Courses and Methods: A Handbook for Teachers of Primary, Grammar, and Ungraded SchoolsGinn, 1886 - 344 pages |
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Common terms and phrases
alcohol animals answer arithmetic ascer attention blackboard body called cents child color connection copy copy-book course desk dictation exercises difficult words direction division door-key drawing drill encourage examined example exer exercise expression facts finger four fractions geography give given grammar habits hand higher grades ideas illustrations imitation interest kind knowledge language large number lead the pupils learned letters mental mental arithmetic methods of teaching metic metric system mind names nouns objects OBSERVATION LESSONS older pupils orally outline paper pepsin pistils plant position practice principles problems Pronounce pronouns proper quartz questions reader recitation rection reviewed rule schoolroom sepals side sight sight-reading silent letters simple sing slate spelling stamens sticks stories subtract taken talking taught teacher tences text-books thorax thought tion topics ungraded schools week weight words and sentences writing written
Popular passages
Page 265 - Working Views, single and combined, illustrating Plans and Elevations. Construct the models of paper, first making simple developments. These models will be useful in teaching Freehand Perspective. Perspective Views, Freehand. The effects of foreshortening and distance explained in connection with drawing spherical objects, circles, cones, cylinders and objects based on them. Explain that in a Working View the eye is supposed to be opposite each part of the view represented. In Perspective Drawing...
Page 182 - ... liquid has the odor of alcohol, also the biting taste. Later it has a sour, acid taste like vinegar. Inference : Very small ferments from the air have changed the sugar of the apple juice to alcohol. Call the liquid " cider." The alcohol will change to vinegar if left exposed to the air. Cider is formed by the fermentation of apple juice in the air. Wines are formed by the fermentation of grape juice, etc., in the air. Ales and Beers are formed by the fermentation of the sugar of grains. (Malt...
Page 186 - EXP. 13. Etherize or chloroform a frog by soaking a wad of cotton and putting it in his mouth, or place a spoonful of ether in a jar of water and immerse the frog. When insensible carefully cut upon the skin and flesh of the leg till the nerve is exposed. Touch a drop of alcohol to the exposed nerve.
Page 185 - Exps. 8 and 9. Alcohol not only absorbs water from the albumen which it coagulates but the whole system floods it with water to dilute it and render it less harmful. Hence alcohol absorbs the water of the saliva, of the gastric juice, of the blood, of the tissues, and of all the secretions. This soon results in a craving for fluid to supply the body, really a "thirst" for water, requiring time for its absorption throughout the system, but temporarily satisfied by more exciting drink.
Page 184 - The membrane stings, the saliva flows freety, finally there is a dry, puckery feeling. Inference: Alcohol inflames the membrane, excites the flow of the liquid which it secretes, and absorbs the moisture in it. Application : The lining membrane of the mouth also lines the stomach, and the other organs of the digestive system. A small amount of alcohol will cause a profuse flow of the gastric juice and pass very rapidly into the blood.
Page 136 - ... language, as is frequently the case when complicated and set forms are insisted upon. Sometimes a pupil will understand how to perform a problem, but cannot give the reason. Let similar problems be given with smaller numbers, and the expression of a reason will come in time. Short Processes. — Always encourage the pupil to perform a problem in the shortest way, provided the problem is equally well understood by the short process. It will be found generally best in the lower grades to have but...
Page 265 - Designs may be applied to objects, as pen- wipers, book-marks, etc., constructed by pupils. In this and the following years have pupils take "main lines" from good examples and clothe them with different material. Cultivate taste by comparing examples of good and bad design. SIXTH YEAR. Thirty minutes three times a week; using paper and blackboard. Expression. Employing Construction, Drawing, and Language. From Models and Objects teach and draw: — WORKING VIEWS, Freehand and Instrumental, single...
Page 263 - ... qualities from models and objects. I. Points: Position, — Centre, Above, 'Below, Right, Left. II. Lines: Direction, — Straight, Curved ; Position, — Vertical, Horizontal, Oblique ; Relation, — Parallel, Perpendicular, Inclined ; Color, — Light, Dark. Dividing into halves and fourths. III. Angles : Right, Acute, Obtuse. Objects and figures containing the above should be drawn. INVENTION. Optional. If taught, to be similar to that of the second primary year. SECOND YEAR. Fifteen minutes...
Page 63 - Listen, my children, and you shall hear Of the midnight ride of Paul Revere, On the eighteenth of April, in Seventy-five; Hardly a man is now alive Who remembers that famous day and year. He said to his friend, "If the British march By land or sea from the town tonight, Hang a lantern aloft in the belfry arch Of the North Church tower as a signal light...
Page 187 - ; third, — the last part of the nervous system affected is that which controls the involuntary actions, breathing, etc., — this paralysis causes death. Continued use leads to a degeneracy of nerve matter and tissue by the constant paralysis and repair, because the structure of the nerve matter is changed, hence "disorders occasioned by the strain imposed on the system, diseases traceable to the general degeneration of the system, and diseases which might otherwise be averted or resisted;" finally...