High Points in the Work of the High Schools of New York City, Volume 2Board of Education, New York City., 1920 - Education |
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ability Algebra American assigned Association average Bay Ridge Board of Education boys BULLETIN OF HIGH Bushwick High School cards cent Civics Clinton High School club commercial committee course Curtis High School Department DeWitt Clinton editor English Erasmus Hall experience fact foreign language French girls give given grade graduates HIGH POINTS hygiene instruction intelligence interest Irving High School Latin lectures lesson letters marks mathematics means meeting ment mental method Miss Modern Languages opportunity oral organization Otis paper passed period physics possible practical present principal problems pupils question recitation record Review Roosevelt Memorial Association selected Spanish stenography Stuyvesant High School suggested Superintendent supervision teachers report teaching term tests Theodore Roosevelt tion topics vocational Washington Irving Washington Irving High week words write York City
Popular passages
Page 19 - The Holy Supper is kept, indeed, In whatso we share with another's need; Not what we give, but what we share, ! For the gift without the giver is bare; Who gives himself with his alms feeds three, Himself, his hungering neighbor, and me.
Page 22 - Pond is delighted with his studies of bugs and beetles ; if a John Burroughs, on his little patch of ground in the valley of the Mohawk, glories in his life among the birds and bees ; if a Luther Burbank...
Page 42 - A nation falls short of the true ideals of democracy which refuses to furnish suitable training to a third of its children merely because their endowment does not enable them to complete a course of study which will satisfy the requirements for college entrance. . . . "High schools at present are in a measure 'class
Page 7 - (1) A desire to understand the meaning and use of some fact, phenomenon, or experience. This leads to questions and problems. (2) A conviction that it is worth while and possible to secure an understanding of the thing in question. This causes one to work with an impelling interest. (3) The gathering from experience, books and experiments of the needed information, and the application of this information to answer the question in hand.
Page 10 - But never either found another To free the hollow heart from paining They stood aloof, the scars remaining, Like cliffs, which had been rent asunder; A dreary sea now flows between; But neither heat, nor frost, nor thunder, Shall wholly do away, I ween, The marks of that which once hath been.
Page 22 - ... shall we designate the joy that should be the teacher's who works not with mere fossils, nor with bugs or beetles, nor with birds, bees or flowers, but with the child who is at once the most complex, the most plastic, the most beautiful, the most wonderful of God's creation. Yes, it's a wonderful thing to be a teacher; it's a great thing to teach school.
Page 24 - Therefore understand the purpose of the devices named above and use them freely. 5. Do not lose time getting ready for study. Sit down and begin to work at once. Concentrate on your* work — ie, put your mind on it and let nothing disturb you.
Page 18 - Men put their trust in him ; women found a champion in him ; kings stood in awe of him, but children made him their playmate. He broke a nation's slumber with his cry, and it rose up. He touched the eyes of blind men with a flame, and gave them vision. Souls became swords through him ; swords became servants of God. He was loyal to his country and he exacted loyalty ; he loved many lands, but he loved his own land best. He was terrible in battle, but tender to the weak; joyous and tireless, being...
Page 24 - ... before beginning to solve a problem in mathematics, read it through and be sure you understand what is to be proved before beginning its solution ; in translating a foreign language, read the passage through and see how much you can understand before consulting the vocabulary.
Page 43 - queerness," play deficiency, and marked lack of social adaptability are the exception rather than the rule; 5. That while superior children are likely to be accelerated on the basis of chronological age, they are usually two or three grades retarded on the basis of mental age; 6. That their school work is such as to warrant promotion in most cases to a grade closely corresponding to the mental age; 7. That...