Lectures on Teaching Delivered in the University of Cambridge During the Lent Term, 1880 |
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Page 16
... pupils , and will be re- produced in their own conduct towards their juniors or inferiors . Dr Channing has well said that " a boy com- pelled for six hours a day to see the countenance and hear the voice of a fretful , unkind , hard or ...
... pupils , and will be re- produced in their own conduct towards their juniors or inferiors . Dr Channing has well said that " a boy com- pelled for six hours a day to see the countenance and hear the voice of a fretful , unkind , hard or ...
Page 17
... should escape notice . I am more and more struck as I look at schools , with the importance of this . I often see teachers who either F. L. 2 place themselves so that they can not see every pupil Activity and Cheerfulness.
... should escape notice . I am more and more struck as I look at schools , with the importance of this . I often see teachers who either F. L. 2 place themselves so that they can not see every pupil Activity and Cheerfulness.
Page 18
Sir Joshua Girling Fitch. place themselves so that they can not see every pupil , or who , by keeping the eye fixed either on the book , or on one particular part of the class , fail to check indif- ference or inattention simply because ...
Sir Joshua Girling Fitch. place themselves so that they can not see every pupil , or who , by keeping the eye fixed either on the book , or on one particular part of the class , fail to check indif- ference or inattention simply because ...
Page 24
... pupils , as well as to the claims of his own idiosyncracies and convictions . Nothing can ever be so effective as the voice , the enthusiasm , the personal influence of the living teacher . Without these , apparatus , pictures , helps ...
... pupils , as well as to the claims of his own idiosyncracies and convictions . Nothing can ever be so effective as the voice , the enthusiasm , the personal influence of the living teacher . Without these , apparatus , pictures , helps ...
Page 25
... pupil , to understand what is going on there , and to think not only of how his lesson is being imparted , but also of how it is being received . But nobody can do this who is not fond of his work . That which we know and care about ...
... pupil , to understand what is going on there , and to think not only of how his lesson is being imparted , but also of how it is being received . But nobody can do this who is not fond of his work . That which we know and care about ...
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Lectures on Teaching Delivered in the University of Cambridge During the ... Joshua Girling Fitch No preview available - 2016 |
Lectures on Teaching Delivered in the University of Cambridge During the ... Joshua Girling Fitch, Sir No preview available - 2016 |
Lectures on Teaching Delivered in the University of Cambridge During the ... Joshua Girling Fitch, Sir No preview available - 2016 |
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accidental ascendancy Æneid answer Arithmetic attained better boys called character child course Demy 8vo discipline duty edition effective elementary English English language Euthydemus examination exercises experience fact faculty French give given grammar Greek habit illustration important instruction intellectual intelligence intelligent home interest kind knowledge language Latin learned by heart learner lectures lesson logical mathematics matter means memory ment mental method metic mind moral nature nouns object oral P. G. TAIT particular Phaedrus physical Plato practical principles punishment pupils purpose questions reason require result rule scholars school discipline schoolmaster sentence shew 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
Popular passages
Page 354 - That man is little to be envied, whose patriotism would not gain force upon the plain of Marathon, or whose piety would not grow • warmer among the ruins of lona.
Page 430 - But if a man live many years, and rejoice in them all; yet let him remember the days of darkness; for they shall be many.
Page 5 - Nalopakhyanam, or, The Tale of Nala ; containing the Sanskrit Text in Roman Characters, followed by a Vocabulary in which each word is placed under its root, with references to derived words in cognate languages, and a sketch of Sanskrit Grammar. By the Rev. THOMAS JARRETT, MA , Trinity College, Regius Professor of Hebrew, late Professor of Arabic, and formerly Fellow of St Catharine's College, Cambridge.
Page 436 - The Missing Fragment of the Latin Translation of the Fourth Book of Ezra, discovered, and edited with an Introduction and Notes, and a facsimile of the MS., by ROBERT L. BENSLY, MA, Sub-Librarian of the University Library, and Reader in Hebrew, Gonville and Caius College, Cambridge.
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Page 3 - To spend too much time in studies is sloth ; to use them too much for ornament is affectation ; to make judgment wholly by their rules is the humour of a scholar.
Page 3 - ... studies themselves do give forth directions too much at large, except they be bounded in by experience. Crafty men contemn studies, simple men admire them, and wise men use them, for they teach not their own use; but that is a wisdom without them, and above them, won by observation.
Page 264 - But now farewell. I am going a long way With these thou seest - — if indeed I go — For all my mind is clouded with a doubt — To the island- valley of Avilion; Where falls not hail, or rain, or any snow, Nor ever wind blows loudly; but it lies Deep-meadow'd, happy, fair with orchard lawns And bowery hollows crown'd with summer sea, Where I will heal me of my grievous wound.
Page 272 - STUDIES serve for delight, for ornament, and for ability. Their chief use for delight is in privateness and retiring; for ornament, is in discourse; and for ability, is in the judgment and disposition of business...