The Principles of Religious TeachingMethodist Book Concern, 1920 - 132 Seiten |
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Häufige Begriffe und Wortgruppen
action activity answer appeal asked assigned asso attitudes becomes Bible boys called Chapter character Chevy Chase child Christ Christian class session common conduct considered CONSTRUCTIVE TASK coöperation cultivation desire discussion method effective effort emotions example experience expression fact feelings girls give grades handwork HERBARTIAN ideal ideas illustration important instinct International Graded Jesus Junior knowledge learning lecture method lesson material lesson plan lesson story lives means ment method of instruction mind moral and religious motive necessary needs nurture object Observe the teaching Palestine picture possess present principles problem purpose questions readymade realize recitation REFERENCES FOR SUPPLEMENTARY religion religious education religious instruction religious teaching says service of worship simile social spirit statement Story-Telling suggestions Sunday school Sunday-school pupil Sunday-school teacher SUPPLEMENTARY READING talk telling textbook things Thomas Arnold thought tion truth twenty-third Psalm voluntary attention words Worker
Beliebte Passagen
Seite 110 - After supper she got out her book and learned me about Moses and the 'Bulrushers' ; and I was in a sweat to find out all about him; but by-and-by she let it out that Moses had been dead a considerable long time; so then I didn't care no more about him; because I don't take no stock in dead people.
Seite 104 - It has comforted the noble host of the poor. It has sung courage to the army of the disappointed. It has poured balm and consolation into the heart of the sick, of captives in dungeons, of widows in their pinching griefs, of orphans in their loneliness.
Seite 37 - ... answers to each of them, and of these I am sure to show, by my manner of putting the question, which one I expect. Such questions, should, therefore, as a general rule, be avoided, as they seldom serve any useful purpose, either in teaching or examining. For every question, it must be remembered, ought to require an effort to answer it ; it may be an effort of memory, or an effort of imagination, or an effort of judgment, or an effort of perception; it may be a considerable effort or it may be...
Seite 57 - And he shall be like a tree planted by the rivers of water, that bringeth forth his fruit in his season; his leaf also shall not wither; and whatsoever he doeth shall prosper. The ungodly are not so, but are like the chaff which the wind driveth away.
Seite 116 - Some few years ago I was looking about the school supply stores in the city, trying to find desks and chairs which seemed thoroughly suitable from all points of view— artistic, hygienic, and educational— to the needs of the children. We had a great deal of difficulty in finding what we needed, and finally one dealer, more intelligent than the rest, made this remark: "I am afraid we have not what you want. You want something at which the children may work; these...
Seite 79 - Any object not interesting in itself may become interesting through becoming associated with an object in which an interest already exists. The two associated objects grow, as it were, together: the interesting portion sheds its quality over the whole; and thus things not interesting in their own right borrow an interest which becomes as real and as strong as that of any natively interesting thing.
Seite 116 - I am afraid we have not what you want. You want something at which the children may work; these are all for listening!
Seite 56 - I am the Good Shepherd, I am the Way, I am the Truth, I am the Life.
Seite 120 - From this other standpoint, the recitation becomes preeminently a social meeting place ; it is to the school what the spontaneous conversation is at home, excepting that it is more organized, following definite lines. The recitation becomes the social clearing-house, where experiences and ideas are exchanged and subjected to criticism, where misconceptions are corrected, and new lines of thought and inquiry are set up.
Seite 28 - Therefore, ear and heart open to the genuine storyteller, as the blossoms open to the sun of spring and to the vernal rain. Mind breathes mind; power feels power and absorbs it, as it were. The telling of stories refreshes the mind as a bath refreshes the body ; it gives exercise to the intellect and its powers; it tests the judgment and the feelings. Hence, too, genuine, effective story-telling is not easy ; for the story-teller must wholly take into himself the life of which he speaks, must let...