A Manual of Elementary Instruction, for the Use of Public and Private Schools and Normal Classes: Containing a Graduated Course of Object Lessons for Training the Senses and Developing the Faculties of ChildrenMichigan Publishing, 1869 - 484 pages |
Other editions - View all
Common terms and phrases
adaptation angles animals apple birds blackboard blue called chil child Children say Children to say color Cork corolla describe developed digitigrade direction draw dren eight examples exer exercises faculty feet figures five flower four Give the term given green GUYOT'S MAPS hues idea insects kind lead legs lesson Let the children letters lines Mammals mountains objects observe orange paper parallelograms parchment perception Phonic pistil plant Plate position principle produce qualities questions Refer repeat requiring the children roots round seed shades shell side silent letters slate sound stamens standard Step stoat Students in training substance subtonic subtraction taste teacher teeth tell things third tints tints and shades tion told tortoise tree triangle violet vowels whole wings words write yellow
Popular passages
Page 178 - When the numbers are thus written, the right-hand figure of one number is placed directly under the right-hand figure 1 and 1 are 2 2 and 1 are 3 3 and 1 are 4...
Page 15 - Proceed from the known to the unknown — from the particular to the general — from the concrete to the abstract — from the simple to the more difficult 9.
Page 348 - What must be developed. III. — Where the Observation is exercised. IV. — Where the Reasoning Faculty. V. — Where the Conceptive Faculty. Students' work should stand substantially as follows : — I. — 1. What is told. — The tortoise lives either on land or in water It moves slowly on the ground, but swims beautifully. It comes on land to deposit its eggs, of which it lays a great number — scrapes a hole in the ground, and leaves them to be hatched by the heat of the sun. * 1. Why. —...
Page 400 - Bring me your German village, please ! With all its houses, gates and trees; Your waxen doll, with eyes of blue, And all her tea-things, bright and new ; Because, you know, you must not play, But love to keep the Sabbath-day.
Page 348 - The Eagle," as " The Ostrich." 2. Sketch on a Reptile — The Tortoise. 1. Habits. — The tortoise lives either on land or in water. It moves slowly on the ground, but swims beautifully. It comes on land to deposit its eggs, of which it lays a great number ; scrapes a hole in the sand, and leaves them to be hatched by the heat of the sun. How their eggs may be distinguished ? The eggs of birds become hard by boiling; those of reptiles become soft. The eggs of the tortoise become soft. What, therefore,...
Page 15 - ... natural order — first form the mind, then furnish it. 3. Begin with the senses, and never tell a child what he can discover for himself. 4. Reduce every subject to its elements — one difficulty at a time is enough for a child.
Page 145 - ... conventionally represented. It was found that pupils trained on these principles were themselves enabled to deduce the practical rules of arithmetical calculation from the very examples on which their minds had been previously exercised. This may be a slow process ; but it has been well observed, that " when the true end of intellectual education shall be admitted to be, first, the attainment of mental power, and then the application of it to practical and scientific purposes, that plan of early...
Page 272 - ... tell him of their stature and aspect and dress and ways of life and of their forms of worship — speak of the climate of that country, of the forms of vegetable and animal life with which his eye would be conversant if he dwelt there, of the trees and flowers that grow there, and of the birds and beasts — and you will carry his interest with you.
Page 15 - Activity is a law of childhood. Accustom the child to do. (2) Cultivate the faculties in their natural order, — first form the mind, then furnish it. (3) Begin with the senses, and never tell a child what he can discover for himself.
Page 15 - Reduce every subject to its elements — one difficulty at a time is enough for a child. 5. Proceed step by step. Be thorough. The measure of information is not what, the teacher can give, but; what the child can receive.