The Schoolmaster: Essays on Practical Education, Selected from the Works of Ascham, Milton, Locke, and Butler; from the Quarterly Journal of Education; and from Lectures Delivered Before the American Institute of Instruction, Bind 1C. Knight, 1836 |
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... Arithmetic . By A. De Morgan On the Method of Teaching Fractional Arithmetic . By A. De Morgan · 74 On the Method of Teaching the Elements of Geometry . By A. De Morgan · 94 On Mathematical Instruction . By A. De Morgan 138 On the Study ...
... Arithmetic . By A. De Morgan On the Method of Teaching Fractional Arithmetic . By A. De Morgan · 74 On the Method of Teaching the Elements of Geometry . By A. De Morgan · 94 On Mathematical Instruction . By A. De Morgan 138 On the Study ...
Side 50
... edifices and places of historical celebrity , together with correct views of armour , dress , and other things that illus- trate the subject . 51 ON TEACHING ARITHMETIC . By A. DE MORGAN . 50 ON TEACHING BY PICTURES .
... edifices and places of historical celebrity , together with correct views of armour , dress , and other things that illus- trate the subject . 51 ON TEACHING ARITHMETIC . By A. DE MORGAN . 50 ON TEACHING BY PICTURES .
Side 51
... ARITHMETIC . By A. DE MORGAN . ( From the Quarterly Journal of Education , No. IX . ) We may say of instructors , that each individual ought to have either his own system or no system at all . And this refers not only to those who live ...
... ARITHMETIC . By A. DE MORGAN . ( From the Quarterly Journal of Education , No. IX . ) We may say of instructors , that each individual ought to have either his own system or no system at all . And this refers not only to those who live ...
Side 52
... arithmetic only . It is a very common notion that this subject is easy ; that is , a child is called stupid * who does not receive his first notions of number with facility . This , we are con- vinced , is a mistake . Were it otherwise ...
... arithmetic only . It is a very common notion that this subject is easy ; that is , a child is called stupid * who does not receive his first notions of number with facility . This , we are con- vinced , is a mistake . Were it otherwise ...
Side 53
... , second , third , & c . We have seen . án instance in which a child , on being asked the mean- ing of three , showed that finger which had usually been the third in his reckoning . In most cases the F 3 ON TEACHING ARITHMETIC . 53.
... , second , third , & c . We have seen . án instance in which a child , on being asked the mean- ing of three , showed that finger which had usually been the third in his reckoning . In most cases the F 3 ON TEACHING ARITHMETIC . 53.
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acquainted acquired angles animals Apennines applied arithmetic assert better branch child common comprehend connexion contain course deaf and dumb dialects dialects of Italy difficulty Dino Compagni distinct equal Euclid example exercise explained expression facts fractions French geography geometry give given Gothic archi grammar Greek language guage habits ideas improvement instances institution instruction instructor Italian Italian language Italy Journal of Education knowledge labour language Latin and Greek Latin language learner lessons Lombardy matter means memory ment method metical mind mode mon language names Natural History natural philosophy natural signs necessary notion object observe Petrarch principles pronunciation propositions pupil question racter reading reason remarks rules sentences simple sound speaking spelling student suppose taught teacher teaching tences thing tion triangle Tuscan understand various verbs whole numbers words writing written
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Side 96 - This is useful in fortification ; ' ' you cannot play at billiards without this.' ' You only look through a telescope like a Hottentot until this proposition is read,' with many such powerful strokes of rhetoric to the same purpose. And upon such terms, and with such inducements, who would not be a mathematician? Who would go to work with all that apparatus which I have described as necessary for understanding Euclid, when he has only to take a pleasant walk with Clairaut upon the flowery banks of...
Side 149 - A person has two horses, and a saddle worth £50 ; now, if the saddle be put on the back of the first horse, it will make his value double that of the second ; but if it be put on the back of the second, it will make his value triple that of the first ; what is the value of each horse ? Ans.
Side 246 - Above me are the Alps, The palaces of Nature, whose vast walls Have pinnacled in clouds their snowy scalps, And throned Eternity in icy halls Of cold sublimity, where forms and falls The avalanche — the thunderbolt of snow ! All that expands the spirit, yet appals, Gather around these summits, as to show How Earth may pierce to Heaven, yet leave vain man below.
Side 258 - Tarsus held ; or that seabeast Leviathan, which God of all his works Created hugest that swim the ocean stream...
Side 127 - The angle at the centre of a circle is double of the angle at the circumference upon the same base, that is, upon the same part of the circumference.
Side 252 - ... interest in after life : he who loves a flower in youth will love it when he is old. The taste for nature must be planted early in life, to enable its possessor to enjoy a ripened harvest. Every thing which the Deity has created is worthy of our attention. " Nature has nothing made so base, but can Read some instruction to the wisest man.
Side 127 - To prove that the exterior angle of a triangle is equal to the sum of the two interior opposite angles (see fig.
Side 232 - When we have amassed a great store of such general facts, they become the objects of another and higher species of classification, and are themselves included in laws which, as they dispose of groups, not individuals, have a far superior degree of generality, till at length, by continuing the process, we arrive at axioms of the highest degree of generality of which science is capable. This process is what we mean by induction.
Side 292 - Tuscan poets of the same age. But Tuscany had this advantage over the rest, that its familiar spoken language was more generally polished, so as to resemble the poetical and select language of the other Italians, and the Tuscan poets had the benefit of writing in a living dialect, ' lingua volgare,' and their poems were understood by the generality of their country-1 men.
Side 53 - ... deserve to succeed. Irritated or wearied by this failure, little manifestations of temper often take the place of the gentle tone with which the lesson commenced, by which the child, whose perception of such a change is very acute, is thoroughly cowed and discouraged, and left to believe that the fault was his own, when it really was that of his instructor.