New York Teachers' Monographs, Volume 6New York Teachers' Monographs Company, 1904 |
From inside the book
Results 1-5 of 47
Page 3
... literature is not correctly paragraphed . Some publishers arrange the matter on the printed page in sections to please the eye merely ; so also in good literature , as in Carlyle's Essay on Burns , where every law of paragraphing is ...
... literature is not correctly paragraphed . Some publishers arrange the matter on the printed page in sections to please the eye merely ; so also in good literature , as in Carlyle's Essay on Burns , where every law of paragraphing is ...
Page 4
... literature , and etymology . It has been said that etymology is the key which unlocks the storehouse of connotation . A great wealth of Latin and Greek words in our composite language is placed at our disposal as soon as we are in ...
... literature , and etymology . It has been said that etymology is the key which unlocks the storehouse of connotation . A great wealth of Latin and Greek words in our composite language is placed at our disposal as soon as we are in ...
Page 5
... literature . The student is compelled to get meaning before he can get grammatical relations . One of the high school teachers complained of the inability of some pupils to apply their knowledge of grammar because of the confusion in ...
... literature . The student is compelled to get meaning before he can get grammatical relations . One of the high school teachers complained of the inability of some pupils to apply their knowledge of grammar because of the confusion in ...
Page 6
... literature and history are superior in the broader play of judgment and reason , where the human element is involved . 66 The tendency is to put too little of argument into these sub- jects . We make history in general only narrative ...
... literature and history are superior in the broader play of judgment and reason , where the human element is involved . 66 The tendency is to put too little of argument into these sub- jects . We make history in general only narrative ...
Page 8
... literature is a force far more potent . Give the child daily touch with the great literary master - pieces , imbued with a love of the art and clear mental vision , and he will make his own model . 66 In How shall we permanently correct ...
... literature is a force far more potent . Give the child daily touch with the great literary master - pieces , imbued with a love of the art and clear mental vision , and he will make his own model . 66 In How shall we permanently correct ...
Other editions - View all
Common terms and phrases
American animals apple Arithmetic baby bean beautiful birds Brooklyn brown Cæsar called cents child color composition course of study Dickinson College drill East River EBERHARD FABER eggs Elementary England English Eugene Field exercise fairy feet flowers fruit geography girl give Grammar grow History horse Hudson River Indians insects interest Julius Cæsar larvæ leaves lesson letter Lights to Literature Literature by Grades live look Manhattan monomial mother mouse Nature Study nest oral Outline paragraph pencil Penmanship Peter Stuyvesant picture pistils PITMAN'S SHORTHAND plant poem pupa pupils R. L. Stevenson Rand-McNally Reader reading River robin seeds sentence sheep stem Street Supply List syllabus teacher teaching teeth tell term things thought tion topics tree week winter wood words worm write written York City
Popular passages
Page 24 - For want of a nail the shoe is lost, for want of a shoe the horse is lost, for want of a horse the rider is lost.
Page 85 - For a man to sacrifice to a spirit which does not belong to him is flattery." 2. "To see what is right and not to do it, is want of courage.
Page 46 - And Nature, the old nurse, took The child upon her knee, Saying: "Here is a story-book Thy Father has written for thee." "Come, wander with me," she said, "Into regions yet untrod; And read what is still unread In the manuscripts of God.
Page 112 - Along the lawn where scatter'd hamlets rose, Unwieldy wealth and cumbrous pomp repose ; And every want to luxury allied, And every pang that folly pays to pride.
Page 75 - Growing by the rushing river, Tall and stately in the valley ! I a light canoe will build me, Build a swift Cheemaun for sailing, That shall float upon the river, Like a yellow leaf in Autumn, Like a yellow water-lily ! " Lay aside your cloak, O Birch-Tree ! Lay aside your white-skin wrapper, For the Summer-time is coming, And the sun is warm in heaven, And you need no white-skin wrapper...
Page 25 - Where did you get those arms and hands? Love made itself into hooks and bands. Feet, whence did you come, you darling things? From the same box as the cherubs' wings. How did they all just come to be you? God thought about me, and so I grew.
Page 12 - And then outspoke a brownie, With a long beard on his chin ; 'I have spun up all the tow,' said he, ' And I want some more to spin.
Page 64 - Oh ! pleasant, pleasant were the days, The time, when, in our childish plays, My sister Emmeline and I Together chased the butterfly ! A very hunter did I rush Upon the prey : — with leaps and springs I followed on from brake to bush ; But she, God love her ! feared to brush The dust from off its wings.
Page 50 - There, from the blowing and raining Crouching, I sought to hide me : Something rustled, two green eyes shone, And a wolf lay down beside me.
Page 25 - What makes your forehead so smooth and high? A soft hand stroked it as I went by.