Professional Documents
Culture Documents
Dơnload American Cicero The Life of Charles Carroll Lives of The Founders 1st Edition Birzer Full Chapter
Dơnload American Cicero The Life of Charles Carroll Lives of The Founders 1st Edition Birzer Full Chapter
Dơnload American Cicero The Life of Charles Carroll Lives of The Founders 1st Edition Birzer Full Chapter
https://ebookmeta.com/product/the-mathematical-world-of-charles-
l-dodgson-lewis-carroll-wilson/
https://ebookmeta.com/product/the-story-of-life-great-
discoveries-in-biology-1st-edition-sean-b-carroll/
https://ebookmeta.com/product/the-secret-lives-of-country-
gentlemen-the-doomsday-books-1-1st-edition-kj-charles/
https://ebookmeta.com/product/the-secret-lives-of-country-
gentlemen-the-doomsday-books-1-1st-edition-kj-charles-2/
How to Grow Old Ancient Wisdom for the Second Half of
Life 1st Edition Marcus Tullius Cicero
https://ebookmeta.com/product/how-to-grow-old-ancient-wisdom-for-
the-second-half-of-life-1st-edition-marcus-tullius-cicero/
https://ebookmeta.com/product/jean-toomer-and-the-terrors-of-
american-history-charles-scruggs/
https://ebookmeta.com/product/extraordinary-lives-the-art-and-
craft-of-american-biography-1st-edition-william-zinsser/
https://ebookmeta.com/product/sir-charles-god-damn-the-life-of-
sir-charles-g-d-roberts-1st-edition-john-coldwell-adams/
https://ebookmeta.com/product/the-unforgettables-expanding-the-
history-of-american-art-1st-edition-charles-c-eldredge-editor/
Another random document with
no related content on Scribd:
d. Artistic qualities of Hawthorne’s versions; how far can these be shown in
the school?
e. The ethical element: how treated?
f. Typical lessons.
7. Whittier’s “Snow Bound.”
a. Its historical value as a presentation of a type of civilization: occupation,
pleasures, interests, types of character.
b. Its literary value as an ideal treatment of its theme.
c. The point of view that of an old man’s retrospect. How far is this
appreciable by children?
d. The study of this poem involves also attention to structure, diction,
allusions, poetic descriptions, and metrical form.
e. Typical passages treated in lessons.
8. Longfellow’s “Evangeline.”
a. The poet’s departure from historical fact; its justification.
b. The idyllic element; the descriptions.
c. The central theme, and its treatment in the first and second parts of the
poem.
d. The different quality of the two parts; predominance of description and
the meditative element in the second.
e. Metrical structure.
f. What things in the poem can be made especially interesting to young
people?
9. Scott’s “Ivanhoe.”
a. Its free treatment of historical fact. The difference between historic and
poetic truth.
b. The historical novel: its general relations to history; to be regarded
primarily as literature, not as history.
c. The portrayal of ideals and customs of a past age: types of characters;
structure (plot) of the book built in accordance with this purpose.
d. Difficulties of language, allusions, etc.
e. Means of arousing interest in romantic literature. Comparisons with other
books commonly read by children.
10. Shakspere’s “Julius Cæsar.”
a. Historical basis, anachronisms, etc.
b. The nature of its appeal to young readers.
c. Treatment of verbal difficulties and of the dramatic form.
d. The action, the characters, the dramatic motives and situations.
V. Composition
VI. Grammar
1. Historical Review.
1. Historical changes in the idea of English grammar.
2. Attempt, in the Renaissance period, to Latinize the grammar of English.
Persistence of this point of view.
3. Recent changes due to philological study.
4. What now constitutes English grammar?
5. What problems remain unsolved?
2. Objects of Teaching Grammar.
1. Various theories: for correctness of expression and for discipline.
2. Modern notions of authority in usage, and of the province of grammar.
3. Amount of Grammar to be Taught.
1. How much grammar shall be taught in the schools?
2. What things are of most value?
3. Importance of syntax; of study of forms.
4. The Order of Treatment.
1. Syntax or etymology first?
2. A study of the methods of development adopted by some of the
representative textbooks.
References: Laurie, Hinsdale, Carpenter, Baker and Scott, and Chubb. Liddell,
“English Historical Grammar,” Atlantic Monthly, Vol. LXXXII. Sweet, New English
Grammar, Part II. Barbour, The Teaching of English Grammar; Goold Brown,
Grammar of Grammars (Introduction). Krapp, Syllabus of English Language and
Grammar (Columbia University Extension Syllabi, Series A, No. 5).
I I . T H E T E A C H I N G O F M AT H E M AT I C S I N E L E M E N TA RY
SCHOOLS
VI. Method
Professor Suzzallo’s list of details as set forth in The Teachers College Record,
January, 1909, p. 43, and in Smith, The Teaching of Arithmetic, chap. xiv.
I I I . T H E T E A C H I N G O F G E O G R A P H Y.
1. Course as a Whole.
A. Must be capable of being judged as good by geographers.
B. Must lead to knowledge and power.
C. Must be arranged so as to lead from known to unknown along lines of
least resistance but not least effort.
D. Method of approach of mature mind must not always be followed.
2. Some Fundamental Considerations.
A. No one course available for all localities.
B. Course should start with home geography.
C. Should lead next to elementary knowledge of world whole.
D. The emphasis to be given to continental work.
Division of work by grades.
E. Disadvantages of teaching all continents twice.
The following compromise is suggested as in general workable:
a. Twice: North America, United States, Europe, and perhaps portions of
Asia.
b. Once: Asia, Africa, Australia, and South America.
Present importance of South America.
F. Plan of intermediate work should differ from plan of upper grades.
“Concentric Circles.”
G. The place of physical geography in the course of study:
a. Home geography: observational side.
Danger of overemphasis, of giving wrong outlook.
b. Intermediate grades: give setting to life side.
Larger facts only.
c. Upper grade: basis of work.
Not to be taught as a topic by itself but as a means to an end.
H. Emphasis of industries and commercial side.
I. “Following interests of children,”—best meaning of phrase. Value and
dangers.
Recent interest in industrial education places a renewed obligation on
geography to be practical and to be free from fads.
Developing interest. Temporary and permanent interests.
References: Teachers College Record, March, 1901, pp. 9-15. McMurry, C. A.,
Special Method in Geography, chap. ii. Redway, J. W., New Basis of Geography,
chap. x. Bagley, W. C., Function of Geography in Elementary Schools, Journal of
Geography, Vol. III, p. 222. Dodge, Richard E., “Some Suggestions Concerning a
Course of Study in Geography,” Journal of Geography, vii, pp. 7-14.