CONTENTS. Agassiz on Penikese Island...... 195 ?e issay on Form as a Branch of Education. 185 38 Essay, Prize, on Fiæbel's Kindergarten Apportionment of School Moneys in Gen- Eurone, Geographical Changes in 376 Examination, Boards of, Instructions to.. Apportionment of School Moneys for So- noma, Si-kiyou and Modec Counties.... 282 Examination, tate Board of.. 95, 279, 412 Apportionment of State School Fund..94, 348 Experience, Youthfui. of lyndall. 221, 269 Experiment Showing Circulation of Water Boards of Examination, Instructions to.. 380 Food, we eat Boaril of Examination, State.......95, 279, 412 Forests. Intluence of on Cl mate, Book Notices.: 4, 65, 99, 169, 201, 234, 282, 383, 414 Formation of Mountains and Valeys. 26 Frohel's Kindergarten System, Prize Callfornia, Physical Geography of..253, 285, 315 Essay on..... California, School Law, Amendmenis to. 328 Fund of Commou schools, Apportionment California, Synopsis of Statistics of Schools 129 Fund of Common Schools, General, Man- Certificates and Diplomas, State, granted ner of Apportioning 79, 412 Fund of Common Schools in Sonoma, Sis- Changes, Geographical in Europe.. 274 kiyou and Modoc Counties, Manner of Circulation of Waters on Surface of the Fundamental Principles of Teaching Lan- Circulation of Water in the Sea, Experi- Class Division, Prluciples of, in Prussia... 92 Geography in Schools... Climate, Influence of Forests on.. 223 Geography, Physical, of California, 253, 285, 315 278 Geographical Changes in Europe. Common Schools of San Francisco, Statis- Germany, Education in... 312 Government of the Eye........ Common Schools of State, Synopsis of 129 Hearing Lessons vs Teaching. 140 Hints on Methods of Teaching. Common Schools, Science in...... 307 How Coffee was discovered.. 137, 355 How Savage Nations Count... Conducting kecitations, Methods of.... 122, 218 How to Read... Contemplated Legislation in School Mat- How to Study, teaching of. 232 Humiliation, the Valley of. Count, How Savage Nations....... County Superintendents. Instructions to Influence of Forests on Climate 29, 60, 95, 196, 228, 273, 312, 379, 409 Institutes, Teachers' County County Superintendents, List of... 197 Instruction, Publie, Department of.. Course of Studies, Instructions Regarding 49 ......29, 60, 94, 129, 193, 228, 279, 312, 23, 376, 409 Course of studies, Programme for Teach- Instructions regarding the Course of Cramming System 27 Instructions to Boards of Examination. 96, 380 11: Instructions to Common School Teachers, 379 Culture, Intellectual. 88 Instructions to County Superintendents .29, 60, 95, 196, 228, 279, 312, 379, 409 Intellect in Politics.. 394 Decisions of Superintendent of Public In- Intellectual Culture... Department of Public Instrnction. 29, 60, 94, 129, 1911, 228, 279, 312, 328, 376, 409 Johnny becomes ac quainted with some- 404 166 Kindergarten, Peeps through the Door of Kindergarten, Prize Essay on Frobel's Education, Art ..... 221, 269 137, 355 Ladies, Gardening for.. 401 Language, Fundamental Principles of Education, Meetings of State Board of..62, 229 Teaching of.. 92 Language, on the t'se of Rules in the Education, Technical, Popular Delusions 212 Law, New Revenue, Dratis of... ...31, 63, 97 Law, School, Amendments to.. Educational System, science and 20 Leaves, Skeleton, Preparation of.. Educational Offices, Eligibility of Women Legislation, contemplated, in School Mat- 283 ..74, 118 ..13, 37 329 Lessons, Fri:nary Drawing.. 91 197 School Matters, Contemplated Legislation 232 279. 412 School Officers, Instructions to. 111 .29, 60, 94, 196, 225, 279, 312, 379, 409 2:27 307 195 Scieuce and our Educational system.. -20 57 275 290 Sei'se, Pcrreption o-Object Teaching .5, 37 227 382 Siskiyou, Modoc and Sonoma Coun ies, 275 376 skeleton of Leaves, Preparation of..... 184 276 --5, 37 Sonoma. Siskiyou and Modoc Counties. 25 Manner of Apportioning School Fund of 382 120 103, 134, 198 State Board of Education, Meetings of.. 62, 229 57 Siate Board of Examination.. .95, 279, 412 State Norinal School.... 10., 134, 198 Statistics of Common Schools of san Fran- 312 Statistics of Common Scbools of the State. 129 .74, 118 309 .... 29, 60, 95, 196, 223, 279, 312, 379, 409 197 140 23 System of Class Division in Prussia........ 92 27 92 403 90 25 30 18 276 53 Teaching, Hints on Methods of ........ 290 309 92 Teaching Language, Fundamental Princi- 1 10, 43 Teaching of Course of Studies, Programme -74, 118 271 78 Teaching Spelling. 120 299 227 Technical Education, Popular Delusions on 212 90 116 27 16 127 25 276 312 The Support of Our ('ommon Schools .... 140 320 376 166 Tyndall's Youthful Experiences.... 180 Use of Rules in the Study of Language.... 324 320 Valleys and Mountains, Formation of ... 26 376 Various sorts of Tea, Names of..... 23 312 Water, Circulation of, on Surface of the .69, 106, 1694, 205, 257 275 275 383 82 | Youthful Experiences of Tyndall. 224 2:24 ........ 311 (For the California Teacher.] FUNDAMENTAL PRINCIPLES OF TEACHING LANGUAGE. W III. Having now spoken, firstly, of the principles of teaching language, I will, secondly, designate what, in my opinion, are the main points in the plan of teaching language; these, however, need not necessarily be considered in the following order : a. This instruction is to be given conjointly with a readinglesson. The reason why is found in the foregoing. But it is not meant by this that all oral instruction or discussion in regard to language, not connected with a reading-lesson, is to be avoided. On the contrary, such separate discourse is often advisable. b. The reading lesson is to be read by teacher and by pupils in conformity with the foregoing requirements, and, when too long or when the ability of the pupils is insufficient, then, by questioning, let it be drawn out by sections or paragraphs from the pupils themselves, or, where possible, let them repeat it by sections. c. Unintelligible or obscure expressions which, in reading, questioning, and recitation, bave been brought to the notice of the teacher, are to be explained to the pupils and erroneous ideas corrected. d. The reading lesson is to be considered in its separate sections—that is, the principal or larger groups are to be noticed. e. The different thoughts contained in the separate sections or larger groups of thoughts, are to be so brought out that the learner becomes a rare of them. By mere reading these thoughts pass in too quick succession through the child's mind, so that, often, the chill does not know what he has read. f. The particular manner of utterance or expression of these separate thoughts is remarkel upon, also the reference or rela. tion of these thoughts to each other, and here with we enter upon the proper and peculiar sphere of instruction in language. IIere the attention is to be fixed upon the separate sentences of the reading lesson, and the pupils must learn to perceive the signification of the pbrases and separate parts of the sentence, their relation to the complete sentence and the ideas and forms of words, etc., thus introduced. Still further, this will lead us to notice classes and families of words, separate words, and the manner of writing them. In this treatment of Instruction in Language in its essential characteristics, I would offer to consideration the following points confirmed by my own experi. ence: 1. Not to direll too long upon the reading of one and the same picce. In general but few lessons are to be given to one selection. Otherwise, besides the danger of losing the interest of the pupil, we also fail of our aim in bringing before the young mind many and varied forms and structures of language-language pictures-and neglect many other things already mentioned. What one is thus olliged to omit in regard to one piece selected for reading, can be introduced in regard to future oncs. 2. In this method of linking instruction in language to a read. ing lesson, it is necessary to keep to some systemutic order of gradual progress. By this I mean that the teacher is not to lay holl indiscriminately of some reading lesson and then speak promiscuously of grammar, orthography, etc.; but that, having fixed upon the subject matter to be taught anl arranged it in the form of a successive scries, he shall, in connection with this selection for reading, take up one or more of these themes according to their order. Whatever is introduced that is new |
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