Course of Study in the Public Schools of San Francisco, CaliforniaH.S. Crocker Company, 1897 |
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Algebra arithme blackboard Bookkeeping Business arithmetic Business Forms.-Ward's Cæsar Calisthenics cent chart Chemistry Civil Government classes clusive Commercial completed Composition counters course of study cube root decimal dime divisor Drawing.-Thompson's drill eighth grade Elementary English exercises Explanation of home figures forms Fourth Freehand Drawing geography given Grammar and Composition.-State grammar grades Greek hands of teacher Health Lessons.-State Physiology Hecto Humane Education.-Heart Culture inches inclusive instructions Instrumental drawing interest Julius Cæsar Latin Lowell High School Manual training Mathematics Mental Arithmetic metre metric system minuend moral Multiplication Music Reader Music.-Natural Music Number of Recitations objects Particular aims Penmanship periods Physics plane geometry practice Prescribed Principal problems pupils questions Reading.-State recitations per week Science selected Shorthand simple sixth grade slates solid geometry Speller subtract taught teacher to read text-books tion Trigonometry Typewriting Word Analysis Word Analysis.-Swinton writing Writing.-California Vertical Written Arithmetic.-State Advanced YEAR.-Age
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Página 76 - It shall be the duty of all teachers to endeavor to impress upon the minds of the pupils the principles of morality, truth, justice, and patriotism; to teach them to avoid idleness, profanity, and falsehood; and to instruct them in the principles of a free government, and to train them up to a true comprehension of the rights, duties, and dignity of American citizenship.
Página 76 - Instruction must be given, in all grades of school and in all classes during the entire school course, in manners and morals and upon the nature of alcoholic drinks and narcotics and their effects upon the human system.
Página 41 - Liquid or Wine Measure. 4 gills make 1 pint, 2 pints make 1 quart, 4 quarts make 1 gallon, 31 J gallons make 1 barrel, 2 barrels make one hogshead.
Página 69 - Our recommendation on this subject is set forth in Resolution 25, " That the study of history should be constantly associated with the study of topography and political geography, and should be supplemented by the study of historical and commercial geography, and the drawing Of historical maps.
Página 18 - I pledge allegiance to my flag, and to the Republic for which it stands ; one nation indivisible, with liberty and justice for all.
Página 68 - Here is the place where the teacher's superior knowledge and training tells ; here is the place also for stirring up the minds of the pupils. How far should pupils be expected to memorize? " A few things should be learned by heart and, when forgotten, learned again, to serve as a firm ground work upon which to group one's knowledge : without knowing the succession of dynasties, or of sovereigns, or of presidents, or the dates of the great constitutional events, the pupil's stock of information will...
Página 77 - In all grades teachers should embrace every convenient opportunity to instruct their pupils in morals and manners. The following list of topics will supply bases for many interesting talks : Duty to parents, to brothers and sisters, to playmates, to the aged, to the poor and unfortunate, to the ignorant and stupid, to strangers and foreigners, to the public, to one's country. Home manners, table manners, school manners, street manners manners in public assemblies and in public conveyances. Industry,...
Página 9 - Did the discipline of the school influence the pupil helpfully outside of the school-room? 82. Was the moral atmosphere of the school wholesome? . . . mental? 83. Were the relations existing between the teacher and pupils kindly and intimate? 84. Did the pupils obey promptly? . . . cheerfully? 85. What was the temperature? . . . atmosphere? 86. Was the school-room tidy and attractive ' 87 Was the work on the board and slates neatly done and arranged? 88. Were the pupils allowed to injure the text-books...
Página 9 - ... and walk properly? 66. Was she careful in her manner, tone, and words, in her intercourse with her pupils? 67. In arithmetic did her pupils give parrot-like or intelligent analyses? 68. Did they analyze the problems or state the processes used in the work? 69. Were fractions so taught that they were readily used in interest and percentage? 70. Were the pupils rapid and accurate in mental work in arithmetic? 71. Did she try to teach the cause and relation of facts studied? 72. Did she possess...
Página 8 - ... city? . . . county? . . . state ? . . . famous men ? . . . great and current events ? 48. Were inaccuracies in oral and written language corrected ? 49. Were important points frequently reviewed ? 50. In reviews, were the questions so worded as to require the pupils to think if they answer them and to use their own words in their answers ? 51. Were her questions brief and searching? 52. Were her recitations so conducted as to develop thought ? 53. Did she dispatch the details of her work expeditiously...