McMurry Charles Alexander
Charles Alexander McMurry. Ph.D. (1857-1929) was an American educator, born at Crawfordsville, Ind. He graduated at the Illinois State Normal University in 1876, and studied at the University of Michigan (1876-80), and in Europe at Halle (Ph.D., 1887) and Jena. He taught in Illinois. At various times McMurry was a professor at Illinois State University and at the University of Chicago. His works include:
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the method of the recitation
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Purchase of this book includes free trial access to www.million-books.com where you can read more than a million books for free. This is an OCR edition with typos. Excerpt from book: CHAPTER III HOW INDIVIDUAL AND GENERAL NOTIONS ARE DIS- TINGUISHED FROM EACH OTHER All knowledge is built up from individual and general realities, so that instruction is always occupied with one or the other. It has been seen that differences in method are due first of all to the order in which these two are presented; some teachers would begin with the general notion or rule, and furnish the individual instances later, as the rule for the plural of nouns ending in s, x, sh, etc., while others would take the opposite course. Since these two kinds of notions are of vital importance, it is well to have a clear understanding of the meaning of each. Sources of The notions that are furnished apparently through individual . ,,..,.. notions. the senses alone are individual notions. For instance, the images of the many things about us gained through the sense of sight belong to this class. I have an individual notion of the penholder with which I am now writing, of the room in which I am sitting, and of the meadow that I see from my window. Touch, without the aid of sight, gives a similar kind of notion ; blind men getdefinite mental pictures of the objects about them by the use of their hands. It is an individual notion that one receives when he perceives the color of a flower, the odor of an apple, or the chirp of a bird. Thus each sense may be the source of individual notions or percepts, without the aid of the others. Usually, however, they work together, giving a combined result, as when one determines through the senses of sight, smell, touch, and taste that a certain object is an apple. In this case the idea is certainly very complex, but since it must be referred to one definite object it is called an individual notion. Further than that, individual facts and rel...
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teaching by projects a basis for purposeful study
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special method in reading in the grades including the oral treatment of stories
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3/5
Originally published in 1920. This volume from the Cornell University Library's print collections was scanned on an APT BookScan and converted to JPG 2000 format by Kirtas Technologies. All titles scanned cover to cover and pages may include marks notations and other marginalia present in the original volume.
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the method of the recitation
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Unknown
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4.5/5
Purchase of this book includes free trial access to www.million-books.com where you can read more than a million books for free. This is an OCR edition with typos. Excerpt from book: CHAPTER III HOW INDIVIDUAL AND GENERAL NOTIONS ARE DIS- TINGUISHED FROM EACH OTHER All knowledge is built up from individual and general realities, so that instruction is always occupied with one or the other. It has been seen that differences in method are due first of all to the order in which these two are presented; some teachers would begin with the general notion or rule, and furnish the individual instances later, as the rule for the plural of nouns ending in s, x, sh, etc., while others would take the opposite course. Since these two kinds of notions are of vital importance, it is well to have a clear understanding of the meaning of each. Sources of The notions that are furnished apparently through individual . ,,..,.. notions. the senses alone are individual notions. For instance, the images of the many things about us gained through the sense of sight belong to this class. I have an individual notion of the penholder with which I am now writing, of the room in which I am sitting, and of the meadow that I see from my window. Touch, without the aid of sight, gives a similar kind of notion ; blind men getdefinite mental pictures of the objects about them by the use of their hands. It is an individual notion that one receives when he perceives the color of a flower, the odor of an apple, or the chirp of a bird. Thus each sense may be the source of individual notions or percepts, without the aid of the others. Usually, however, they work together, giving a combined result, as when one determines through the senses of sight, smell, touch, and taste that a certain object is an apple. In this case the idea is certainly very complex, but since it must be referred to one definite object it is called an individual notion. Further than that, individual facts and rel...
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teaching by projects a basis for purposeful study
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4/5
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special method in reading in the grades including the oral treatment of stories
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Unknown
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3/5
Originally published in 1920. This volume from the Cornell University Library's print collections was scanned on an APT BookScan and converted to JPG 2000 format by Kirtas Technologies. All titles scanned cover to cover and pages may include marks notations and other marginalia present in the original volume.
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special method in primary reading and oral work with stories
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2.5/5
Purchase of this book includes free trial access to www.million-books.com where you can read more than a million books for free. This is an OCR edition with typos. Excerpt from book: CHAPTER III First Grade Stories Fairy Tales Young children, as we all know, are delighted with stories, and in the first grade they are still in this story-loving period. A good story is the best medium through which to convey ideas and also to approach the difficulties of learning to read. Such a story, Wilmann says, is a pedagogical treasure. By many thinkers and primary teachers the fairy stories have been adopted as best suited to the wants of the little folk just emerging from the home. A series of fairy tales was selected by Ziller, one of the leading Her- bartians, as a centre for the school work of the first year. These stories have long held a large place in the home culture of children, especially of the more cultivated class. Now it is claimed that what is good for the few whose parents may be cultured and sympathetic, may be good enough for the children of the common people and of the poor. Moreover, stories that have made the fireside more joyous and blessed may perchance bring vivacity and happiness into schoolrooms. The home and the school are coming closer together. It is even said that well-trained,sympathetic primary teachers may better tell and impress these stories than overworked mothers and busy fathers. If these literary treasures are left for the homes to discover and use, the majority of children will know little or nothing of them. Many schools in this country have been using them in the first grade in recent years with a pleasing effect. But what virtue lies concealed in these fairy myths for the children of our practical and sensible age? Why should we draw from fountains whose sources are back in the prehistoric and even barbarous past ? To many people it appears as a curious anachronism to nourish little children in the first decade of thi...
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special method in elementary science for the common school
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Originally published in 1919. This volume from the Cornell University Library's print collections was scanned on an APT BookScan and converted to JPG 2000 format by Kirtas Technologies. All titles scanned cover to cover and pages may include marks notations and other marginalia present in the original volume.
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special method in arithmetic
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Purchase of this book includes free trial access to www.million-books.com where you can read more than a million books for free. This is an OCR edition with typos. Excerpt from book: CHAPTER III Method In Arithmetic Primary Grades. First, Second,. and Third Grades In this chapter on method, it is my purpose to show how children, in pursuing the course of study laid out in the chapter following this, may appropriate its value in the most natural and economic way. The ideas suggested in the previous chapters will be definitely organized and applied. To simplify and concentrate the labors in arithmetic upon essentials, to avoid wasted effort, to give continuity and unity to the entire course of study, is the aim of the present chapter. The problem of method in arithmetic, as in other studies, is the problem of mastering and applying principles and of combining them effectively into an organized whole. But arithmetic as a science is extremely abstract. The first great question, how to concrete arithmetic and to relate it closely to a child's experience, has been a source of much controversy, and has led both the theorists and practical teachers into widely divergent, and even contradictory, plans of study. On the assumption that the number idea and its developments are based upon measurement, as demonstrated by Dewey and McLellan in their " Psychology of Number," we will first run through the varied series of concrete materials in second and third grades which may be employed as the basis for activities in measuring and which also furnish an opportunity for the number idea to develop. " Number arises in and through the activity of mind in dealing with objects. . . . Number is not (psychologically) got from things, it is put into them. It is almost equally absurd to attempt to teach numerical ideas and processes without things and to teach them simply by things. Numerical ideas can be normally acquired and numerical operations fully mastered...
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special method for history and literature in the common schools
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Purchase of this book includes free trial access to www.million-books.com where you can read more than a million books for free. This is an OCR edition with typos. Excerpt from book: PIONEER HISTORY STORIES. FOR FOURTH AND FIFTH GRADES. After gaining an introduction to the wonder stories of early European history in the third grade, we find in our own early history suitable material for the fourth and fifth grades. Our first American history also belongs to the heroic age. It was the blossoming time for deeds of individual heroism. But it is practical and real. The old heroes of mythical times had to do with monsters and demi-gods. or with the huge forces of nature in uncouth personification as Polyphemus, Scylla, and Charybdis. The heroes of this new world had more real and tangible hardships. Mountains, forests, rivers, stormy oceans, wild beasts, and Indians, and other untold hardships and distresses of people far from their sources of supply. In the first and second grades we found a striking contrast between the fanciful fairy tales and Robinson Crusoe's experiences. One transcends the laws of nature, the other is held in absolute subjection to them. The same contrast stands out between the stories of the mythical age and the pioneer histories. The early explorers and settlers of our land first discovered and opened up its vast stretches of forest, mountain, and desert; then struggled manfully against savage difficulties togain possession of its soil, and finally labored slowly and painfully to build houses, roads, villages, and all the later institutions of culture. It can hardly be said that our history stories can be used to advantage before the fourth grade, but for children of this age they are well adapted. It is not uncommon to find history stories in use in the first and second grades, and some even of our kindergartners employ the stories of Columbus and of Washington and of others with still younger children. They claim also that muc...
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pioneers of the rocky mountains and the west
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1929. The Third Book in the Pioneer History Stories. Contents: Lewis and Clark: Up the Missouri River and across the Mountains to Oregon; Fremont's First Trip to the Rocky Mountains; Fremont's Trip to Salt Lake and California; Discovery of Gold and Trip to California in '49; Powell's Journey through the Grand Canon; Parkman's Life in a Village of Sioux Indians; Drake's Voyage and Visit to California; Coronado's Exploring Trip in the Southwest. --This text refers to the Paperback edition.
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how to conduct the recitation and the principles underlying methods of teaching
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excursions and lessons in home geography
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Purchase of this book includes free trial access to www.million-books.com where you can read more than a million books for free. This is an OCR edition with typos. Excerpt from book: Sea Bathing On The East Coast Of Florida One of the pleasures of Northern people living in Florida during the late winter and spring months is a visit to the seacoast. Daytona, about fifty miles south of St. Augustine on the east coast, is one of those delightful towns which has become the winter home of many Northern people. For many miles the Halifax River, from a half to three-quarters of a mile wide, runs southward parallel to the coast, leaving a narrow strip of land two-thirds of a mile wide, separating the river from the ocean. Along the inner or western bank of this river, among beautiful groves and thickets of live oak, pine, and palmetto, lies the town of Daytona, a paradise of beautiful homes, forested streets, and perfect roads for bicycles and carriages. From the town three long bridges stretch across the Halifax River to the strip of wooded land whose eastern margin is washed by the tides of the ocean. This wooded peninsula is laid off by pleasant streets and adorned with many parklike grounds and luxurious winter homes built by Northern wealth. It really consists of a series of sand ridges or dunes, with low swales between, built up by the ocean tides and winds. On its eastern edge is the last of these sand ridges, rising fifteen or twenty feet above high tide and wide enough for a row of cottages facing the oceanand used by people who wish to spend a few days or weeks on the ocean shore and beach. Landing at Daytona with a family of five boys and girls, the youngest three years old, we soon found a hack to carry us across the bridge to the seashore. The ocean as it came in sight was greeted with a shout, for inland children are strongly impressed at the first view of the wide-spreading waters, and by the noise of the breakers pounding on the sandy be... --This text refers to an alternate Paperback edition.
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a teachers manual of geography to accompany tarr and mcmurrys series of geogra
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a course of study for the eight grades of the common school including a hand boo
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The Elements of General Method
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Originally published in 1903. This volume from the Cornell University Library's print collections was scanned on an APT BookScan and converted to JPG 2000 format by Kirtas Technologies. All titles scanned cover to cover and pages may include marks notations and other marginalia present in the original volume.
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