About Our Hometowns

[Roy]

Fruit packing plant, 1910:

[Rufus T. Firefly]

.

[Tom Dempsey]

Now, everybody, back to work!

[Roy]

Probably the exterior of the packing plant shown above, 1904. It was located on Whittier Blvd:

[Roy]

My school, from kindergarten through third grade. Lou Henry Hoover, President Hoover's wife, grew up in Whittier.

[Rufus T. Firefly]

.

[Roy]

...quote is from von Humbolt?

That's what it looks like, to me. The quote may be a bit foreshortened.

[webenda]

...quote is from von Humbolt?

That's what it looks like, to me. The quote may be a bit foreshortened.

The long version wouldn't include putting something into the teachers would it?

"Whatever you would have appear in the life of a nation you must first put into its schools; and whatever you would put into schools must first be put into the teacher."

[Rufus T. Firefly]

.

[MurphOnMillerAve]

[Rufus T. Firefly]

.

[Roy]

"Whatever you would have appear in the life of a nation you must first put into its schools; and whatever you would put into schools must first be put into the teacher."

I see that's also attributed to "the Prussians".

[HONDO74]

**

[Rufus T. Firefly]

.

[MurphOnMillerAve]

Traditional education focuses on teaching, not learning. It incorrectly assumes that for every ounce of teaching there is an ounce of learning by those who are taught. However, most of what we learn before, during, and after attending schools is learned without its being taught to us. A child learns such fundamental things as how to walk, talk, eat, dress, and so on without being taught these things. Adults learn most of what they use at work or at leisure while at work or leisure. Most of what is taught in classroom settings is forgotten, and much or what is remembered is irrelevant.

Obviously, I do not know how or where you arrived at such a view of education and teaching. I don't know how much of what you said I believe.

However, speaking only from my own limited perspective as an actual classroom teacher of Science and English on the Middle School and High School levels, here is a portion of all that I ever "assumed":

1.) It was up to me to find the way into each mind. Wherever there was a lack of knowledge or of interest, It was my task to make up the difference and involve and inspire.

2.) Students receiving an "F" or even a "D" was largely out of the question. And those grades would never, ever appear as a surprise at the end of a semester. Every inch along the way had to be filled with awareness, by the pupil and by me, the teacher, of where there were blanks in the record as well as gaps in the education of each individual pupil placed in my care. To assist in that mission, my students had access to the Grade Record Book, as well as to Extra-credit, extra-review exercises.

3.) I made House-calls, and assumed I was always welcome, even on one particular December 26, during vacation. I was correct. I was welcomed.

4.) The engine for the entire effort and place was I. That meant the power was mine, but it was shared with my pupils. If anybody got "off-track," it was my job to put them back on the right track.

5.) At the end of each school-day, I knew I would go home exhausted, as did my students, I believe, due to a good day's work.

There's more, much more. But this is enough for now, should you invite a conversation further.
Murph