Image from page 221 of “Public school methods” (1913)
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Identifier: publicschoolmeth01mcmu
Title: Public school methods
Year: 1913 (1910s)
Authors: McMurry, Charles A. (Charles Alexander), 1857-1929
Subjects: Teaching
Publisher: Chicago : School Methods Company
Contributing Library: University of California Libraries
Digitizing Sponsor: MSN
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Text Appearing Before Image:
bners Sons. Any or all of the following publications may be obtainedfrom A. C. McClurg & Co., the Book Supply Company, theA. Flanagan Company, of Chicago, or any other large book-store : Children of the Palm Lands. Alice E. Allen. Fairy Tales. Hans Christian Andersen. Edithas Burglar. Little Lord Fauntleroy. Sara Crewe. FrancisHodgson Burnett. Jewel. Clara Louise Burnham. At the Back of the North Wind. George MacDonald. Colonial Children. Mara L. Pratt. A Dog of Flanders. Findelkind. Nurnberg Stove. The Child ofUrbino. The Little Earl. Louise de la Ramee (Ouida). King of the Golden River. John Ruskin. Beautiful Joe. Marshall Saunders. Children of the Cold. Frederick Schwatka. Black Beauty. Anna Sewell. The Dead Doll. Margaret Vandegrift. Bob Cratchitts Christmas in Christmas Stories, Charles Dickens;selections from Rebecca of Sunnybrook Farm, Kate Douglas Wiggin;selections from Mrs. Wiggs of the Cabbage Patch and Lovey Mary,Alice Hegan Rice, are also full of interest for children.
Text Appearing After Image:
Dramatization, Story Telling, Games, Songs 175 GAMES AND PLAYS 14. Purposes. The uses to which a teacher puts gamesand plays will depend in a great measure upon her concep-tion of play in its relation to the development of the child.The study of this problem has been prosecuted for centuries,and it occupies an important place in the history of educa-tion. However, for a time, the function of play in a systemof education was nearly lost sight of in the United States.In recent years this important subject has again attractedthe attention of educators, and play is now given more prom-inence in schools than ever before. Some of the most impor-tant purposes for which it is used are the following: (a) Recreation. The first thought which naturally pre-sents itself is that play is used chiefly, if not wholly, forrecreation, and in the schoolroom many games are usedprimarily for this purpose—literally, re-creation. After aperiod of close application to study, or sitting still, oftenin a part
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