American Primary Teacher, Volume 1

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1878 - Education
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Page 212 - Good, which I think was written by your father. It had been so little regarded by a former possessor, that several leaves of it were torn out; but the remainder gave me such a turn of thinking as to have an influence on my conduct through life : for I have always set a greater value on the character of a doer of good, than on any other kind of reputation ; and if I have been, as you seem to think, a useful citizen, the public owes the advantage of it to that book.
Page 45 - Tis granted, and no plainer truth appears, Our most important are our earliest years. The mind impressible and soft, with ease Imbibes and copies what she hears and sees, And through life's labyrinth holds fast the clue That education gives her, false or true.
Page 222 - One, two, Buckle my shoe; Three, four, Shut the door; Five, six, Pick up sticks; Seven, eight, Lay them straight; Nine, ten, A good fat hen; Eleven, twelve, Who will delve?
Page 45 - The great skill of a teacher is to get and keep the attention of his scholar; whilst he has that, he is sure to advance as fast as the learner's abilities will carry him; and without that, all his bustle and pother will be to little or no purpose.
Page 84 - Prayer. 1 OUR Father in Heaven, We hallow thy name ! May thy kingdom holy On earth be the same ! O, give to us daily Our portion of bread ; It is from thy bounty That all must be fed.
Page 209 - I have been obliged to wait with the patience of a martyr for the return of day, silently counting over the years of my youth, doubting perhaps if ever again I should return to my home and embrace my family ! — how often, as the first glimpses of morning gleamed doubtfully amongst the dusky masses of the forest-trees, has there come upon my ear, thrilling along the sensitive cords which connect that organ with the heart, the delightful music of this harbinger of day...
Page 68 - ТЕАСНЯВ. 1. Endeavor to set a good example in all things. 2. Never overlook a fault : to do so is unjust to the children, since you will, no doubt, soon have to correct them for a repetition of it. 3. Spare no pains to investigate the truth of every charge; and, if you con not eatisfy yourself, make no decision.
Page 102 - This rule holds good throughout the course. By language I mean words used in any and all recitations. When a word is misspelled, have it corrected immediately. Keep a list of misspelled words, and teach no other words until they are learned. 4. Teach the most-used words first,— words like is, are, were, was, been, shall, will, they, there, their, which, whose, etc.
Page 102 - Every word and every sentence taught should be copied from the black-board on the slate, and then read from the slate. No matter how crude and awkward the first copyings are, they should be commended, and the writer encouraged. They are types of the child's crude percepts. Perseverance will soon bring order out of seeming chaos. The better the picture of the word the child makes, the more distinct will the impression be upon the mind; therefore, technical writing should be taught from the first....
Page 197 - THE ROSE OF MAY AH! there's the lily, marble pale, The bonny broom, the cistus frail; The rich sweet pea, the iris blue, The larkspur with its peacock hue; All these are fair, yet hold I will That the Rose of May is fairer still.

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