WHAT TEACHERS MAKE
Video Version: WHAT TEACHERS MAKE
The dinner guests were sitting around the table discussing life.
One man, a CEO, decided to explain the problem with education. He argued, "What's a kid going to learn from someone who decided his best option in life was to become a teacher?"
He reminded the other dinner guests what they say about teachers: "Those who can, do. Those who can't, teach."
To stress his point he said to another guest; "You're a teacher, Bonnie. Be honest. What do you make?"
Bonnie, who had a reputation for honesty and frankness replied, "You want to know what I make? (She paused for a second, then began...)
"Well, I make kids work harder than they ever thought they could.
I make a C+ feel like the Congressional Medal of Honor.
I make kids sit through 40 minutes of class time when their parents can't make them sit for 5 without an I Pod, Game Cube or movie rental.
You want to know what I make. ? (She paused again and looked at each and every person at the table.)
I make kids wonder.
I make them question.
I make them apologize and mean it.
I make them have respect and take responsibility for their actions.
I teach them to write and then I make them write. Keyboarding isn't everything.
I make them read, read, read.
I make them show all their work in math. They use their God given brain, not the man-made calculator.
I make my students from other countries learn everything they need to know in English while preserving their unique cultural identity.
I make my classroom a place where all my students feel safe.
I make my students stand, placing their hand over their heart to say the Pledge of Allegiance to the Flag, One Nation Under God, because we live in the United States of America.
Finally, I make them understand that if they use the gifts they were given, work hard, and follow their hearts, they can succeed in life.
(Bonnie paused one last time and then continued.)
"Then, when people try to judge me by what I make, with me knowing money isn't everything, I can hold my head up high and pay no attention because they are ignorant... You want to know what I make?
I MAKE A DIFFERENCE. What do you make Mr. CEO?"
His jaw dropped and he was silent.
Saturday, September 15, 2007
Elementary Education Subjects
Subjects considered core to the "modern elementary school" in 1920.
[15] The studies which have come to characterize the modern elementary school may now be classified under the following headings:
Drill subjects
Reading
Writing
Spelling
Language
Arithmetic
Content subjects
Literature
Geography
History
Civic Studies
Manners and Conduct
Nature Study
Agriculture
Expression subjects
Kindergarten Work
Music
Manual Arts
Domestic Arts
Plays and Games
School Gardening
Vocational Subjects
From: THE HISTORY OF EDUCATION - BY ELLWOOD P. CUBBERLEY - EDUCATIONAL PRACTICE AND PROGRESS CONSIDERED AS A PHASE OF THE DEVELOPMENT AND SPREAD OF WESTERN CIVILIZATION
[15] The studies which have come to characterize the modern elementary school may now be classified under the following headings:
Drill subjects
Reading
Writing
Spelling
Language
Arithmetic
Content subjects
Literature
Geography
History
Civic Studies
Manners and Conduct
Nature Study
Agriculture
Expression subjects
Kindergarten Work
Music
Manual Arts
Domestic Arts
Plays and Games
School Gardening
Vocational Subjects
From: THE HISTORY OF EDUCATION - BY ELLWOOD P. CUBBERLEY - EDUCATIONAL PRACTICE AND PROGRESS CONSIDERED AS A PHASE OF THE DEVELOPMENT AND SPREAD OF WESTERN CIVILIZATION
THE HISTORY OF EDUCATION
STUDIES AND TEXTBOOKS.
Source: THE HISTORY OF EDUCATION
EDUCATIONAL PRACTICE AND PROGRESS CONSIDERED AS A PHASE OF THE DEVELOPMENT AND SPREAD OF WESTERN CIVILIZATION
BY
ELLWOOD P. CUBBERLEY
Stanford University, California September 4, 1920
The studies of the elementary vernacular school
remained, throughout the whole of the eighteenth century, much as before,
namely, reading, a little writing and ciphering, some spelling, religion,
and in Teutonic countries a little music. La Salle (R. 182) had
prescribed, for the Catholic vernacular schools of France, instruction in
French, some. Latin, "orthography, arithmetic, the matins and vespers, le
Pater, l'Ave Maria, le Credo et le Confiteor, the Commandments, responses,
Catechism, duties of a Christian, and maxims and precepts drawn from the
Testament." The Catechism was to be taught one half-hour daily. The
schoolbooks in England in Locke's day, as he tells us (p. 435), were "the
Horn Book, Primer, Psalter, Testament, and Bible." These indicate merely a
religious vernacular school. The purpose stated for the English Church
charity-schools (R. 238 b), schools that attained to large importance in
England and the American Colonies during the eighteenth century, shows
them to have been, similarly, religious vernacular schools. The _School
Regulations_ which Frederick the Great promulgated for Prussia (1763),
fixed the textbooks to be used (R. 274, § 20), and indicate that the
instruction in Prussia was still restricted to reading, writing, religion,
singing, and a little arithmetic. In colonial America, Noah Webster's
description (R. 230) of the schools he attended in Connecticut, about
1764-70, shows that the studies and textbooks were "chiefly or wholly
Dilworth's Spelling Books, the Psalter, Testament, and Bible," with a
little writing and ciphering. A few words of description of these older
books may prove useful here.
[Illustration: FIG. 130. A HORN BOOK]
THE HORN BOOK. The Horn Book goes back to the close of the fifteenth
century, [7] and by the end of the sixteenth century was in common use
throughout England. Somewhat similar alphabet boards, lacking the handle,
were also used in Holland, France, and in German lands. This, a thin oak
board on which was pasted a printed slip, covered by translucent horn, was
the book from which children learned their letters and began to read, the
mastery of which usually required some time. Cowper thus describes this
little book:
Neatly secured from being soiled or torn
Beneath a pane of thin translucent horn,
A book (to please us at a tender age
'T is called a book, though but a single page)
Presents the prayer the Savior designed to teach,
Which children use, and parsons--when they preach.
The Horn Book was much used well into the eighteenth century, but its
reading matter was in time incorporated into the school Primer, now
evolved out of an earlier elementary religious manual.
THE PRIMER. Originally the child next passed to the Catechism and the
Bible, but about the middle of the seventeenth century the Primer began to
be used. The Primer in its original form was a simple manual of devotion
for the laity, compiled without any thought of its use in the schools. It
contained the Creed, the Lord's Prayer, the Ten Commandments, and a few of
the more commonly used prayers and psalms. [8] The Catechism soon was
added, and with the prefixing of the alphabet and a few syllables and
words it was transformed, as schools arose, into the first reading book
for children. There was at first no attempt at grading, illustration, or
the introduction of easy reading material. About the close of the
seventeenth century the illustrated Primer, with some attempt at grading
and some additional subject-matter, made its appearance, both in England
and America, and at once leaped into great popularity.
The idea possibly goes back to the _Orbis Pictus_ (1654) of Comenius (p.
413: R. 221), the first illustrated schoolbook ever written. The first
English Primer adapted to school use was _The Protestant Tutor_, a rather
rabid anti-Catholic work which appeared in London, about 1685. A later
edition of this contained the alphabet, some syllables and words, the
figures and letters, the list of the books of the Bible, an alphabet of
lessons, the Lord's Prayer, the Creed, the Ten Commandments, and a poem,
long famous, on the death of the martyr, John Rogers. [9] It was an
abridgement of this book which the same publisher brought out in Boston,
about 1690, under the name of _The New England Primer_ (R. 202). This at
once leaped into great popularity, and became the accepted reading book in
all the schools of the American Colonies except those under the Church of
England. For the next century and a quarter it was the chief school and
reading book in use among the Dissenters and Lutherans in America.
Schoolmasters drilled the children on the reading matter and the Catechism
it contained, and the people recited from it yearly in the churches. It
was also used for such spelling as was given. It was the first great
American textbook success, and was still in use in the Boston dame schools
as late as 1806. It was reprinted in England, and enjoyed a great sale
among Dissenters there. Its sales in America alone have been estimated at
least three million copies. The sale in Europe was also large. It was
followed in England by other Primers and other introductory reading books,
of which _The History of Genesis_ (1708), a series of simple stories
retold from the first book of the Bible, and _The Child's Weeks-Work_
(1712), containing proverbs, fables, conundrums, lessons on behavior, and
a short catechism, are types. Frederick the Great, in his list of required
textbooks for Prussian schools (R. 274, § 20), does not mention a Primer.
[Illustration: THE WESTMINSTER CATECHISM.
(A page from _The New England Primer_, natural size)]
THE CATECHISM. In all Protestant German lands the Shorter Catechism
prepared by Luther, or the later Heidelberg Catechism; in Calvinistic
lands the Catechism of Calvin; and in England and the American Colonies
the Westminster Catechism, [10] formed the backbone of the religious
instruction. Teachers drilled their pupils in these as thoroughly as on
any other subject, writing masters set as copies sentences from the book,
children were required to memorize the answers, and the doctrines
contained were emphasized by teacher and preacher so that the children
were saturated with the religious ideas set forth. No book except the
Bible did so much to form the character, and none so much to fix the
religious bias of the children. Almost equal importance was given to the
Catechism in Catholic lands (R. 182, §§ 21-22), though there supplemented
by more religious influences derived from the ceremonial of the Church.
[Illustration: FIG. 132. THOMAS DILWORTH (?-1780)
The most celebrated English textbook writer of his day.
(From the Frontispiece of his _Schoolmaster's Assistant_, 1740)]
SPELLERS. The next step forward, in the transition from the religious
Primer to secular reading matter for school children, came in the use of
the so-called Spellers. Probably the first of these was _The English
School-Master_ of Edmund Coote (R. 229), first issued in 1596. This gave
thirty-two pages to the alphabet and spelling; eighteen to a shorter
Catechism, prayers, and psalms; five to chronology; two to writing copies;
two to arithmetic; and twenty to a list of hard words, alphabetically
arranged and explained. As will be seen from this analysis of contents,
this was a schoolmaster's general manual and guide. After about 1740 such
books became very popular, due to the publication that year of Thomas
Dilworth's _A New Guide to the English Tongue_. This book contained, as
the title-page (R. 229) declared, selected lists of words with rules for
their pronunciation, a short treatise on grammar, a collection of fables
with illustrations for reading, some moral selections, and forms of prayer
for children. It became very popular in New as well as in old England, and
was followed by a long line of imitators, culminating in America in the
publication of Noah Webster's famous blue-backed _American Spelling Book_,
in 1783. This was after the plan of the English Dilworth, but was put in
better teaching form. It contained numerous graded lists of words, some
illustrations, a series of graded reading lessons, and was largely secular
in character. It at once superseded the expiring _New England Primer_ in
most of the American cities, and continued popular in the United States
for more than a hundred years. [11] It was the second great American
textbook success, and was followed by a long list of popular Spellers and
Readers, leading up to the excellent secular Readers of the present day.
Source: THE HISTORY OF EDUCATION
EDUCATIONAL PRACTICE AND PROGRESS CONSIDERED AS A PHASE OF THE DEVELOPMENT AND SPREAD OF WESTERN CIVILIZATION
BY
ELLWOOD P. CUBBERLEY
Stanford University, California September 4, 1920
The studies of the elementary vernacular school
remained, throughout the whole of the eighteenth century, much as before,
namely, reading, a little writing and ciphering, some spelling, religion,
and in Teutonic countries a little music. La Salle (R. 182) had
prescribed, for the Catholic vernacular schools of France, instruction in
French, some. Latin, "orthography, arithmetic, the matins and vespers, le
Pater, l'Ave Maria, le Credo et le Confiteor, the Commandments, responses,
Catechism, duties of a Christian, and maxims and precepts drawn from the
Testament." The Catechism was to be taught one half-hour daily. The
schoolbooks in England in Locke's day, as he tells us (p. 435), were "the
Horn Book, Primer, Psalter, Testament, and Bible." These indicate merely a
religious vernacular school. The purpose stated for the English Church
charity-schools (R. 238 b), schools that attained to large importance in
England and the American Colonies during the eighteenth century, shows
them to have been, similarly, religious vernacular schools. The _School
Regulations_ which Frederick the Great promulgated for Prussia (1763),
fixed the textbooks to be used (R. 274, § 20), and indicate that the
instruction in Prussia was still restricted to reading, writing, religion,
singing, and a little arithmetic. In colonial America, Noah Webster's
description (R. 230) of the schools he attended in Connecticut, about
1764-70, shows that the studies and textbooks were "chiefly or wholly
Dilworth's Spelling Books, the Psalter, Testament, and Bible," with a
little writing and ciphering. A few words of description of these older
books may prove useful here.
[Illustration: FIG. 130. A HORN BOOK]
THE HORN BOOK. The Horn Book goes back to the close of the fifteenth
century, [7] and by the end of the sixteenth century was in common use
throughout England. Somewhat similar alphabet boards, lacking the handle,
were also used in Holland, France, and in German lands. This, a thin oak
board on which was pasted a printed slip, covered by translucent horn, was
the book from which children learned their letters and began to read, the
mastery of which usually required some time. Cowper thus describes this
little book:
Neatly secured from being soiled or torn
Beneath a pane of thin translucent horn,
A book (to please us at a tender age
'T is called a book, though but a single page)
Presents the prayer the Savior designed to teach,
Which children use, and parsons--when they preach.
The Horn Book was much used well into the eighteenth century, but its
reading matter was in time incorporated into the school Primer, now
evolved out of an earlier elementary religious manual.
THE PRIMER. Originally the child next passed to the Catechism and the
Bible, but about the middle of the seventeenth century the Primer began to
be used. The Primer in its original form was a simple manual of devotion
for the laity, compiled without any thought of its use in the schools. It
contained the Creed, the Lord's Prayer, the Ten Commandments, and a few of
the more commonly used prayers and psalms. [8] The Catechism soon was
added, and with the prefixing of the alphabet and a few syllables and
words it was transformed, as schools arose, into the first reading book
for children. There was at first no attempt at grading, illustration, or
the introduction of easy reading material. About the close of the
seventeenth century the illustrated Primer, with some attempt at grading
and some additional subject-matter, made its appearance, both in England
and America, and at once leaped into great popularity.
The idea possibly goes back to the _Orbis Pictus_ (1654) of Comenius (p.
413: R. 221), the first illustrated schoolbook ever written. The first
English Primer adapted to school use was _The Protestant Tutor_, a rather
rabid anti-Catholic work which appeared in London, about 1685. A later
edition of this contained the alphabet, some syllables and words, the
figures and letters, the list of the books of the Bible, an alphabet of
lessons, the Lord's Prayer, the Creed, the Ten Commandments, and a poem,
long famous, on the death of the martyr, John Rogers. [9] It was an
abridgement of this book which the same publisher brought out in Boston,
about 1690, under the name of _The New England Primer_ (R. 202). This at
once leaped into great popularity, and became the accepted reading book in
all the schools of the American Colonies except those under the Church of
England. For the next century and a quarter it was the chief school and
reading book in use among the Dissenters and Lutherans in America.
Schoolmasters drilled the children on the reading matter and the Catechism
it contained, and the people recited from it yearly in the churches. It
was also used for such spelling as was given. It was the first great
American textbook success, and was still in use in the Boston dame schools
as late as 1806. It was reprinted in England, and enjoyed a great sale
among Dissenters there. Its sales in America alone have been estimated at
least three million copies. The sale in Europe was also large. It was
followed in England by other Primers and other introductory reading books,
of which _The History of Genesis_ (1708), a series of simple stories
retold from the first book of the Bible, and _The Child's Weeks-Work_
(1712), containing proverbs, fables, conundrums, lessons on behavior, and
a short catechism, are types. Frederick the Great, in his list of required
textbooks for Prussian schools (R. 274, § 20), does not mention a Primer.
[Illustration: THE WESTMINSTER CATECHISM.
(A page from _The New England Primer_, natural size)]
THE CATECHISM. In all Protestant German lands the Shorter Catechism
prepared by Luther, or the later Heidelberg Catechism; in Calvinistic
lands the Catechism of Calvin; and in England and the American Colonies
the Westminster Catechism, [10] formed the backbone of the religious
instruction. Teachers drilled their pupils in these as thoroughly as on
any other subject, writing masters set as copies sentences from the book,
children were required to memorize the answers, and the doctrines
contained were emphasized by teacher and preacher so that the children
were saturated with the religious ideas set forth. No book except the
Bible did so much to form the character, and none so much to fix the
religious bias of the children. Almost equal importance was given to the
Catechism in Catholic lands (R. 182, §§ 21-22), though there supplemented
by more religious influences derived from the ceremonial of the Church.
[Illustration: FIG. 132. THOMAS DILWORTH (?-1780)
The most celebrated English textbook writer of his day.
(From the Frontispiece of his _Schoolmaster's Assistant_, 1740)]
SPELLERS. The next step forward, in the transition from the religious
Primer to secular reading matter for school children, came in the use of
the so-called Spellers. Probably the first of these was _The English
School-Master_ of Edmund Coote (R. 229), first issued in 1596. This gave
thirty-two pages to the alphabet and spelling; eighteen to a shorter
Catechism, prayers, and psalms; five to chronology; two to writing copies;
two to arithmetic; and twenty to a list of hard words, alphabetically
arranged and explained. As will be seen from this analysis of contents,
this was a schoolmaster's general manual and guide. After about 1740 such
books became very popular, due to the publication that year of Thomas
Dilworth's _A New Guide to the English Tongue_. This book contained, as
the title-page (R. 229) declared, selected lists of words with rules for
their pronunciation, a short treatise on grammar, a collection of fables
with illustrations for reading, some moral selections, and forms of prayer
for children. It became very popular in New as well as in old England, and
was followed by a long line of imitators, culminating in America in the
publication of Noah Webster's famous blue-backed _American Spelling Book_,
in 1783. This was after the plan of the English Dilworth, but was put in
better teaching form. It contained numerous graded lists of words, some
illustrations, a series of graded reading lessons, and was largely secular
in character. It at once superseded the expiring _New England Primer_ in
most of the American cities, and continued popular in the United States
for more than a hundred years. [11] It was the second great American
textbook success, and was followed by a long list of popular Spellers and
Readers, leading up to the excellent secular Readers of the present day.
Project Gutenberg on the topic of Copyright.
Gutenberg:No Sweat of the Brow Copyright
Below is the portion of that page which relates to the type of work that does not result in a new copyright.
From Project Gutenberg, the first producer of free electronic books (ebooks).
Retrieved from "http://www.gutenberg.org/wiki/Gutenberg:No_Sweat_of_the_Brow_Copyright"
Work performed on a public domain item, known as sweat of the brow, does not result in a new copyright. This is the judgment of Project Gutenberg's copyright lawyers, and is founded in a study of case law in the United States. This is founded in the notion of authorship, which is a prerequisite for a new copyright. Non-authorship activities do not create a new copyright.
Some organizations erroneously claim a new copyright when they add value to a public domain item, such as to an old printed book. But despite the difficulty of the work involved, none of these activities result in new copyright protection when performed on a public domain item:
scanning and optical character recognition (OCR)
proofreading and OCR error correction
fixing spelling and typography, including substantial updates to spelling such as changing from American to British English
adding markup (HTML, XML, TeX, etc.)
digitizing, cropping, color-adjusting or other modifications to images
addition of trivial new content, such as images to indicate page breaks in an HTML file, or pictures of gothic letters for the first letter in a chapter, or adding or removing a few words per chapter
substantial reorganization, such as moving footnotes to end-notes, or changing the locations of pictures within the text
recoding to new character sets, such as Unicode, or new formats, such as PDF
More at the original source page:
http://www.gutenberg.org/wiki/Gutenberg:No_Sweat_of_the_Brow_Copyright
Below is the portion of that page which relates to the type of work that does not result in a new copyright.
From Project Gutenberg, the first producer of free electronic books (ebooks).
Retrieved from "http://www.gutenberg.org/wiki/Gutenberg:No_Sweat_of_the_Brow_Copyright"
Work performed on a public domain item, known as sweat of the brow, does not result in a new copyright. This is the judgment of Project Gutenberg's copyright lawyers, and is founded in a study of case law in the United States. This is founded in the notion of authorship, which is a prerequisite for a new copyright. Non-authorship activities do not create a new copyright.
Some organizations erroneously claim a new copyright when they add value to a public domain item, such as to an old printed book. But despite the difficulty of the work involved, none of these activities result in new copyright protection when performed on a public domain item:
scanning and optical character recognition (OCR)
proofreading and OCR error correction
fixing spelling and typography, including substantial updates to spelling such as changing from American to British English
adding markup (HTML, XML, TeX, etc.)
digitizing, cropping, color-adjusting or other modifications to images
addition of trivial new content, such as images to indicate page breaks in an HTML file, or pictures of gothic letters for the first letter in a chapter, or adding or removing a few words per chapter
substantial reorganization, such as moving footnotes to end-notes, or changing the locations of pictures within the text
recoding to new character sets, such as Unicode, or new formats, such as PDF
More at the original source page:
http://www.gutenberg.org/wiki/Gutenberg:No_Sweat_of_the_Brow_Copyright
Teaching Spelling
For many years standard spelling textbooks were used to teach spelling. Each week students got a new list of word to learn and they studied and memorized those words in order to prepare for a spelling test on Friday.
Recent research into spelling methods and spelling curriculum appear to indicate that this may not be the most effective method of teaching English spelling.
Whether teaching spelling using a traditional spelling program or a more modern spelling curriculum, the use of spelling words, spelling lists and rote memorization of spelling lists and spelling rules still seems to be the dominant methodology used in the K-12 classroom.
Modern Elementary Education calls for modern approaches.
Feel free to leave your comments pointing to appropriate educational resources that should be highlighted.
Thank you,
Recent research into spelling methods and spelling curriculum appear to indicate that this may not be the most effective method of teaching English spelling.
Whether teaching spelling using a traditional spelling program or a more modern spelling curriculum, the use of spelling words, spelling lists and rote memorization of spelling lists and spelling rules still seems to be the dominant methodology used in the K-12 classroom.
Modern Elementary Education calls for modern approaches.
Feel free to leave your comments pointing to appropriate educational resources that should be highlighted.
Thank you,
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