Principles and Processes of EducationC. A. Bryant Company, 1916 - 298 pages |
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ability acquired activity animals apperception application athletics attention bartian become cation cerning character child cial concepts conclusion course of study cultivation deductive reasoning definite dent Denton County depends determine developed ditions effect efficiency elements ence eral examination experience expression facts furnish give given grades Helen Keller ideals ideas illustrations important individual induction interest judgment kind lesson assignment lesson plan lesson problem Lesson Study letics lustration means ment mental method of instruction metic mind nature necessary needs observation opportunity organization percept phases physical play play-ground practice preparation present principles progress pupils pupils disorder purpose questions quired reasoning rural school says school discipline sense skill social specific spirit step student superintendent teacher teaching tegical text book things thinking tical tion triangle unit words young
Popular passages
Page 212 - For which of you, intending to build a tower, sitteth not down first and counteth the cost, whether he have sufficient to finish it, Lest haply, after he hath laid the foundation, and is not able to finish it, all that behold it begin to mock him, saying, This man began to build, and was not able to finish it.
Page 86 - sinks his well; How the robin feeds her young, How the oriole's nest is hung; Where the whitest lilies blow, Where the freshest berries grow, Where the ground-nut trails its vine, Where the wood-grape's clusters shine; Of the black wasp's cunning way, Mason of his walls of clay, And
Page 60 - A man is relieved and gay when he has put his heart into his work and done his best; but what he has said or done otherwise shall give him no peace. It is a deliverance
Page 86 - architectural plans Of gray hornet artisans! For, eschewing books and tasks, Nature answers all he asks; Hand in hand with her he walks, Face to face with her he talks.
Page 51 - Those possessions may be variously classified, but they certainly are at least five-fold. The child is entitled to his scientific inheritance, to his literary inheritance, to his aesthetic inheritance, to his institutional inheritance, and to his religious inheritance.
Page 47 - and the university. We make it very easy to pass from the one to the other ; the custom is to accept any college degree for just what it means. We make it equally easy to pass from one grade or class to another, and from elementary school to
Page 48 - intending collegian alone is required to run the gauntlet of college professors and tutors, who, in utter ignorance of his character, training, and acquirements, bruise him for hours with such knotty questions as their fancy may suggest. In the interest of
Page 61 - does not deliver. In the attempt his genius deserts him; no muse befriends, no invention, no hope".
Page 13 - of philosophic investigation, acquainted in a general way with the accumulated thought of past generations, and penetrated with humility.
Page 45 - per cent of the entire school population ever attain to what we call higher education ; only five per cent to the grade of our high school.