New York Teachers' Monographs, Volume 6New York Teachers' Monographs Company, 1904 |
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Page 2
... term students know nothing of paragraphing , and request them to write the page without indention ! The cause here is the same as in the previous defect : too little familiarity with the thought . We tell our pupils to put a period at ...
... term students know nothing of paragraphing , and request them to write the page without indention ! The cause here is the same as in the previous defect : too little familiarity with the thought . We tell our pupils to put a period at ...
Page 3
... term students power in thought relations sufficient to use such words as other- wise , nevertheless , moreover , however , therefore , and others . connective not only unites but it indicates the relation between the parts united ...
... term students power in thought relations sufficient to use such words as other- wise , nevertheless , moreover , however , therefore , and others . connective not only unites but it indicates the relation between the parts united ...
Page 8
... term permanently to eliminate these general errors should be a part of the duty of the teacher . This list in the possession of the teacher would render him more con- scious of the prevailing faults , and by drill in the correct forms ...
... term permanently to eliminate these general errors should be a part of the duty of the teacher . This list in the possession of the teacher would render him more con- scious of the prevailing faults , and by drill in the correct forms ...
Page 23
... reproduced on the following day by the children . The memory selection is taught on the fifth day . At the end of the term each child should have Language in the 1A Grade . LANGUAGE IN THE 1A GRADE BY LEONORA F STOEPPLER.
... reproduced on the following day by the children . The memory selection is taught on the fifth day . At the end of the term each child should have Language in the 1A Grade . LANGUAGE IN THE 1A GRADE BY LEONORA F STOEPPLER.
Page 24
At the end of the term each child should have confidence in speaking before his classmates , should speak clearly and enunciate distinctly , and have a vocabulary considerably larger than when he entered the school some five months ...
At the end of the term each child should have confidence in speaking before his classmates , should speak clearly and enunciate distinctly , and have a vocabulary considerably larger than when he entered the school some five months ...
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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 molluscs monomial mother mouse Nature Study nest oral Outline paragraph pencil Penmanship Peter Stuyvesant picture pistils PITMAN'S SHORTHAND plant 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.