 The books are not intended, primarily, to supplement the school work. They should be "books of inspiration" rather than those of information; for "knowledge alone cannot make character." Another great object should be to create a love for books; for "What...  Papers and Proceedings - Сторінка 84автори: American Library Association. Annual Conference - 1894Повний перегляд - Докладніше про цю книгу
 | Massachusetts - 1894 - 476 стор.
...closing years of their school life with pupils who hear. Some one has wisely said, " What we make our children love and desire is more important than what we make them learn." Is there any object of love of greater importance than the home, and can we render to the future men... | |
 | American Library Association - 1892 - 420 стор.
...arts, fine arts, poetry, history, travel, biography, fairy stories, stories of adventure, &c., Ac. The books are not intended, primarily, to supplement...Mich., Bridgeport, Conn., Lancaster, Mass., Chicago, 111., Burlington, Vt., Dover, NH, and Milwaukee, Wis., carry on this work to a greater or less extent.... | |
 | Kate Douglas Smith Wiggin - 1892 - 262 стор.
...much-needed reform had been worked through the magic of a fascinating plaything. WHAT SHALL CHILDREN READ? " What we make children love and desire is more important than what we make them learn." WHAT SHALL CHILDREN READ? WHEN I was a little girl (oh, six most charming words !) — it is not necessary... | |
 | Massachusetts. Board of Education - 1894 - 468 стор.
...closing years of their school life with pupils who hear. Some one has wisely said, " What we make our children love and desire is more important than what we make them learn." Is there any object of love of greater importance than the home, and can we render to the future men... | |
 | Michigan. State Board of Library Commissioners - 1900 - 1130 стор.
...given to human creatures in any other stage of their human life can possibly give again; " and second "What we make children love and desire is more important than what we make them learn." There are two distinct aims of the children's work; consequently, two distinct lines of work which... | |
 | 1903 - 480 стор.
...conform them too much in the one way any more than in the other. Let them work out. What we make our children love and desire is more important than what we make them learn. My last word is, be your best self, and God help you to yourself worthy the supreme blessing of motherhood.... | |
 | Arthur Elmore Bostwick - 1914 - 344 стор.
..."Let teachers have as many as they can use" is the rule in an increasing number of libraries. v1n. Do you send books to schools in proportion to size...Mich., Bridgeport, Conn., Lancaster, Mass., Chicago, 11l., Burlington, Vt, Dover, NH, and Milwaukee, Wis., carry on this work to a greater or less extent.... | |
 | Henry Holman - 1914 - 326 стор.
...individual evil and social danger, a vague culture and non-physiological education are responsible. What we make children love and desire is more important than what we make them learn. At any rate make them learn what they can reach, and make them love what they learn." Summary. —... | |
 | Bertha Johnston, E. Lyell Earle - 1912 - 608 стор.
...cannot train a child for life by teaching it to do what it hates. — Dr. CW Eliot. "\\hat we make our children love and desire is more important than what we make them learn." — John Quincy Adams. Every word has only the meaning which its hearers can receive; you cannot express... | |
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