Excerpt from Type Lessons for Primary Teachers in the Study of Nature, Literature and Art: Arranged by Seasons for the First Four Grades In the preparation of this book it has been the aim to illus trate by concrete examples type lessons in Nature Study, Literature, Language and Picture Study. The aim of Nature Study is twofold: First, to cultivate the higher nature of the child and lead him toward his Creator; and, secondly, to develop his intellectual powers and lead him to acquire a knowledge of his physical environment. A careful consideration of this twofold purpose suggests the desirability of correlating Nature Study with literature and art. In considering the tree, the flower, the bird, or whatever it may be, poems and stories are included in the plan of study, not for the purpose of giving instruction, but to supplement the subject with literature, which will illumine and crystallize the nature lesson and impress correct ideals of truth and beauty. The educational value of the classic story or poem and the beautiful picture in which true art principles are exemplified, in elevating taste and creating a high standard of the beautiful, can scarcely be estimated. Early familiarity with some of the masterpieces in art and literature will enable the child to translate forms of beauty into thought and thought into words, and thus prove a never failing source of happiness. No more potent agents can be found than the poets and the painters in revealing spiritual beauty, vitalizing the commonplace and moulding the child's thought and expression. The guiding principle in language is, first, impression; then, expression. Some one has said, The lovely things men build in the days of their strength are but the reproduction of the lovely thoughts that were whispered in their hearts in the days of tender youth. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

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The 4th edition of the Handbook of Research on Educational Communications and Technology expands upon the previous 3 versions, providing a comprehensive update on research pertaining to new and emerging educational technologies. Chapters that are no longer pertinent have been eliminated in this edition, with most chapters being completely rewritten, expanded, and updated Additionally, new chapters pertaining to research methodologies in educational technology have been added due to expressed reader interest. Each chapter now contains an extensive literature review, documenting and explaining the most recent, outstanding research, including major findings and methodologies employed. The Handbook authors continue to be international leaders in their respective fields; the list is cross disciplinary by design and great effort was taken to invite authors outside of the traditional instructional design and technology community.