The California Teacher: A Journal of School and Home Education and Official Organ of the Department of Public Instruction, Volume 12

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California Educational Society, 1874 - Education
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Page 219 - And there was mounting in hot haste: the steed. The mustering squadron, and the clattering car. Went pouring forward with impetuous speed, And swiftly forming in the ranks of war...
Page 350 - Washington, a department of education, for the purpose of collecting such statistics and facts as shall show the condition and progress of education in the several States and Territories, and of diffusing such information respecting the organization and management of schools and school systems, and methods of teaching, as shall aid the people of the United States in the establishment and maintenance of efficient school systems, and otherwise promote the cause of education throughout the country.
Page 384 - Doth a fountain send forth at the same place sweet water and bitter? Can the fig tree, my brethren, bear olive berries? either a vine, figs ? so can no fountain both yield salt water and fresh.
Page 88 - The education of the child must accord both in mode and arrangement with the education of mankind as considered historically; or in other words, the genesis of knowledge in the individual must follow the same course as the genesis of knowledge in the race.
Page 13 - With that he left me, but in a moment returned with explicit instructions as to the care of the object entrusted to me. "No man is fit to be a naturalist," said he, "who does not know how to take care of specimens.
Page 219 - She said, and struck : deep entered in her side The piercing steel, with reeking purple dyed. Clogged in the wound the cruel weapon stands ; The spouting blood came streaming on her hands. Her sad attendants saw the deadly stroke, And with loud cries the sounding palace shook. Distracted, from the fatal sight they fled, And through the town the dismal rumour spread.
Page 88 - This need for perpetual telling is the result of our stupidity, not of the child's. We drag it away from the facts in which it is interested, and which it is actively assimilating of itself; we put before it facts far too complex for it to understand, and therefore distasteful to it...
Page 91 - ... of feeling affecting the whole nature. They no longer find themselves incompetent; they too, can do something. And gradually as success follows success, the incubus of despair disappears, and they attack the difficulties of their other studies with a courage that insures conquest.
Page 14 - I began to count the scales in the different rows, until I was convinced that that was nonsense. At last a happy thought struck me — I would draw the fish; and now with surprise I began to discover new features in the creature. Just then the Professor returned. "This is right," said he; "a pencil is one of the best of eyes. I am glad to notice, too, that you keep your specimen wet, and your bottle corked.
Page 88 - Children should be led to make their own investigations, and to draw their own inferences. They should be told as little as possible, and induced to discover as much as possible.

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