Visual Instruction in the Public Schools

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Ginn, 1928 - 481 pages
Part one seeks to give a background that will enable the reader to use understandingly the various types of visual aids in ordinary teaching situations. Part two is concerned with the modern methods of educational procedure and emphasizes, particularly, practical ways and means of using visual materials for the enrichment of the various subjects in the curriculum. Part three is devoted to the problems of training teachers in a larger use of visual instruction. There is need for a single volume which not only gives general information about visual instruction, but which also gives teachers and supervisors concrete guidance in their daily work. Nothing contained within these pages is merely theoretical; all statements are based upon definite experiences in working with children of all ages. Care has been taken to check up every fundamental principle with the psychology vouched for by reputable experts in this field. - Preface.
 

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Page 307 - TO him who in the love of nature holds Communion with her visible forms, she speaks A various language; for his gayer hours She has a voice of gladness, and a smile And eloquence of beauty, and she glides Into his darker musings, with a mild And healing sympathy, that steals away Their sharpness, ere he is aware.
Page 63 - Fresh pearls to their enamel gave, And the bellowing of the savage sea Greeted their safe escape to me. I wiped away the weeds and foam, I fetched my sea-born treasures home; But the poor, unsightly, noisome things Had left their beauty on the shore j With the sun and the sand and the wild uproar.
Page 26 - I thought the sparrow's note from heaven, Singing at dawn on the alder bough; I brought him home, in his nest, at even; He sings the song, but it cheers not now, For I did not bring home the river and sky;— He sang to my ear,— they sang to my eye.
Page 13 - How to live?— that is the essential question for us. Not how to live in the mere material sense only, but in the widest sense. The general problem which comprehends every special problem is— the right ruling of conduct in all directions under all circumstances. In what way to treat the body; in what way to treat the mind; in what way to manage our affairs; in what way to bring up a family; in what way to behave as a citizen; in what way to utilize all those sources of happiness which nature supplies—...
Page 135 - Oh, infinite volumes of poems that I treasure in this small library of glass and pasteboard! I creep over the vast features of Rameses, on the face of his rockhewn Nubian temple; I scale the huge mountain-crystal that calls itself the Pyramid of Cheops. I pace the length of the three Titanic...
Page 13 - Nature supplies; how to use all our faculties to the greatest advantage of ourselves and others; how to live completely. And this being the great thing needful for us to learn, is, by consequence, the great thing which education has to teach.
Page 13 - ... how to use all our faculties to the greatest advantage of ourselves and others — how to live completely? And this being the great thing needful for us to learn, is, by consequence, the great thing which education has to teach. To prepare us for complete living is the function which education has to discharge ; and the only rational mode of judging of any educational course is, to judge in what degree it discharges such function.
Page 25 - Education may be tentatively defined, then, as the process by means of which the individual acquires experiences that will function in rendering more efficient his future action.
Page 299 - The student is to read history actively and not passively; to esteem his own life the text, and books the commentary. Thus compelled, the Muse of history will utter oracles, as never to those who do not respect themselves.
Page 136 - I stroll through Rhenish vineyards, I sit under Roman arches, I walk the streets of once buried cities, I look into the chasms of Alpine glaciers, and on the rush of wasteful cataracts. I pass, in a moment, from the banks of the Charles to the ford of the Jordan, and leave my outward frame in the arm-chair at my table, while in spirit I am looking down upon Jerusalem from the Mount of Olives.

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