six typical high schools in New York State who had made a decision as to their future careers, only 9 3 -10% gave credit to their school courses for influencing their choice. This, and other evidence inclines me to believe that high school courses need vitalization. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Author: UNKNOWN. AUTHOR
Publisher: Forgotten Books
ISBN: 9781330442432
Category : Education
Languages : en
Pages : 709
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Excerpt from Education a Monthly Magazine Devoted to the Science, Art, Philosophy and Literature of Education, 1916, Vol. 36 Let me preface my remarks on this subject by a few general statements. In the first place, let me say, that a great deal more depends upon the teacher than upon the method. A real teacher can follow even the antiquated grammar-translation method of teaching a modern language and hold the respect and interest of his pupils, and the pupils will think they are doing fine work, provided they have had no experience of the direct method as employed by a live teacher who is equipped with the necessary command of the foreign idiom and really knows what the direct method is and can put it into practice. It is hardly necessary to remind one that the direct method is the real gold of today, but there are many spurious coins in circulation. Publishers know the value of the term on a title page, for advertisement purposes, but I trust we are not so unsophisticated as to consider every advertisement inspired. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Author: Frank H. Kasson
Publisher: Forgotten Books
ISBN: 9781396590931
Category : Education
Languages : en
Pages : 728
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Excerpt from Education, Vol. 13: A Monthly Magazine Devoted to the Science, Art, Philosophy and Literature of Education; September 1892-June 1893 This course of studies should be prepared with an intelligent reference to the relations that elementary holds to scientific knowledge, and that different forms of mental activity hold to disciplinary results. The difierent subjects of the course should be thoroughly examined for the purpose of preparing an orderly set of topics under each of them, and of inventing the best forms of illustrating their meaning and of directing the student in his studies. This Opportunity should be improved by the normal pupil for perfecting his own knowledge of the difierent subjects he will be called to teach; not in an academical way merely, but with constant reference to the communication of knowledge to others. At this point in the course the normal school should pro vide ample opportunity for applying theoretical knowledge in teaching real children pursuing the difierent grades of instruction conducted in our system of public schools. The practice of teach ing by pupil teachers should be conducted under the supervision of normal teachers who are familiar with the science and art of teaching, and who by experience have acquired skill in such teaching as the public school requires. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Author: UNKNOWN. AUTHOR
Publisher: Forgotten Books
ISBN: 9781330409558
Category : Education
Languages : en
Pages : 692
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Excerpt from Education a Monthly Magazine Devoted to the Science, Art, Philosophy and Literature of Education, 1915, Vol. 35 Since the establishment of normal schools no problem has been more unyielding in its solution than this of training schools or training departments. Some normal schools seem to reach a satisfied state with what they are doing, others are constantly changing and readjusting. This unrest would indicate an unsolved problem, or a most healthy state of growth of some sort It is probable that it is not a healthy growth, but a matter of experimentation that is hazardous to some interests. At least, with this condition before us, may it not be opportune to raise the question once more as to the function and possibility of the training school? To answer the question with reasonable fullness would require a knowledge of much of the theory of training school and some visitation of the schools of the United States and probably of foreign countries. For us to see that there is a problem which has not been fully solved is enough at this time. Among the topics involved in consideration of such a problem, the following may be mentioned: first, the purpose of such a school; second, its relation to the other departments of the normal schools; third, its relation directly to the student teacher; fourth, its relation to the course of study; fifth, its relation to the child asked to attend such a school. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Author: Frank Herbert Palmer
Publisher: Forgotten Books
ISBN: 9781390898347
Category : Education
Languages : en
Pages : 710
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Excerpt from Education, Vol. 28: A Monthly Magazine Devoted to the Science, Art, Philosophy and Literature of Education; September 1907-June 1908 It is, indeed, remarkable that widely separated people, moved by the same common desire for religious freedom, should have hit upon the same conception of a most fundamental need of a free state. For we find that the Dutch, also, in New York, brought with them to America the selfsame ideal as that ex pressed by the Pilgrims ia New England and the Quakers in Pennsylvania. A fair statement of this ideal as expressed by the Dutch, is found in the following words from Brodhead's History of the State of New York Neither the perils of war, nor the busy pursuit of gain, nor the excitement of political strife, ever caused the Dutch to neglect the duty of educating their offspring to en joy that freedom for which their fathers had fought. Schools were everywhere provided, at the public expense, with good schoolmasters, to instruct the children of all classes in the usual branches of education. With the free dissemination of such utterances in regard to the necessity for general intelligence among the colonies, it is not surprising to find, as national independence is realized, that all the great leaders stand for the proposition that a free people must be an intelligent people. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Author: Frank H. Kasson
Publisher: Forgotten Books
ISBN: 9780428575182
Category : Education
Languages : en
Pages : 686
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Excerpt from Education, Vol. 14: A Monthly Magazine, Devoted to the Science, Art, Philosophy and Literature of Education; September, 1893-June, 1894 Thus he emphasized training as the object of true education. Mere knowledge was made tributary to that end. Education, says Thring, means training for life; life, not lessons, is what has to be dealt with, or lessons only so far as they inspirit life, enrich it and give it new powers. Nothing can be said before the distino tion between the strong mind and the stufied mind, between train ing and cram, is thoroughly recognized. A teacher is not a parrot master, not a truck-loader at a goods station. A teacher's object is not to load up his pupil with facts, but to train him how to get facts for himself. The teacher's aim is to create producing pow er. One of the highest functions of an instructor is to impart himself to his pupils; to enkindle in their minds his enthusiasm, and to make contagious his own scholarly habits. In the Upping ham school, every student was enthused with the burning desire of their master to illustrate the idea that education is not cram ming for an examination, but training for life: In the execution of his high design, Thring employed model methods. He was determined that the boys should do their own thinking. Sometimes he would startle a dull lad with Socratic queries, beginning thus. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Author: Anonymous
Publisher: Wentworth Press
ISBN: 9781361985052
Category : History
Languages : en
Pages : 684
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