Biennial Report

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125 ページ - What constitutes a state? Not high-raised battlement or labored mound, Thick wall or moated gate ; Not cities proud, with spires and turrets crowned ; Not bays and broad-armed ports, Where, laughing at the storm, rich navies ride ; Not starred and spangled courts, Where low-browed baseness wafts perfume to pride. No : MEN, high-minded MEN...
71 ページ - 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 ; 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.
119 ページ - Thus confounding two kinds of simplification, teachers have constantly erred by setting out with " first principles " : a proceeding essentially, though not apparently, at variance with the primary rule; which implies that the mind should be introduced to principles through the medium of examples, and so should be led from the particular to the general — from the concrete to the abstract.
74 ページ - When, where, and by whom was the first permanent settlement made in North America ? 21.
54 ページ - Education ; and no teacher shall require or advise any of the pupils to purchase for use in the schools any book not contained in the list of books directed and authorized to be used in the schools.
17 ページ - The individual who causes two blades of grass to grow where but one grew before, is held in highest emulation as a benefactor of his race.
119 ページ - 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.
79 ページ - They are not intended as substitutes for normal schools, nor can they educate teachers to the business of their profession, yet they serve the most admirable purpose of improving those who are not...
118 ページ - Experience has taught me that indolence in young persons is so directly opposite to their natural disposition to activity, that unless it is the consequence of bad education, it is almost invariably connected with some constitutional defect.
122 ページ - I am very apt to think, that great severity of punishment does but very little good; nay, great harm in education: and I believe it will be found, that, caeteris paribus, those children who have been most chastised, seldom make the best men.

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