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Page viii
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Page ix
CONTENTS . I. THE TEACHER AND HIS ASSISTANTS . Introduction Relation of the University to the teaching profession Teaching not to be stereotyped · Teaching both an Art and a Science Qualifications of the ideal Teacher Knowledge of the ...
CONTENTS . I. THE TEACHER AND HIS ASSISTANTS . Introduction Relation of the University to the teaching profession Teaching not to be stereotyped · Teaching both an Art and a Science Qualifications of the ideal Teacher Knowledge of the ...
Page x
... teaching Space and light Desks • Ventilation and Warmth . Furniture and Apparatus Comeliness of a School Registration and School book - keeping Tabulated Reports of progress Note - books for Teachers and ... Teacher as a X Contents .
... teaching Space and light Desks • Ventilation and Warmth . Furniture and Apparatus Comeliness of a School Registration and School book - keeping Tabulated Reports of progress Note - books for Teachers and ... Teacher as a X Contents .
Page xv
... teaching XII . GEOGRAPHY AND THE LEARNING OF FACTS . Objects to be kept in view in teaching geography Its use ( 1 ) as information , ( 2 ) as mental discipline Home Geography Lessons on earth and water Order of teaching geographical ...
... teaching XII . GEOGRAPHY AND THE LEARNING OF FACTS . Objects to be kept in view in teaching geography Its use ( 1 ) as information , ( 2 ) as mental discipline Home Geography Lessons on earth and water Order of teaching geographical ...
Page xvii
... teaching latent in school discipline Indirect moral teaching in school lessons The ideal life and work of a school The vocation of the true teacher • 426 429 431 430 434 UXORI DILECTISSIMÆ , CUI OPERA ET CONSILIIS ADJUVANTI SI QUID.
... teaching latent in school discipline Indirect moral teaching in school lessons The ideal life and work of a school The vocation of the true teacher • 426 429 431 430 434 UXORI DILECTISSIMÆ , CUI OPERA ET CONSILIIS ADJUVANTI SI QUID.
Contents
Modes of establishing permanent associations | 1 |
Relation of the University to the teaching profession | 3 |
Qualifications of the ideal Teacher | 9 |
Temper | 15 |
Power of describing and narrating | 23 |
Limits to their responsibility | 29 |
PAGE | 36 |
THE SCHOOLROOM AND ITS APPLIANCES | 64 |
THE STUDY OF LANGUAGE | 225 |
How much Grammar should be learned by heart | 240 |
The place of Latin in a primary school | 246 |
The choice of foreign teachers | 254 |
ARITHMETIC AS A SCIENCE | 315 |
GEOGRAPHY AND THE LEARNING OF FACTS | 344 |
No necessary sequence of difficulty or importance | 350 |
Its influence on national character and history | 356 |
PAGE | 93 |
EXAMINING | 158 |
Limits to its usefulness | 189 |
PREPARATORY TRAINING | 192 |
Writing and the mode of teaching | 196 |
THE ENGLISH LANGUAGE | 206 |
Objectlessons | 362 |
HISTORY | 370 |
Application of the methods of inductive investigation to | 403 |
Technical and Trade Schools | 409 |
THE CORRELATION OF STUDIES | 420 |
Common terms and phrases
17 Paternoster Row answer Arithmetic attained better boys called Cambridge Warehouse character child College Demy Octavo discipline edition elementary English English language Euthydemus examination exercises experience fact faculty French geography give given grammar Greek habit important instruction intellectual interest J. E. SANDYS J. M. KEMBLE kind knowledge language Latin Latin language learned by heart learner lectures lessons logical mathematics matter means memory ment mental method metic mind moral nature nouns object oral P. G. TAIT particular physical practical principles punishment pupils purpose questions reason rule scholars school discipline sentence shew Socrates spelling St Catharine's College St John's College student taught teacher teaching Theuth thing thought tion Trinity College true truth University University of Cambridge whole words writing