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WILLIAM C. WHITFORD AND JOHN B. PRADT,

EDITORS AND PUBLISHERS.

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Objects and Results of Education... 478 Omicial Department, 26, 73, 124, 169, 215, 256

302, 344, 393, 439, 585, 531 Origin of Upland Lakes

251 Our Institutes....

330

P.

School Management......

434 School Records ......

472 Secondary Instruction..

143 Sentential Analysis.

463 Short Articles, 119, 120, 202, 206, 232, 275, 299

301, 390, 392, 436, 438, 529 Sketches of the University, 15, 56, 106, 211,

210, 291, 380, 474 Six Reasons for Abolishing Tardiness.... 105 Som Hints to Teachers...

63 Some Timely Hints

167 Special Page for Teachers, A.

489 Spelling Reform.....

99, 173, 431 “Spelling Reform," The.

113 Spring and Summer Studies State Arsuciation..

.30, 348, 536 Studies and Text-Books.

380 Summer and Fall [ostitutes.

355

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178

Q.

T.

Questions and Answers, 26, 73, 124, 169, 215

256, 302, 344, 395, 439, 485, 531

R.

Teaching through the Eye

196 Text-Book Commission..

84 Theory or Fact in Co-Education

71 Thousand Days in the Wide, Wild Land.. 152

V.

Reading in Primary Grades

389 Reformed Aritbmetic

482 Reform Most Needed, The

87 Reforms Needed ...

201 Relation of Schools to Publ c Health.. 51 “Relation of Schools to Public Health,

55

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The "

S.

W. What Spelling Should we Teach... 202 What Stanley Did for Geography:

121 Wisconsin's Coat of Arms

18 Word Analysis........

467 Word for Our Spoken English, A......... 61

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aper read before the State Teacher's Association, Dec. 26, 1878, by Miss Rose C. SWART, Teacher

of Geography in the Oshkosh Normal School.

It is the disposition of intelligent thinking to take nothing for granted. The realization that human life, in all its departments, should ever be a living toward what is more truly good and largely useful, gives to mind a quality that questions the wisdom of the established past, and searches the present and the future for the possibilities of better things. That a custom exists is not a proof that it is wise and right. That a bygone generation believed this or did that, is not a sufficient reason why a succeeding age should think or act in the same way, to the same end. In these latter days, particularly, life crowds, and there is more than ever before, the necessity to "prove all things, and hold fast only to what is good."

This is peculiarly the duty of the teachers. They are the keepers of the gates that open into active life. It is largely under their training, that children are fitted or unfitted to live their lives in happiness and usefulness. If teachers would meet the demand their profession puts upon them, it is imperative that they consider the child's future needs in that busy life to which the school is the portal, and shape their instruction to the end of preparing him for the duties and enjoyments that await him. In addition to knowing what they teach, it is incumbent upon them to know why they teach it.

These thoughts bring me, as a teacher of Geography, to ask:
First, what right has this branch to a place in a course of study?

Second, what can it be made to do toward equipping a child against future need, or fitting him for future service?

1- Vol. IX. — No. 1

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