Taylor enters the room each day with the same two words, “Where’s Chynna?” Chynna generally enter moments later, and Taylor’s face breaks into a big smile.
Chynna, a Deanwood resident and 9th grade student at Hyde Leadership Public Charter School, is a tutor with Reach Incorporated. Reach improves literacy skills, across ages, by hiring and training adolescents to tutor in DC elementary schools. Two days each week, Chynna receives training to provide instruction in the five core components of literacy development: fluency, phonemic awareness, phonics, vocabulary, and text comprehension. On two alternating days, Chynna works with Taylor, an energetic second grade student.
Chynna pushes Taylor to give her best. Though Taylor, like many young learners, works hard to avoid hard work, Chynna continually pushes Taylor to do more. Together, they work on journal entries, read stories, and complete book reports. Chynna finds creative ways to motivate Taylor each day – sometimes, for example, Taylor will quickly begin her work once Chynna lets her write in multi-colored markers.
While Chynna’s performance in Reach’s after-school program is impressive, she handles her in-class responsibilities with equal devotion. In addition to her nearly perfect attendance, Chynna is an honor roll student currently carrying a grade point average of 3.43. Her well-developed social skills and impressive record of achievement predict success in her efforts to become a forensic scientist.
While Chynna must sometimes be reminded to smile, the same can never be said of Taylor. With Chynna’s continued hard work, both she and Taylor will continue to thrive.
Whether or not Chynna is recognized by DCLY, we were so pleased to be able to recognize her work to this point. Thanks, as always, for reading.


Kacey Harper is a Third Grade Teacher at Webb Elementary School. She knows the importance of the Science, Technology, Engineering, and Math Initiative—or STEM—but said a missing letter is equally as important: “R.”
“If you can't read, then, I mean, they won't know what's going on in the world, or how to get anywhere. It's just very crucial. It's very important,” said Harper.
However, when the Annie P. Casey Foundation found a large number of 4th graders in Alabama are not reading on grade level, department heads became concerned.
“We want our kids on grade level by the third grade,” said Anthony Stewart, Elementary Curriculum Supervisor of Houston County Schools.
Stewart said their reading rates are above that study simply because cognitive reading goes beyond the classroom.
“We do a lot of group work. We pull kids back into small groups. We also challenge those kids that are already there. As parents, we want to know that our kids are being challenged,” explained Stewart.
Houston County’s School System uses a program called DIBELS—a series of short tests that keep track of a child's reading comprehension.
Stewart said, “If they don't have the reading, they're not going to get the math, they're not going to get the science, not going to get the social studies. So, it's no doubt the most important goal that we have in elementary education.”
For Harper, the proof is in the performance.
“In the beginning of the year, I had to do a lot of modeling. Now, when I give the students a question, they know what to do.”


Great phonics lesson plans can make teaching students to read a whole lot easier, and a lot more enjoyable.
Most teachers recognize that the primary focus of phonics instruction is to help beginning readers understand how letters are linked to sounds (phonemes) to form letter-sound correspondences and spelling patterns, and to help them learn how to apply this knowledge in their reading. Phonics instruction produces the best results when letter-sound relationships are taught in a clearly defined sequence. Teachers can do this by including the letter-sound relationships of both consonants and vowels in target words. Teachers will also recognize that the simultaneous presentation of both written words and sounds can be effective in improving children's decoding skills.
Phonics can best be taught in small groups of like-leveled students. Teachers should also choose books that are tailored to the abilities of these select students. Teachers can begin phonics instruction by showing students to recognize that the rime segment of an unfamiliar word is identical to that of a familiar word, and then blending the known rime with the new word onset, for example reading the words fat and hat by recognizing that -at is contained in the known word cat. Teachers can also use phonics instruction to show students how to convert letter to sounds and then putting those sounds together to form words. Please use the lesson plans below to help in implementing these instructional tips.
Phonics Lesson Plans:
Learning Phonics Through Making Words (Grade Range: 1st) Students manipulate letters to spell words. They listen to a story that contains words using the lesson letters, and using the letters a, i, c, g, m, n, and p they spell various words following step-by-step directions given by the teacher. This lesson is based on a phonics lesson from the book "Systematic Sequential Phonics They Use" by Patricia Cunningham.
Manipulating the Sounds in Words (Grade Range: 3rd) Students discuss a variety of phonics rules that deal with changing sounds within words. They read and discuss the examples with the teacher, then read the fable "The Lion and the Mouse" with a partner, drawing a picture of what happens in the beginning, middle, and the end of the story.
Reading is the Key (Comprehension) (Grade Range: 6th - 8th) Students incorporate phonics, word attack skills, use of context clues, and use of word origins to improve a student's comprehension of assigned readings in various classes. They comprehend the role of decoding.
Signs and Symbols to Acquire Language (Grade Range: 8th - 10th) Students utilize deductive reasoning to decipher unfamiliar words and sounds. They acquire high-frequency words by viewing street signs and playing phonics games. This lesson is intended for students acquiring a foreign language.


The students of St. Lawrence have created the first comprehensive collection of the history of St. Lawrence School and Parish. This collection is filled with stories, legends, and tall tales as well as artifacts, props, and creations. The collection captures memories of the past and the traditions of today along with many hopes and dreams for the future.
Oral history involves interviewing a person or group to get an inside perspective into what it was or is like to live as the member of a particular group within a society. Interviewing a group of people can create a picture of that experience, and an oral history project can be a way of preserving a piece of history.
In Spring 2007, two USF faculty members, Jenifer Schneider, Ph.D. and James King, Ed.D., brought a group of 33 elementary education pre-service teachers to work with students to develop an oral history of St. Lawrence Catholic School and Parish. The St. Lawrence students conducted, produced, and disseminated the oral history project. They used research and writing skills to create multi-media projects such as digital storybooks, podcasts, and movies. The USF pre-service teachers guided the students through the oral history project using various technological media and instructional strategies such as modeled, shared, and guided reading or writing.
Oral history is the systematic collection of living people’s testimony about their own experiences. Oral historians attempt to verify their findings, analyze them, and place them in an accurate historical context. Oral historians are also concerned with storage of their findings for use by later scholars.
Oral history depends upon human memory and the spoken word. The means of collection can vary from taking notes by hand to elaborate electronic aural and video recordings. You may read more about oral history on the following websites: Step-by-Step Guide to Oral History, UNC Oral History Handout.


Sheridan, Mark and Byrne, Charles (2003) Music education. In: Scottish Education. Edinburgh University Press, Edinburgh, pp. 575-579. ISBN 074861625X
Prior to the 1980s the music curriculum consisted of class-singing, sol-fah deciphering and music appreciation. Typical resources were the piano, the Curwen modulator, numerous sets of song and sight-reading books (to suit single gender class groupings) and a record player. More enlightened teachers would have some percussion instruments or recorders in the classroom and, from the 1970s, the odd guitar. The Scottish Examination Board 'O' Grade examination at the end of year 4 was designed to be overtaken by pupils who had expertise on an instrument or voice to the equivalent of Associated Board Grade 5, tuition on which was given outwith the classroom while the teacher concentrated on historical study, rudiments and analysis. Such elitism fuelled growing disillusionment in pupils and many teachers who experienced a different world of music in their private lives (Witkin, 1974). Significant and effective change came in 1978 with the publication by the Scottish Education Department of the highly controversial Curriculum Paper 16, Music in Scottish Schools. This was the dividing line between past practices and future developments which radically changed the way in which music was taught and which clearly focused music teachers' and educators' energies and ideas. It encapsulated many of the ideas and innovations which had been forming in Britain through the work of Paynter and Aston (1970), Witkin (1974) and in the USA since the 1960s (Choksy et al., 1986) and placed them into a Scottish context. This provided the impetus for a root and branch overhaul of the curriculum which would reshape music in the classroom into an action-based experience, open to all children, regardless of their musical or academic ability. In the contexts of both primary and secondary schools, Curriculum Paper 16 recommended syllabus content and teaching and learning strategies, the review of assessment approaches and most significantly, staffing, resource and accommodation requirements to enable 'music for all' to be implemented. These recommendations gave teachers and headteachers the tools and impetus to make demands on local authorities to fund the developments appropriately.
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Beyond Baby Talk
From Speaking to Spelling: A Guide to Language and Literacy Development for Parents and Caregivers
Publication Date: October 2, 2012
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Guide your child to effective communication with this fully updated handbook.
Language is about so much more than just words, and healthy communication is the foundation of your child’s ability to succeed emotionally, socially, and academically. The first eight years of life are a critical period of language and literacy development, and as a parent, you are your child’s primary role model as he or she begins to acquire speaking, reading, and writing skills. And yet, you may be uncertain of what constitutes typical language progress and of what activities and practices will enhance your child’s learning experiences the most. Fully revised and updated for our modern times, Beyond Baby Talk is here to guide you through the easiest and most engaging ways to instill strong communication skills in your child, and to provide fun for you both along the way.
Inside, you’ll find all of the essential steps and checkpoints to help you gauge your child’s progress, as well as easy methods to:
• Evaluate and monitor your child’s spoken language development
• Enhance your child’s literacy skills for improved spelling, reading, and writing abilities
• Understand and navigate environmental influences on language development such as television, texting, and cultural slang
• Recognize the signs of language and literacy progress problems—and know when to seek professional help
In collaboration with and copyrighted by the American Speech-Language-Hearing Association (ASHA) www.asha.org/BeyondBabyTalk
Kenn Apel, PhD, CCC-SLP, is a professor and chair of communication sciences and disorders at the University of South Carolina and a widely known researcher and educator in language and literacy development and disorders.
Julie J. Masterson, Ph.D., CCC-SLP, is a nationally known educator and researcher in speech, language, and literacy development. She is a professor of communication sciences and disorders at Missouri State University.
"Beyond Baby Talk combines accuracy with readability to produce an excellent resource for parents, caregivers, and clinicians alike." --Arthur C. Maelender, Ph.D., Geisel School of Medicine at Dartmouth
"[Beyond Baby Talk] is well written and enjoyable to read....made concepts much easier to grasp and understand. I would definitely recommend to the families that I care for. " --Michael Metts, D.O., FAAP, FACOP, Des Moines University


- A-Z Animals - Grasshopper
- Animal Corner - Grasshopper
- Backyard Nature - Grasshoppers
- BioKids - Grasshopper
- Buzzle.com - Grasshopper
- Illinois College of Aces - Department of Crop Sciences - Grasshopper
- Iloveindia.com - Grasshopper
- Kidipede Science for Kids - Grasshopper
- United States Department of Agriculture - Grasshopper
- University of Arizona - Grasshopper
Britannica Web Sites
Articles from Britannica encyclopedias for elementary and high school students.
- grasshopper - Children's Encyclopedia (Ages 8-11)
Grasshoppers are leaping insects that are found all over the world. They live mostly in forests or grasslands, but they are also common in gardens. Their brown or green coloring helps them blend in with the plants and dirt around them. Grasshoppers are closely related to crickets.
- grasshopper - Student Encyclopedia (Ages 11 and up)
Grasshoppers are jumping insects that are found throughout the world, especially in lowland tropical forests, semiarid regions, and grasslands. In certain parts of the world, grasshoppers are eaten as food, most often dried, jellied, roasted, or ground into a meal. Most grasshoppers are herbivorous, eating only plants. Some species have been known to form the enormous migratory swarms that can cause agricultural havoc, devastating crops and natural vegetation in a matter of days. Grasshoppers belong to the insect order Orthoptera and are closely related to crickets.


Students at PS 56, learning about China, have crafted projects displayed in celebration of the coming new year
STATEN ISLAND, NY – ROSSVILLE — The celebration of the Chinese New Year on Sunday may be a fitting climax for art students at PS 56, who’ve been studying the history and cultural arts of China for weeks now.
All classes, from kindergarten through fifth grade, have been participating in “History Through the Fine Arts” a program taught and coordinated by Connie Kenney.
Mrs. Kenney has traveled extensively in China and has adapted her curriculum to each grade. Kindergartners have studied Chinese inventions and crafted Chinese fans. First-graders have read Chinese folktales, illustrated some of the characters, and created “yinyang’ clocks with Chinese numerals.
Second-graders are creating watercolor washes and embellishing them with oil pastels for their study of the Chinese landscape. They are working with oil pastels for the first time, drawing animals native to China, including the panda. They also learned about commonplace items that were first invented by the Chinese.
“The Chinese were the first to grow and eat soy,” explained second-grader Faith Fauci. “Today we use soy in sauce, tofu and soy milk,” added the 7-year-old.
Her classmate, Eddie Babilonia, noted that the Chinese also invited gunpowder, “They used it for war, and to make firecrackers.”
The Chinese invented silk, explained Frank Frost. “They used the fiber from a silkworm to weave into cloth and make their clothes,” he said.
Third-graders, meanwhile, designed blue and white porcelain vases with flowers and dragons, the symbol of the power and strength during the Ming Dynasty, which extended from about 1368 to 1644. After reading some Chinese lore, they wrote their own stories in Chinese calligraphy.
Third-grader Samantha Aloi said she enjoyed reading about the Forbidden City. “I learned that the Forbidden City was not really a city. It was the home of the Chinese emperor,” she said.
Her classmate, James Kelly, said he enjoyed learning about Chinese kites. “Long ago, Chinese kites were made of silk, bamboo, and silk for flying lines,” he explained.
Fourth- and fifth-graders created their own vases in color, using the symbol of the mythical phoenix. Fourth-graders also produced a watercolor of the Forbidden City in Beijing.
Fourth-grader Alexander Hong read about the ancient Qin Dynasty (221 to 206 B.C.). “They began the tradition of having emperors as rulers,” he said.
Basel Romhen explained that the emperor of the Qin Dynasty built part of The Great Wall. “He built it to protect the Chinese from the Mongolian warriors,” he explained.
Mrs. Kenney said the children’s artwork will be displayed throughout the school, in hallways and classrooms, in the spirit of Chinese New Year.
She said she is also teaching her history-through-the-arts program to undergraduate students studying elementary education at the College of Staten Island.
Diane Lore writes about schools and education for the Advance. Contact her at firstname.lastname@example.org.


When a Book Comes to Life…
Story telling and developing an understanding of story language at a young age WILL, without doubt, make a huge difference to the vocabulary your child uses on an everyday basis and in their future Literacy development, whether spoken or written. Immersing children in stories and following up those stories with play is one of the best things you, as a parent, can do to support your child’s education. This activity can be used for ANY book (fiction or non-fiction) as it simply gives the child an opportunity to rehearse, re-enact, role play what they have just heard. This is the first exemplification of this activity but there will be more over the next few weeks. This activity is also suitable for children up to the age of around six or seven. So, for those looking for something to do this summer with older siblings, this activity is a great one.
I had been planning to do this for a while and wanted to find a suitable ‘home’/ box for the activity. When shopping in ‘Homesense,’ I nearly jumped for joy when I saw a whole range of boxes that look like a book. This was perfect for my activity … ‘When a Book comes to life!’ This time I used the story of ‘Little Red Riding Hood.’
Inside the box is some scenery and characters from the story.
For Little Red Riding Hood, I wrapped some red tissue paper around a play mobil figure to look like her cape and rolled some up for the apples. The scenery was green tissue paper and sugar paper and the house was part lego and part an empty Gaviscon box!
Before J was allowed to open the book box we needed to make the ‘magic’ happen to bring the story to life! To do that, you have to hear the story together and have a lovely cuddle! J was SO excited to open it and let out a huge ‘WOW’ as he did!
As J started to look at the box, he told me that it was far too hot for Little Red to be wearing a cape and ripped the tissue paper off! So for J’s version of Little Red Riding Hood, she is in a red bikini! HAHAHA!
As J went through the role play of his story, he kept referring back to the book, looking at the pictures to remind himself what happened next and to see where the ‘stuff should go!’ Teaching children to go back into the text when they can’t remember something, is surprisingly something lots of children need! To adults that may seem so basic, but it genuinely is an area ALL teachers have to teach children to do! Children are more willing to guess than find and retrieve the correct information. So J is starting to do this (independently) in his play!
Handling the small world toys and props (tiny red apples) is fab for fine motor development.
As J’s play went on, he began to change the story from the original and he suddenly needed more space! By the end of the play, the wood cutter was a bad man who liked stealing apples and the big, bad, wolf was no longer part of the story! Little Red still wore her bikini though!
What did J learn?
- Retelling a story in the correct sequence
- Using story language and vocabulary
- Developed fine motor skills
- Developed creativity and imagination (making up his own story)
- Was able to use a book to find information (what happened next!)


Research indicates that one in every five U.S. children experiences difficulty learning to read.
Many of the children who are struggling readers have average or above average intelligence. In 2000, the National Assessment for Educational Progress found that 38 percent of fourth graders read below the basic level for their grade. About 25 percent of adults in the U.S. are functionally illiterate, according to the U.S. Department of Labor.
These are facts that should alarm us all. Solutions should include scientifically research-based reading instruction for all students, increased training for teachers and well-informed active parents.
The most important factor in student learning is a knowledgeable, caring teacher. Teachers must be trained to identify, diagnose and treat problems of the struggling reader. They must recognize that not all students learn in the same way or at the same rate. School districts must provide professional training in scientifically research-based reading instruction for all learners.
Giving teachers knowledge to help struggling readers is the responsibility of school district. The Lee County School District is training teachers this summer by offering graduate level courses conducted by C. Wilson Anderson, an Orton-Gillingham Fellow. The courses are entitled Introduction to Multi-sensory Phonics – Level I (Introduction to the Orton-Gillingham Approach) and Curriculm Adaptation for Struggling Readers. These courses should give teachers knowledge and skills to help struggling readers of all ages. The emphasis is on early identification and intervention for these students.
Teacher training programs at the university level need to add scientifically research-based reading instruction to their offerings. Graduates of elementary education programs need better preparation to teach reading. Preparation of competent teachers is essential, and emphasis should be placed on effective reading instruction as well as instruction of students who struggle in learning to read.
Well informed parents also are keys to student success. Parents are a child's best advocate because they know their child better than anyone else. Parents should ask questions about reading instruction at their child's school – Is instruction based on scientific research? Parents should be aware of reading progress of their child – How does my child's reading ability compare to others his/her age?
Since early intervention is so important, parents should pay special attention to reading in the early years. The more informed and knowledgeable you are as a parent, the more you can help your child.
The issue of struggling readers will continue to be a concern to students, parents, educators, and society as a whole. Schools, teachers, and parents can go along way in providing solutions to this problem.
Becky Hendrix is director of Federal Programs and Assessment for Lee County School District. Contact her at 841-9144.


The anniversary of the penning of our National Anthem is September 14th. MENC, the National Association for Music Education, has made this historic date an annual event! In an effort to help get Americans singing again, they have called this “The Campaign to Restore America’s Voice.” Schools across the nation will participate in this event by gathering together on September 14th to sing the National Anthem.
Last year, my school participated in this event. We held an assembly on the date, gathering hundreds of children ages 3 through 10. We reviewed the events of the day with a PhotoStory made by our fourth graders, heard the entire poem recited and finally sang together. That moment was amazing: the entire school coming together as a community of American children and adults.
It was a great example of school-wide arts integration. Many (if not all) teachers took time out of their first week of school to teach the history of the poem by Francis Scott Key. They helped them learn the lyrics and the etiquette of singing the song. Some classes made artistic representations of the battle at Fort McHenry and others used the history of the song to practice story structure and story telling as well as oral skills. New vocabulary was introduced and sentence exploration occurred. (Declarative and interrogative sentences are used throughout.) All because of one very powerful song. My class was in charge of creating the movie. They used my netbook loaded up with PhotoStory to import relevant pictures, record narration and lay down the music.
Today, as we remember September 11th, we also are reminded of how fortunate we are to be Americans. To be free and able to learn and teach. We are free to gather together and sing our hearts out.
Music is one of those art forms that can truly connect people and create a community. And that is what the National Anthem does for us at the beginning of a baseball game and before a national event.
This Tuesday, my school’s community will gather together again, take a moment to remember the importance of freedom and raise our voices in song.
If you are interested in learning more about this event (including resources, music and history) go to this site:


Voice of Lyrics
The composer, pianist, choral director, poet, journalist, novelist, music teacher and historian Johanna Kinkel ( Mockel ), was born on 8 July 1810 in Bonn. Her father, a teacher at the French Gym-nasium, and mother encouraged their daughter’s musical talents. They chose Franz Anton Ries (1755-1846), Beethoven’s childhood violin instructor, to be her piano and composition teacher. With Ries’ support, Johanna began a career as a coach, accompanist and choral director while still in her teens. He also helped her to publish Die Vogelkantate, her Op. 1, in 1830.
In 1832, Johanna married the Cologne music merchant Johann Paul Mathieux, but she left the abusive relationship in less than six months. Divorce proceedings lasted for several years. After a long period of debilitating depression, Johanna was able to resume her artistic career. Dorothea Schlegel arranged for her to meet Felix Mendelssohn in 1836. He strongly encouraged her to pursue a musical career. Following his advice, she moved to Berlin in November of that year and studied with Karl Böhmer and Wilhelm Taubert. Johanna financed her stay in Berlin by giving private piano lessons. Her pupils included the daughters of Bettina von Arnim. She frequented the most elite literary circles and performed in Fanny Hensel’s Sunday Musicals. The most famous houses and salons were open to her. During these exciting years her Lieder, Op. 6 - 12 were published. Important critics, among them Ludwig Rellstab and Robert Schumann, wrote glowingly about her compositions.
Because of pending divorce proceedings, Johanna returned in 1839 to provincial Bonn. She was soon involved again as a conductor, performer, and composer with various chamber music and vocal ensembles in her home. Johanna’s Gesangverein was one of the first choral groups in Germany to be conducted by a woman. In 1842, she, a Catholic divorcée, married the Protestant theologian, poet and university lecturer Gottfried Kinkel. Together they founded a literary group, the Maikäferbund.
Johanna Kinkel’s literary and musical circles collapsed in 1848, the year of revolutionary upheaval in Germany. Gottfried Kinkel was chosen by the democratic electorate to represent Bonn in the National Assembly in Berlin. There he was arrested and condemned to death for his political activities. Johanna, with the help of Bettina von Arnim and others, was able to have his death sentence overturned and changed to life imprisonment. Karl Schurz, organized Gottfried’s escape from Spandau prison and helped him to find exile in London.
Johanna and their four children joined him there in 1851. She fully supported her husband in his political pursuits in their adopted country and the Kinkels soon became the center of the expatriate German community. To earn a livelihood Johanna, whose English was very good, gave piano lessons, taught singing to small children and published two books on music education. She again directed a choir and wrote music, librettos, poetry and a two-volume novel. An article on Frédéric Chopin as Composer and another on the works of Felix Mendelssohn published after her death come from his period.
But it was also a time of depression and despair. Besides her many musical activities, she was almost solely responsible for the household and their children. Gottfried continued his political activities and was perhaps unfaithful.
On 15 November 1858, Johanna’s body was found in the garden of her home. She had either fallen or had jumped from the window of her third floor bedroom. While suicide was suspected, it could not be proven.
Johanna was not forgotten in her native country. She lived in the memory of German intellectuals as an eccentric revolutionary and as a musician with a broad cultural background.
The words Freiheit, Liebe und Dichtung (Freedom, Love, and Poetry) were inscribed on her tombstone.
Suzanne Summerville, Dr. phil.


Bachelor of Education is an Undergraduate Academic Degree awarded for a course or a program in the field of Education. It is popularly known as B.Ed. which is an abbreviated form of the Education Degree. The Bachelor of Education qualifies a student to become a teacher in a school. Bachelor of Education degree programs generally lasts 1 year. The 1 Year of Course consists of 2 or more Semesters. The duration of the 1st semester can be up-to 16 weeks and 2nd semester can be of 18 weeks (204 working days). Minimum duration for practice teaching varies form 5-6 weeks. Bachelor of Education consists of 8 Papers out of which 2 are Compulsory depending upon the Stream which one had taken during Graduation. Bachelor of Education Correspondence or Distance Learning is also available in various Institutes and is of 2 Years duration. The B.Ed degree is mandatory for teaching in higher primary schools and high schools. National Council for Teacher Education is statutory body which regulates courses in teaching in India. The Bachelor of Elementary Education (B.El.Ed.) programme is a 4 year integrated professional degree programme of Elementary Teacher Education offered after the senior secondary (class XII) stage of school. It was conceptualized by the Maulana Azad Centre for Elementary and Social Education (MACESE) of the Department of Education, University of Delhi and launched in the academic year 1994-95, the programme is an attempt towards fulfilling the need for professionally qualified elementary school teachers. B.El.Ed. is designed to integrate the study of subject knowledge, human development, pedagogical knowledge and communication skills. Both professional and academic options are available to students who graduate with a B.El.Ed. degree. There is also a course called Diploma in Education (DEd) or TCH meant for teaching in primary and nursery schools in India. However the qualification for admission to this course is pass in pre university course. The course develops your skills and widens your understanding so that you can impart quality education to your students.Bachelor of Education teaches a person about teaching and the various aspects associated with teaching.
The minimum qualification required for entry into B.Ed. course is a Bachelor of Arts (B.A), Bachelor of Science (B.Sc.) or Bachelor of Commerce (B.Com) from recognised board/university with at least 50% marks. While students from Arts Stream are trained to teach subjects like History, Civics, Geography and Languages. The students from Science Stream are trained to teach Mathematics, Physics, Chemistry and Biology. Students need to appear in an entrance test conducted by the various state and Independent educational bodies and universities for admission in various teaching institutions attached with it according to the rank of the candidate in the entrance exam. These exams are generally held in the month of June-july and consists of Objective type questions on the subject of English, General Knowledge, Aptitude, Basic Arithmetic Teaching Potential and one local language in some states. The results of these exams are generally out by July/Aug. Candidates go through practical training courses, apart form theory classes.
Bachelor of Education Subjects or Topics
Education, Culture and Human Values.
Educational Evaluation and Assessment.
Guidance and Counselling.
Philosophy of Education.
Bachelor of Education Specialisations
Bachelor of Education Specialisation is based one's choice of stream in Graduation. Depending on that one can specialise in that particular Subject.
Who can and Who should pursue Bachelor of Education Degree
If one really wants to pursue a Bachelor of Education Degree then one should have passion for teaching. Teaching is especially suited for women as they tend to have the natural instinct of a mother. However men can and are also good teachers. It can also be a second career for those who have retired from professional services.
Advantages or Benefits of Bachelor of Education Degree
Teachers are one of the most respected professionals in the World as they play a very important role in a student's life. It is they, that the shape a student's life to a large extent.
Teaching has the potential of providing job satisfaction, job security, high earnings and flexible schedule.
Teachers are not only responsible for imparting academic knowledge to a student but they also inculcate the principle and virtues of a good human being in a student.
Bachelor of Education Jobs
Teachers can never run out of employment. There is no dearth of Schools and each needs a Teacher, whether permanent, temporary, full-time or part-time. One can also go for related jobs if one is limited by his abilities to become a Teacher.


Although a review of the available research makes it clear that failure to include phonics instruction as part of a beginning reading program results in poorer reading achievement, a full discussion of word recognition such as that by Ehri (1991) points out that phonics is but one aspect of word identification. Recognition of words whose printed form is not familiar to a reader may be facilitated through the use of meaning or context clues, through identification of word parts, or through analogy. Research (Johnson & Baumann, 1984) makes it clear that different readers use different combinations of these word-identification clues and that over-reliance on any one cuing system, such as meaning clues or phonics clues, results in problems for the reader.
Strategic combining of the various sources of information results in effective, efficient word identification. Consider the following example from Byron Barton's retelling of the folktale "The Little Red Hen." One sentence in this story is "Who will help me plant these seeds?" Assume that a child who is in mid-first grade can recognize, with little effort, the high-frequency words who, will, help, and me, but hasn't seen the printed word plant before. If the child had been reading the previous page of text for meaning, he or she will remember that the hen had just found some seeds, and that she is now approaching her animal friends (the general context). The syntax (grammar) and the meaning (semantics) of the sentence cue the reader that the hen is asking (cued by who) for help to do something. By thinking about the sounds for pl, a, and nt, the probability is good that the child might think of the word plant. Indeed, the child may have perceived the pl, the an (since an is a frequent letter combination in beginning reading), and the t. Reading the rest of the sentence, plant the seeds makes good sense and serves to crosscheck the word plant as the correct choice.
Even this brief example shows the complexity of the process of identifying words and points to the fact that different children, based on experiences in reading and instruction, may use different routes (for example, an and t versus a and nt versus ant) to arrive at a word's pronunciation. It also points out how phonic, syntactic, semantic, and word-part clues interact and strategically complement one another. As a result of frequent opportunities to identify words independently, children learn effective strategies for recognizing new words.
Copyright © 1997 Houghton Mifflin Company. All Rights Reserved.
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How to Become an Art Teacher: Step-by-Step Guide
Art teachers help students develop their artistic skills by cultivating creative expression and fostering an understanding of textures, shapes and colors. The majority of an art teacher's work entails guiding students through different projects in ceramics, sculpture and painting and other areas. Some also teach art history and introduce students to the works of master artists.
Step 1: Develop a Range of Artistic Skills
Art teachers need to show proficiency in various styles and subjects. They should be able to demonstrate basic skills in oil painting, watercolor, clay, charcoal and other types of art mediums. Colleges and universities offer a variety of art courses in which students can explore their interests.
Step 2: Earn a Bachelor's Degree
Traditionally, many aspiring art teachers complete a bachelor's degree program in art education. However, students can also become art teachers by obtaining a bachelor's degree in art and then completing a teacher education program. Many students concentrate in a specific art-related field, such as art history, graphic arts, painting or digital art. Accordingly, classes may differ, but generally cover topics in color theory, design and painting.
Step 3: Complete a Teacher Education Program
Bachelor's degree programs in art education generally include teacher education preparation programs so college students can earn their credentials and begin teaching after graduation. Teacher education programs typically require students to complete supplemental courses in lesson planning, classroom management and teaching methods. Additionally, students are assigned to teach at a school under the supervision of a licensed teacher. This allows them to apply learned methods and techniques, as well as gain teaching experience.
Step 4: Obtain a Teacher's Certification
The requirements for obtaining a teacher's certificationt vary by state, but most states only offer certification to applicants who have completed a formal education program. States also require that applicants pass basic skills tests in math and reading, in addition to demonstrating competency in art, media and design. Public schools hire only certified art teachers, while private schools and community art programs may not require teachers to be certified.
Step 5: Gain Experience Teaching
Completing an internship, volunteering as an art teacher for community children's programs or working as a substitute teacher may provide prospective art teachers with valuable teaching experience and networking opportunities. Employment openings for art teachers can be found through local school boards, publications for educators and teachers' unions, as well as classified ads.
The U.S. Bureau of Labor Statistics, BLS, (www.bls.gov) predicts that kindergarten, elementary, and middle school teachers will experience a 12% hike in job growth between 2012 and 2022, while high school teachers will experience a 6% jump during the same decade. Additionally, the BLS reported that median annual salaries for these career fields ranged between $53,400 and $55,050 in May 2012.
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Every year Texas A&M's Department of Chemistry hosts a free, open to the public, Chemistry Open House to celebrate National Chemistry Week. This year's participants include the Departments of Biology and Physics & Astronomy, students from the Dwight Look College of Engineering and SACNAS, and the Brazos Valley Museum of Natural History.
The Chemistry Open House features the popular Chemistry Road Show, guided lab tours, hands-on and computer activities, door prizes and science goodie bags. The Chemistry Road Show is recommended for all ages and includes demonstrations of popular science.
|Room||Starts At||Arrive By|
|100||10:00 AM||9:45 AM|
|100||12 NOON||11:45 AM|
|100||2:00 PM||1:45 PM|
The Chemistry Open House takes place in the main Chemistry Building complex (not Heldenfels). We suggest beginning your adventure in the foyer of the Chemistry Building. This entrance can be found up the stairs from the outdoor water fountains.
The Chemistry Open House held as part of National Chemistry Week, an annual event that promotes public awareness of the importance of chemistry in everyday life. It is coordinated by the American Chemical Society (ACS).
The Department of Chemistry takes an active role in community outreach in an effort to positively affect the future of chemical education. We hope students and families will remember the excitement and surprise they feel during our demonstrations.
NCW encourages chemists and chemistry enthusiasts to build awareness of chemistry at the local level. Local Sections, businesses, schools, and individuals are invited to organize or participate in events in their communities with a common goal: To promote the value of chemistry in everyday life.
Meg A. Mole's adventures are part of the ACS kids portal. Meg A. Mole - Future Chemist visits different chemists to learn about their jobs. She is always amazed at the variety of things that they do. Visit her web site to read about her adventures!
What makes diapers absorbent? Is peanut butter stickier than syrup or jelly? The ACS Science for Kids web site engages students with experiments, quizzes and other hands on activities with subjects ranging from chemical & physical change to characteristics of material.


Caitlin Dyer has some good advice to help you sort through the choices you face when bringing home baby. more
Mathematics milestones 7-8
Numeracy skills become increasingly formal during this age bracket as children work to develop a number sense and confidence with using mental and written strategies to solve problems.
Children in this age bracket can progress in leaps or bounds, or develop skills at a steady pace. Please consider what you read below in the context of your own child’s unique development.
7-8 year old numeracy skills can include:
- Children can generally order, read and write numbers to 999 by the age of eight. They have begun using tallies to record totals but some children may still be using simple drawings to support their explanation of problem solving.
- Children understand the concept of numbers being on a number line and can use these as tools to support the development of mental counting strategies. Most 8 year olds can handle larger numbers on a number line and can determine that a number such as 3000 is closer on a number line to 5000 than 2000 is.
- 7-8 year olds can create and continue number patterns and relate these to addition and subtraction to 20. Patterns can be linked to strategies such as skip counting. Most children at this age can skip count to 100 and identify the pattern, skip counting by 2s, 4s and 5s.
- Some children at this age may still be learning to name a specified number in the hundreds for example “What number comes after 192?”.
- Children at this age are mostly able to understand that ten ones is the same as 1 ten.
- Mental strategies are improving and children can understand that 3+4 = 4+ 3. Children who are 8 are usually able to grasp that 3+4+5 is the same as 3+9.
- Children are now adding, subtracting, multiplying and dividing. They are still talking about multiplication and division using the language of groups, fair shares and are not yet expected to know their times tables. Multiplication is talked about as repeated addition. Children at this age are learning many strategies for counting and combining numbers for addition and subtraction. These strategies are linked to recognising relationships between numbers such as doubling.
- Children can understand the concept of ‘base 10’ and recognise that numbers have different values depending on the position in the number. A child will learn that the 4 in the number 14, 45 and 432 all represents a different value. Children at this age are using longs, flats and ones to show understanding in the classroom.
- At this age children are also working with fractions using the terms halves and quarters. This is linked to real life situations such as cutting a cake or pie into halves or quarters and finding the number of pieces. Children understand that a quarter is a half, halved again.
It is during this stage of development that formal written algorithms are introduced. This should only occur once children have a solid grasp on the basic concepts of place value and can mentally hold in their mind two digit numbers. If this is not the case then persevering with developing number sense through games and activities will be more beneficial than pushing your child to begin writing algorithms.
Find more teaching tricks to inspire learning:
- Teaching kids to tell time
- Teaching left vs. right
- Tips for teaching addition
- Tips for teaching subtraction
- Tips for teaching multiplication
- Tips for teaching division
- The importance of music lessons
- Mathematical milestones for pre-kinder children
- Mathematical milestones for 5-6 year old children
- Mathematical milestones for 7-8 year old children
- Mathematical milestones for 9-10 year old children
- Mathematical milestones for 11-12 year old children
Discover more School Zone
This article was written by Michelle Barrington for Kidspot, Australia’s leading education resource for parents from sources including Board of Studies , Victorian education documents and SA curriculum . Michelle is a teacher and mother of a toddler who blogs at Gee, You're Brave.


The Venus fly Trap is an easy-to-grow carnivorous plant. Growing the plant in a micro terrarium--a small glass container--is a popular hobby among terrarium enthusiasts. The plant grows well in an enclosed environment, for it doesn't need a highly fertilized soil foundation. It receives most of its nutrients from insects, not the soil. A carnivorous plant micro terrarium is also an effective learning tool for students. The Venus fly trap micro terrarium is a wise beginning for first time terrarium creators as well as those wishing to experiment with growing carnivorous plants.
Creating the Micro Terrarium
Choose a small container that won't block the plant from absorbing sunlight.
Sprinkle a thin layer of the pumice sand mixture in the bottom of the clean container.
Add an equal amount of peat moss to the top of the pumice sand. Sprinkle a few pebbles onto the peat moss for decoration.
Planting the Venus Fly Trap
Poke a hole with your finger in the center of the peat moss.
Gently place the plant's root ball in the hole
Press the soil around the plant until it is firm.
Watering a Micro Terrarium
Pour some distilled water into a cap or bowl.
Soak some of the distilled water from the cap or bowl into the eyedropper.
Gently water around the plant, dropping the distilled water around the plant.
Caring for the Venus Fly Trap
Place your micro terrarium in full sunlight. Venus fly traps need sunlight for successful growth.
Add small crickets into the micro terrarium for the plant to eat if the terrarium is enclosed. If it is not enclosed, the Venus fly trap will feed itself.
Set the plant in the refrigerator for two months to remain cool when the plant begins to die back. Venus fly traps need a dormant time each year.
About this Author
As a freelance writer since 1999, Cheryl Starr enjoys writing articles on Christian topics and short-story fiction. Her work has appeared in "Teachers of Vision," "Insight" and "Highlights," to name a few. She is working on a novel and a devotional book. Starr studied elementary education and literature at the University of Arkansas at Little Rock.


In our current era of deep budget cuts throughout education and high-stakes standardized tests which focus predominantly on reading and math, art education can quickly be pushed to the margins. Restoring the arts to a prominent place in our education system may occur only with the help of a surprising ally – 1:1 technology. But how can student access to technology make things like visual art, music, theater, and dance come alive in the classroom? Here are three key roles 1:1 devices can play in improving the quality of art instruction for students of all ages.
Digital Art and Music
Creating art and music through traditional tools – painting with watercolors, for example, or playing the trombone – is incredibly valuable. 1:1 technology should be used to enhance, not detract, from such experiences. For students and schools struggling to afford musical instruments, however, inexpensive IPod apps exist that offer realistic simulations designed to teach students the basics of how to play any instrument. Even better, students can take their expertise with traditional tools and turn them into impressive finished products through tools like IMovie (for video), GarageBand (for music), and Google SketchUp (for 3-D sculpture and design). Once finished, students can document and publicize their work by posting it on a personal blog or sharing it on a site like PhotoBucket (for photography) or ITunes (for songs and videos). No longer will a student’s audience be limited to his teacher and classmates – now students can potentially sing, dance, and create art for viewers around the world!
Districts which cannot afford highly qualified specialists to teach art, music, theater, and dance can turn to online arts courses to expand their class offerings. These distance learning classes are thankfully not limited to video lectures and paper/pencil tests, either, because the types of tools described above can allow students to submit their real artwork (via video, podcast, etc.) to an instructor located anywhere.
Virtual Field Trips, Guest Speakers, and Collaboration Across Schools
In addition to giving students powerful ways to create better art and to share that art with the world, 1:1 technology allows art opportunities from around the world to come into the classroom. Through the power of videoconferencing, for example, students in 1:1 classrooms can talk to expert artists from anywhere around the world. Students can take virtual field trips to museums, for free, from the comfort of their classroom.
Collaboration with art students across multiple schools can also be cultivated. Virtual art fairs can be held involving students from any number of schools, partnerships with other art classrooms can be formed, and “art buddies” within a district (such as a 4th grader from a town’s elementary school being paired with a 12th grader from that same town’s high school) can communicate together about similar art interests using 1:1 technology.
People sometimes see computers as a tool primarily for enhancing science, technology, language arts, and math education. Education in the arts, however, can also be dramatically expanded and improved through a 1:1 technology program.
About the author: Mark Pullen, 1:1 classroom teacher, on behalf of Worth Ave. Group.


Issue date: 10 Sep 2002
BA Festival of Science, 10 September 2002
Antarctic Waves was launched at a Science Year Conference - Learning about Science in Society, and at an all-day demonstration at the University of Leicester, Ken Edwards Building.
A ?toolkit? to make cool music from hot science was launched this week at the British Association (BA) Festival of Science in Leicester. Two years in production, Antarctic Waves is the first interactive CD teaching resource that introduces students to the excitement of Antarctic science through music composition. Using a medium normally associated with computer games, Antarctic Waves is designed to inspire composition in an entertaining way and yet still meet the needs of students and teachers by complementing UK music curricula for 11-19 year olds. Through a virtual tour of Antarctica students can surf through a glacier, follow a wandering albatross in search of food, play a fishing game, explore the ocean, sky or space in five interactive areas, each with detailed composing guides and top tips.
is the result of an extraordinary collaboration between creative multi-media experts Braunarts and British Antarctic Survey in association with the Philharmonia Orchestra. It is funded by NESTA (the National Endowment for Science, Technology and the Arts). Leading scientists, composers, music educationalists and software programmers pooled their talents to produce this ground-breaking resource. Secondary school music teachers across the country will receive instructions on how to claim a free copy of Antarctic Waves.
Issued by BAS Press Office:
British Antarctic Survey.
Linda Capper tel: 01223 221448, mobile 07714 233744 Email: email@example.com
Athena Dinar tel: 01223 221414, mobile: 07740 822229 email: firstname.lastname@example.org
Gabriella Braun tel: 0208 670 9917; mobile: 07973 800841; email email@example.com
NESTA: Clare Lovett tel: 0207 645 9510
NOTES FOR EDITORS:
Review copies of Antarctic Waves are available from the BAS Press Office.
Broadcast quality video and stills of children using Antarctic Waves are available from the BAS Press Office. A number of photo opportunities are available at the launch ? contact the press office for details.
Images for immediate download
Music teachers at all UK secondary schools where GCSE or A-level music, or equivalent, is taught will be sent details of how to claim a free copy
of Antarctic Waves. Subsequent copies are available for purchase. Prices start at ?39.20 per CD, reducing to ?8.20 per CD when ordering 15 or more.
Antarctic Waves is a spin-off from a joint commission by BAS and the Philharmonia Orchestra of a new Antarctic Symphony, by Sir Peter Maxwell Davies. In 1997 the composer visited Antarctica with BAS. The symphony had its World Premi? at the Royal Festival Hall, London in May 2001.
General information about British Antarctic Survey
British Antarctic Survey (BAS) undertakes a world-class programme of science in the Antarctic and related regions, addressing key global and regional issues through research, survey and monitoring. BAS also helps to discharge the UK's international responsibilities under the Antarctic Treaty System. British Antarctic Survey is part of the Natural Environment Research Council.
British Antarctic Survey has a continuing commitment to education. Together with co-producers the Foreign & Commonwealth Office, it won the Geography Association?s Gold Certificate for best new educational resource with its Antarctic Schools Pack.
For more information on British Antarctic Survey please visit the website at: www.antarctica.ac.uk
Background on Braunarts
Braunarts are creative producers of new digital media exploring the arts and culture. Coming from a background of broadcasting and new media their pioneering multi-media work has broken new ground in fusing interactive technologies and the arts. These include 3D Music, an online performance experience created in collaboration with the London Sinfonietta; and JavaDance, a digital work that uses ?Lara Croft? technology to bring 8th Century Javanese temple sculptures to life.
Braunarts are recognised for development of high-quality educational resources including ?Backtracks? ? a CD rom linking music with moving images for Channel 4 and the British Film Institute; ?The Music Show?, a 10-part music education TV series; and, ?Journeys in the Roman Empire? for The British Museum and Channel 4 ? an interactive exploration of Roman life.
For more information on Braunarts, please visit the website at: www.braunarts.com


ELIZABETH—They were all thumbs – green thumbs that is at Elizabeth Public Schools’ Ronald Reagan Academy School No. 30. On Earth Day, Luann Breese’s fourth and fifth grade classes headed to the school garden to plant peas, broccoli, marigolds and so much more.
“The children love science because we do so many hands-on activities,” said Breese, a teacher at the school. “Sometimes the best way to engage children’s minds is to engage their hands.”
The Earth Day Gardening expedition began in early March. The students charted the plants’ growth each day, keeping track of factors like the water and the sun. They counted how many days for the plants to germinate from seed to sprout. With Earth Day as their goal they watched and waited until they could transplant their plants to the school grounds.
“It’s wonderful to see the children involved in a long-term project such as this, “says Arlene Campbell, the school’s principal. “By getting students actively involved in their learning, the lessons of the day are truly understood.”
Ronald Reagan Academy No. 30 offers science instruction to all of their students including those with special needs. The school gets support in developing such lesson plans from the Merck Institute for Science Education. Founded in 1993, the (MISE) offers professional development courses – giving k-12 teachers, principals and administrators the tools they need to cultivate student scientists.
“We hope that by encouraging science in all children that they will grow up seeing science as relevant, accessible and even exciting,” says Stacey Gruber, Manager Elementary Education Programs at Merck Institute for Science Education.
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Description of Teacher Leader Training
An integral component of the model is the opportunity for extensive observational and analytical conversations regarding student learning, teacher-student interactions and the art of teaching (Schmitt, Askew, Fountas, Lyons & Pinnell, 2005).
Generally, these conversations occur behind a one-way glass while one member of the training class teaches a child.
A group discussion occurs right after the behind-the-glass lessons. The framework of an in-depth discussion of the theory and practice in the context of student learning expands the teacher’s knowledge, skills and dispositions associated with the early literacy development of children who are having more than the usual difficulty with literacy learning.
During the full academic year, teacher leaders-in-training participate in the following:
- Complete graduate-level courses (27 credit hours) taught by registered Reading Recovery trainers at a licensed university training site, such as Georgia State University.
- Teach students in a clinical setting for peers during class sessions, gaining experience observing and describing teacher-student behaviors and developing moment-to-moment decision-making skills to inform instruction.
- Provide instruction to at least four Reading Recovery children daily.
- Engage in an in-depth study of literacy theories and research, including the theoretical foundations of the Reading Recovery program.
- Learn how to train, monitor, support and coach Reading Recovery teachers.
- Engage with district level administrators (site coordinator) and other administrators to implement the program.
For further information contact Georgia State University Reading Recovery Regional Training Center
College of Education, Department of Early Childhood Education
P. O. Box 3978, Atlanta, GA 30302-3978


Several weeks ago, a Senior Lecturer in the School of Education
at the University of Brighton (UK) put out a call for short
videos by math teachers showing how they approach teaching a
particular math concept, process, or disposition. On Tuesday,
the first batch of the resulting two minute-long "Mathagogy"
clips came out.
With more in the pipeline, these debut clips about math
pedagogy — often interspersed with segments from classrooms
and student "aha!" moments — outline approaches to teaching
sine and cosine graphs
with Cuisenaire rods
with one question lessons
Scroll down the mathagogy.com page to see which math teacher
"heroes" have already promised to produce a video next — or
edit the Google Doc to nominate your own.
PoW taking place: math problem-solving moment of the week
"It was different in the sense of topic and difficulty. But it
was manageable. It seemed like a problem where I did not have
to think much, but actually it was quite the opposite. I had to
really wrap my head around this problem to get it."
- Noah, highlighted in the Pre-Algebra PoW's latest solution
Looking for an online adaptive program to help you teach Pre
Algebra or Algebra 1? Pilot this self-described "digital
teacher's aide" for a year — free.
KnowRe provides granular, real-time assessments of students'
strengths and weaknesses in a setting that engages them with
an "open world" map of algebra concepts to encourage
comic strips that show a lesson's usefulness in
"walk me through" buttons
Modeled after the practices of "showing your work" and
reviewing every step to identify the gaps a student's
understanding, KnowRe creates a personalized math curriculum
that targets each individual's unique learning needs.
Awarded the Grand Prize in Google's Global K-Startup
competition last year, and Best Instructional App in the New
York City Schools GapApp Challenge last month, KnowRe invites
teachers to apply before the end of June for a free
Now taking place: math education conversation of the day
"Look at number 18 from a student's point of view. An argument
could be made that at (-4,0), the graph looks to be tangent to
the x axis and at x < -4, the graph appears to increase
slightly. That would disqualify the exponential choice and
make an argument for the quadratic. Again, we all understand
the answer is exponential but, look at it from the suspicious,
honor's kid point of view."
- Jon, posted to the secondary (grades 9-12) discussion group
of the Association of Math Teachers of New York State
Learning Trajectories MOOC-Eds
The first of TurnOnCCMath's free, Massive Open Online Courses
for Educators (MOOC-Eds) mentioned in these pages a few weeks
ago has opened for registration.
"The Equipartitioning Learning Trajectory: A K-5 Foundation for
Rational Number Reasoning" will examine how
equipartitioning — grounded in fair sharing activities that
create equal-sized groups or parts — provides a foundation for
students' conceptual understanding of division, multiplication,
ratio, and fractions.
Open to anyone involved in mathematics instruction and
implementing the K-8 Common Core State Standards (CCSS) in
Mathematics, this free seven-week course runs from Monday,
1 July through Friday, 16 August:
The team from North Carolina State University that created
learning trajectories receives support from the National
Science Foundation (NSF), the Oak Foundation, and the Joseph D.


Numeracy Skills Count
Improved numeracy skills lead to better paid jobs, greater well-being and a less stressful life.
Numeracy skills are not just for scientists, accountants and the tax man, many professions require at least a basic level of understanding when it comes to numeracy and mathematics. Take some time to develop your numeracy skills - it's never too late to learn.
Chris Humphries, Chairman of National Numeracy, talking to the BBC said:
“It is simply inexcusable for anyone to say ‘I can’t do maths.’”
He continued to suggest that many people cannot get jobs because they struggle to read graphs and interpret documents, while plumbers may find it difficult to do the necessary calculations to install a boiler and as a result lose income.
Careers New Zealand suggests that basic numeracy, needed for the workforce, should include:
- Counting quantities for a customer.
- The use of percentages and subtraction when giving a discount.
- Using division when calculating costs per head.
- Measuring the area of shapes.
- Calculating fuel consumption.
- Understanding tables in reports and interpreting graphs.
It may come as a surprise that almost half of the working-age population (17 million) of England have numeracy skills equivalent to those expected for an 11 year-old child.
This problem is not unique to England or the UK.
In Australia business leaders were asked how poor numeracy affected their businesses. Over three-quarters of respondents said that their businesses were affected with almost 40% reporting a moderate to high effect.
In the USA over a third of all school-age American students are scoring 'below basic' on the National Assessment of Educational Progress.
Poor numeracy is a huge problem that affects people and organisations in ways that are not immediately obvious.
Adults with poor numeracy skills are twice as likely to be unemployed than those who enjoy some competency in numeracy. Those adults with at least basic numeracy skills can expect to earn a quarter more than those who lack the necessary skills to solve basic mathematical problems.
Those with poor numeracy skills are less likely to be able to save money on day-to-day affairs, like a visit to the supermarket.
Furthermore they are less likely to be able to find or negotiate the best deals on financial products and therefore more likely to pay higher levels of interest on higher levels of debt. It is well documented that debt problems can lead to stress and/or depression. Between a third and a half of people with poor numeracy skills have a desire to improve them and less than 4% have actually attended any numeracy classes.
Develop Your Numeracy Skills
At SkillsYouNeed we believe that everybody has the ability to master basic numeracy.
We also believe that understanding basic numeracy and mathematics will make a huge difference in all aspects of your life: make you more employable, help you achieve a greater understanding of the world around you, save you time and money and may even improve your well-being and reduce stress.
Through clear descriptions, discussion and examples we hope to give our readers a fundamental knowledge of 'Functional Numeracy'. Our mission is to develop a library of informative, easy-to-follow guides covering the basics of functional numeracy skills - maths you can use every day.
You may want to start by reading our page: Introduction to Numbers, which explains some of the fundamentals needed to understand numeracy, how numbers work.
Progress to our series on basic arithmetic, learning how to use the common arithmetic functions (addition, subtraction, multiplication and division) learning tips and tricks to help solve common problems along the way like working out the best deals on products and services, planning a household budget and working out your share of a restaurant bill.
Find out where you are with everyday maths and the areas that need further development with The National Numeracy Challenge. A free online maths learning tool.
National Numeracy: http://www.nationalnumeracy.org.uk
The Adult Numeracy Initiative project: http://www.nrdc.org.uk/content.asp?CategoryID=1230
Careers NZ: http://www2.careers.govt.nz/plan-your-career/make-a-career-decision/how-literacy-and-numeracy-skills-affect-job-chances/


Written for Courses in Early Childhood Curriculum and Environments in Early Childhood Education in Education departments or in Child and Family Studies.
Covers Birth to Age Eight. This invaluable and beautiful resource presents a balance of theory and application to help novices and practicing early childhood professionals understand why and how to design, arrange, and make changes to early childhood learning environments that help children achieve national and state standards through a play-based curriculum. Vivid contemporary photos of indoor and outdoor centers make reading this resource an enriching and aesthetically pleasing experience.
The Second Edition of Julie Bullard’s Creating Environments for Learning: Birth to Age Eight is a powerful resource for today’s early childhood professionals that helps students learn the basic content and principles on environments and curriculum, and see environmental and curricular possibilities in practice–-developmental and learning theories, current research, curriculum standards and outcomes, children’s interests and their motivation to play, children’s diversity, assessment of learning, and evaluation of the environment. It also contains a wealth of practical ideas and tips, lists of materials, and engaging vignettes and examples from the author’s vast classroom experience.
This new edition enhances students’ understanding of curriculum by improving upon how curriculum is developed, and by teaching how to advocate and/or design a play-based curriculum, preparing them to use the latest research knowledge as they do so. Still organized by chapters on centers, this text helps pre-service and practicing teachers learn to create, maintain, and enrich indoor and outdoor learning environments to support children’s development from birth to age 8. This is a must-have book for any college course or program that wants its teachers to know how to intentionally set up engaging and appropriately challenging early childhood learning environments and to understand the evidence and reasons for why they’re doing it.
Table of Contents
Chapter 1 Understanding the Importance of the Environment
Chapter 2 Establishing an Emotionally Supportive and Equitable Environment
Chapter 3 Establishing a Context for Learning
Chapter 4 Planning a Play-Based Curriculum
Chapter 5 Arranging an Effective Environment
Chapter 6 Design Considerations
Chapter 7 Developing Dramatic Play Centers
Chapter 8 Developing Manipulative and Sensory Centers
Chapter 9 Developing Block and Building Centers
Chapter 10 Developing Literacy Centers
Chapter 11 Developing Science Centers
Chapter 12 Developing Math Centers
Chapter 13 Developing Art Centers
Chapter 14 Developing Music Centers
Chapter 15 Integrating Technology
Chapter 16 Special-Interest Centers
Chapter 17 Creating Outdoor Environments
Chapter 18 Creating Spaces for Families and Teachers
Chapter 19 Meeting Environmental Challenges
Purchase Info ?
With CourseSmart eTextbooks and eResources, you save up to 60% off the price of new print textbooks, and can switch between studying online or offline to suit your needs.
Once you have purchased your eTextbooks and added them to your CourseSmart bookshelf, you can access them anytime, anywhere.
$35.99 | ISBN-13: 978-0-13-286838-9


Harold and the Purple Crayon
1998 edition of Harold and the Purple Crayon
|Publisher||Harper & Brothers|
|LC Class||MLCS 2006/43120 (P)|
Harold wants to go for a walk in the moonlight, but there is no moon, so he draws one. He has nowhere to walk, so he draws a path. He has many adventures looking for his room, and in the end he draws his own house and bed and goes to sleep.
- Harold and the Purple Crayon (1955)
- Harold's Fairy Tale (1956)
- Harold's Trip to the Sky (1957)
- Harold at the North Pole (1958)
- Harold's Circus (1959)
- A Picture for Harold's Room (1960)
- Harold's ABC (1963)
The original story was adapted by Weston Woods Studios and Brandon Films into a seven-minute short film in 1959, directed by David Piel and narrated by Norman Rose. In 1971, Gene Deitch directed an animation of A Picture for Harold's Room, and in 1974 an animation of Harold's Fairy Tale. In 1993, these three animations were packaged with a documentary, and sold as the Harold and the Purple Crayon and Other Harold Stories set.
In 2002, the stories were adapted into a 13-episode television series for HBO narrated by Sharon Stone, which won a Daytime Emmy Award for "Main Title Design", and was nominated for an Annie Award and Humanitas Prize.
In the couch gag for the Simpsons episode "The Bob Next Door", Harold is shown drawing the Simpson family living room during the regular title sequence. Homer also asks Harold to draw him a can of beer after he finishes with the living room.
In February 2010, it was reported that Sony Pictures Animation and Will Smith's Overbook Entertainment are developing a computer-animated film adaptation of Harold and the Purple Crayon. It is being produced by Will Smith and James Lassiter, and written by Josh Klausner.
The book inspired programmer Petri Purho to create the computer game Crayon Physics Deluxe, The book potentially inspired the kid's TV show Chalkzone, and has been used frequently in children's and art education lesson plans. Based on a 2007 online poll, the National Education Association named the book one of its "Teachers' Top 100 Books for Children." It was one of the "Top 100 Picture Books" of all time in a 2012 poll by School Library Journal.
- Trilogy Studios (August 8, 2011). "Harold and The Purple Crayon Climbs to #1 in iPad Book App Chart in First Week of Release" (Press release). PR Newswire. Retrieved April 24, 2014. "This timeless classic by Crockett Johnson is about the world a curious four-year-old boy creates by simply drawing it with a purple crayon."
- Harold and the Purple Crayon (1959) at the Big Cartoon DataBase
- Crockett Johnson Homepage: Film and Video
- Harold and the Purple Crayon (1959) at the Internet Movie Database
- Harold and the Purple Crayon – HBO
- Harold and the Purple Crayon (2002) at the Internet Movie Database
- Harold and the Purple Crayon – DC Theatre Scene
- Enchantment Theatre Company presents "The Adventures of Harold & the Purple Crayon"
- Rowles, Dustin (February 25, 2010). "Exclusive: Harold and the Purple Crayon Headed to the Big Screen". Pajiba. Retrieved August 13, 2011.
- Computer Game A Mash-Up Of Crayons, Physics : NPR
- Crayon Physics Deluxe Interview
- ARTSEDGE: Exploring Neighborhoods through Art
- National Education Association (2007). "Teachers' Top 100 Books for Children". Retrieved August 19, 2012.
- Bird, Elizabeth (July 6, 2012). "Top 100 Picture Books Poll Results". School Library Journal "A Fuse #8 Production" blog. Retrieved August 19, 2012.
- Crockett Johnson Homepage: Books: The Harold Series
- The Appeal of 'Harold and the Purple Crayon', NPR - All Things Considered, May 29, 2005


Studying another language is an exciting and rewarding experience, not to mention a career path that leads to many opportunities in today's global marketplace. Whether as a major or a minor program, language study increases your marketability and broadens your horizons. Not only will you become proficient in another language, but you will also become sensitized to other cultures (their history, literature, economy, beliefs, etc.).
Through language study you will:
- Learn and use cross-cultural communication skills
- Develop a better understanding of other people and different cultures
- Experience another culture's artistic, literary, socio-political, and historical contributions that have changed and continue to change the world
- Appreciate and celebrate world diversity
- Improve your skills in your native language
- Understand more fully your place, and your native culture's place, on a global scale
Kutztown University offers a Bachelor of Arts and Minor in Spanish. Future teachers can pursue a Bachelor of Science in Secondary Education/Spanish. Studying Spanish is especially relevant in our area, as the Spanish-speaking population continues to grow in our region.
Through specialized courses such as Spanish Conversation and Advanced Syntax and Style, students will achieve a solid foundation in written and conversational Spanish. All students, regardless of their level of ability, will be accommodated as they learn about the culture, language and the important history of Spanish-speaking countries. Classroom activities, such as lecture, group discussion, and pair work, are enhanced by the use of computer technology, music, video, and other techniques that our diverse faculty has acquired through their world experiences.
This program is taught by the Department of Modern Language Studies.
Bachelor of Science in Secondary Education/Spanish
The Bachelor of Science in Secondary Education/Spanish program not only gives students a sound basis in Spanish, but also provides a strong knowledge of educational techniques. Students who complete the requirements for a Bachelor of Science in Secondary Education will be certified to teach Spanish in grades K through 12. The program is coordinated between the Department of Modern Languages and the Secondary Education Department in the College of Education. Learn more about a Bachelor of Science in Secondary Education/Spanish.
Extra Curricular Activities
● Sigma Delta Pi - Nationally-recognized Hispanic Honor Society for Spanish majors and minors
● The Organization for Latino Awareness - Student-run organization that promotes awareness through activities
● Hispanic Film Series - Annually provides movie viewings in Spanish or dealing with related content
Kutztown University offers the intriguing opportunity to study abroad and immerse yourself in the culture of Spain, Ecuador or Costa Rica. Learn more about KU's Study Abroad program.
Based on the growth of the Hispanic population and the increase of Spanish-speakers world-wide, bilingual English/Spanish ability and cross-cultural understanding are valued assets in all fields, but especially so within the business world, health care fields, government, education, social work, and law enforcement.
- Art Education
- Business Administration
- Communication Design
- Communication Studies
- Computer Science
- Criminal Justice
- Elementary Education
- Electronic Media
- English as a Second Language (ESL)
- Environmental Science
- German Studies
- Information Technology
- International Studies
- Leisure and Sport Studies
- Library Science
- Marine Science
- Music Education
- Multicultural Studies
- Political Science
- Pre-Med & Health Careers
- Professional Writing
- Public Administration
- Public Relations
- Secondary Education
- Social Work
- Software Development
- Special Education
- Studio Art
- Women's Studies


Ardley, Neil. 101 Great Science Experiments. Dorling Kindersley, 1993.
Bosak, Susan. Science is...: A Sourcebook of Fascinating Facts, Projects and Activities. Firefly Books. Reprint ed. 2000.
Browning, Marie. Natural Soapmaking. Sterling Publications, 1999.
Day, John A., Shafer, Vincent J., Peterson, Roger Tory. Peterson First Guide to Clouds and Weather. Houghton Mifflin Co. (Pap), 1998.
Graf, Rudolph F. and Sheets, William. Build Your Own Low-Power Transmitters: Projects for the Electronics Experimenter. Newnes, 2001.
Greene, Alan. Primitive Photography: A Guide to Making Cameras, Lenses and Calotypes. Butterworth-Heinemann (Trd), 2001.
Harris, James G. and Harris, Melinda Woolf. Plant Identification Terminology: an Illustrated Glossary. Spring Lake Pub., 2001.
Hauser, Jill Frankel and Braren, Loretta Trezzo. Kids' Crazy Concoctions. Williamson Publishing, 1998.
Hodgson, Michael. Basic Essentials: Weather Forecasting. 2nd ed. Globe Pequot Press, 1999.
Home Made Best Made: Hundreds of Ways to Make All Kinds of Useful Things. Reader's Digest General Books. Reader's Digest Adult, 1998.
Kerrod, Robin and Holgate, Sharon Ann. The Way Science Works. DK Publishing, 2002.
Lawrence Hall of Science. Earth, Moon, and Stars. Regents of the University of California, 1986.
Lawrence Hall of Science. Electricity. Regents of the University of California, 1983.
Lawrence Hall of Science. Height -O- Meters. Regents of the University of California, 1988.
Lawrence Hall of Science. Hot Water and Warm Homes From Sunlight. Regents of the University of California, 1986.
Lawrence Hall of Science. Of Cabbages and Chemistry. Regents of the University of California, 1989.
Lawrence Hall of Science. Secret Formulas. Regents of the University of California, 1996.
Levabre, Marcel. Aromatherapy Workbook. Inner Traditions International Ltd., 1997.
Liles, J.N. The Art and Craft of Natural Dyeing: Traditional Recipes for Modern Use. University of Tennessee Press, 1990.
Mayall, R. Newton and Mayall, Margaret W. Sundials: Their Construction and Use. Dover, 2000.
McGee, Harold. The Curious Cook: More Kitchen Science and Lore. John Wiley & Sons, 1992.
Miller, Susan. The Soapmaker's Companion: A Comprehensive Guide with Recipes, Techniques, and Know How. Storey Books, 1997.
Monihan, Kevin and Douglass, Don. GPS Instant Navigation: From Basic Techniques to Electronic Charting. Fine Edge Productions, 2000.
Murray, Michael T. and Pizzorno, Joseph. Encyclopedia of Natural Medicine. Prima Publishing, 1997.
Rogers, Kirsteen and Dowswell, Paul. The Usborne Complete Book of the Microscope. EDC Publications, 1997.
Science Snackbook: Teacher Created Versions of Exploratorium Exhibits. Edited by Paul Doherty and Don Rathjen. The Exploratorium, 1991.
Trionfante, Jeffrey V. Sunclocks: Sundials to Make and Use. Jvt Pub., 1999.
Wood, Robert. Science For Kids: 39 Easy Meteorology Experiments. TAB Books.
Discover More main page


WASHINGTON — July 15, 2010 — The 21st Century Skills Map for the Arts demonstrates how the three Rs and four Cs (critical thinking and problem solving, communication, collaboration and creativity and innovation) can be fused within arts curriculum.
The map was released at a Capitol Hill Briefing by representatives from P21, the American Alliance for Theatre & Education, the Educational Theatre Association, the National Art Education Association, MENC: The National Association for Music Education, the National Dance Association, and the National Dance Education Organization.
The map provides educator-created examples of how art subjects (dance, music, theatre, and visual and media arts) can be fused with skills to create engaging learning experiences that promote 21st century knowledge and skill acquisition.
Kathy Hurley, senior vice president of strategic partnerships for the education services and technology company Pearson and P21 executive board and strategic council chair, said, “I commend America’s leading arts education professional associations for joining forces to create a tool that illustrates how the four Cs can be fused with arts education. This new document, P21’s fifth core content map, provides practical examples that educators can model as they work to ensure 21st century readiness for every student.”
In addition to aligning teaching and learning to the demands of today’s world, the map cites specific student outcomes and provides project examples for grades four, eight and 12.
For example, at the fourth-grade level, students could be asked to perform and record the same story three times; once with words only, once with physical movement only, and once with both. They then review the different performances and reflect in group discussions and individual writing about how the presentations and story changed and whether or not one version communicated more effectively than another and why. Through this project, students engage in a creative assignment that requires them to build a diverse set of communication skills.
At the eighth-grade level, students could be asked to examine how composers, artists, choreographers, and playwrights use the arts to communicate particular ideas, themes, or concepts and to evoke particular emotions or feelings. They then would develop multimedia presentations illustrating how such communication occurs through each of the arts disciplines.
In twelfth grade, students could be asked to view and discuss single or multiple works of art created by themselves and their peers. Students would be required to use mutually agreed upon criteria (elements and principals of art and design, subject matter, technique, style, etc.) to describe, analyze, interpret, and make informed judgments about the art works.
“The 21st Century Skills Map for the Arts, which includes examples that reflect classroom practice, represents a major achievement in showing how core subjects, such as the arts, can be fused with the four Cs,” said Michael Blakeslee, senior deputy executive director, MENC: The National Association for Music Education. “The examples in this map illustrate how the arts promote habits that cultivate curiosity, imagination, creativity and evaluation skills, as well as all the essential skills that students need to be successful in today’s world. This document demonstrates that the arts are among society’s most compelling and effective paths for ensuring 21st century readiness for every student.”
The 21st Century Skills Map for the Arts is the fifth in a series of core content maps designed for educators, administrators and policy-makers. All of the Partnership's resources are freely available at www.P21.org.
About the Partnership for 21st Century Skills: P21 is a national organization that advocates for 21st century readiness for every student. As the United States continues to compete in a global economy that demands innovation, P21 and its members provide tools and resources to help the U.S. education system keep up by fusing the three Rs and four Cs (critical thinking and problem solving, communication, collaboration and creativity and innovation). While leading districts and schools are already doing this, P21 advocates for local, state and federal policies that support this approach for every school.
21st Century Skills Leadership States include: Arizona, Illinois, Iowa, Kansas, Kentucky, Louisiana, Maine, Massachusetts, Nevada, New Jersey, North Carolina, Ohio, South Dakota, Wisconsin and West Virginia.


Why does children's music participation decline
following the transition to secondary school?
That question is prompted by a Keele University report* of a longitudinal study involving over 1000 children during their final year at primary school through to their first year in secondary school. The findings are significant for they
It is not surprising therefore that the activities of Youth Music (NFYM) have struck a chord. YM's funding focus is mainly on music-making out of school hours, across a great breadth of musical styles and cultural traditions. Applicants for funding have to indicate clearly that they are in tune with what will engage with young people - not only music styles, but also the manner and context in which the music is made. In their applications "profile", whilst Western classical music is represented, popular styles predominate, together with a burgeoning interest in non-western traditions.
Most of the music-making funded by YM covers 5-18 year olds; some activities have a direct link with schools' curriculum delivery, but most do not. With practical examples of music-making successfully involving that age range, YM has been encouraging and facilitating discussion on the relationships between provision through the formal music education sector and that through informal routes. Those discussions have also included those services whose main purpose is to engage with young people, such as Youth Services. Many have indicated that the discussions are providing useful fuel for a long overdue debate.
The National Music Council and the Music Education Council are planning to hold a joint meeting to discuss ways forward.
So what has the Keele study found?
First, it is important to remember that unlike many academic activities, young people have considerable autonomy in the way they engage in musical activities. Thus, questions asked directly of young people can throw some light on how and why they make critical decisions and especially the extent to which social factors can influence those decisions.


July 25, 2002 |
Years ago when the "Mozart Effect" emerged as the latest craze to increase intelligence in babies and young children, parents started positioning CD players with classical music next to cribs in order to give their toddlers a step up on the intelligence ladder. And while researchers still argue over the actual effect music has on children, you don't have to be a scientist to know that music can calm crying babies, energize tired children and delight youngsters.
CALIFORNIA | LOCAL
October 8, 1998
Helping to bolster music programs in Los Angeles schools, a music education campaign donated $150,000 worth of instruments to seven elementary schools. Executives from the "VH1 Save the Music" program presented an average of 30 instruments, including cellos, flutes and trumpets, to each of the seven schools, said Bob Morrison, spokesman for VH1.
CALIFORNIA | LOCAL
March 1, 1996
Re Interview, Judith Balfe, Opinion, Feb. 25: My ticket to the magic and creative world of music started in 1958 with a 10-cent school bus ride from Bell Gardens Elementary to the L.A. Philharmonic. With the downbeat of the conductor's baton, a whole new world became alive before my eyes and filled my ears with a love and appreciation of music that grows to this day. It's not too late to inspire and educate through music. A string or wind ensemble can travel to the elementary schools where children await with open minds and ears.
CALIFORNIA | LOCAL
August 7, 1993 |
Shakespeare wrote about the "sweet power of music." Now scientists are finding that the bard was more correct than he could have possibly known. A team of UC Irvine researchers Friday released results of a pilot study they said strongly indicates that music education stimulates the brains of preschool children to enhance learning. "There are growing indications that music serves as nurturing stimulation to exercise the intellect," said Norman Weinberger, a psychobiologist at UCI.
April 12, 1997 |
How can the issue of arts education programs be made as compelling as, say, global human rights? Put Stevie Wonder in charge of it. Who else could turn the phrase "music education in the schools" into a funky call-and-response chant? That's what Wonder did--twice--in appearances during the taping of the fourth annual VH1 Honors concert Thursday at the Universal Amphitheatre, an annual benefit dedicated this year to music education.
March 7, 2013 |
Gustavo Dudamel will fly to Caracas, Venezuela for the funeral Friday of President Hugo Chavez, and the L.A. Philharmonic music director might lead a concert tied to the Chavez events. The Venezuelan-born conductor is expected to head to Caracas directly after the Thursday evening performance of "The Gospel According to the Other Mary" at Walt Disney Concert Hall. Grant Gershon, the artistic director of the L.A. Master Chorale, will conduct the Friday evening performance of the piece.
June 28, 2012 |
Gustavo Dudamel, 31, seems practically middle-aged compared to Jose Angel Salazar, a 14-year-old El Sistema student who has gained attention recently for his talent as a conductor. Salazar is the subject of a recent profile by Reuters that recounts his training in El Sistema,Venezuela's state-funded program that provides free music education to disadvantaged youth. The report states that Salazar is the youngest conductor in the country. Dudamel, who was also trained in El Sistema and is the music director of the Los Angeles Philharmonic, was in his early 20s when he started attracting international attention.
August 26, 1994 |
It is a commonly held notion in our society that learning to play a musical instrument during childhood will enrich a person's life forever. Consequently, many parents feel obligated to see that their children take music lessons. Some grown-ups maintain that the best way to interest kids in music is through one-on-one lessons. But there is a whole school of thought--backed up by several San Fernando Valley-based programs--that argues otherwise.
February 14, 2014 |
Gustavo Dudamel has found himself in the midst of a political debate in his native Venezuela over a recent concert he conducted that was attended by the country's controversial leader, President Nicolas Maduro. The Times' World Now blog reported Friday that Dudamel led a performance of the Youth Orchestra of Lara in the city of Maracay on Wednesday. Maduro, who was in the audience, is facing a national crisis following eruptions of violence in a number of cities, leaving three dead and many more injured.


Yokohama’s Yamate district used to be a foreign settlement, and the entire area felt like a separate exotic western country within Japan. In Yamate, it was possible to hear many foreign languages mingling together on the streets. 150 years later, big changes have come to this area. But the city of Yokohama is trying to preserve the old culture through a number (eight to be exact) of old, western-style buildings.
Yamate History Archives (Shiryo-kan 山手資料館 )
One of the preserved buildings now acts as an archive of the old Yamate foreign settlement. This tiny building is the only remaining western wooden house from around 1900. Interestingly, it did not originally stand on its current site in Yamate, but was sold and then moved here from the Tobe district of Yokohama in 1977.
Items exhibited in the archives are all related to the lives of former foreign residents. They include: A cartoon magazine called Japan Punch published by Charles Wirgman; Red bricks and tiles made by Alfred Gerard; A three-dimensional model of the Yamate Foreign Cemetery, and so on. However, because the building is so small, there are not so many artifacts on display.
About Charles Wirgman
Charles Wirgman was a British newspaper reporter and painter. He was born in a Swedish family in London in 1832. After receiving an art education in Paris, he was sent to Guantong China as a correspondent for the Illustrated London News in 1857. He came to Nagasaki Japan in 1861. Wirgman reported on many of the incidents and conflicts between the Samurai Government and the feudal lords under the Emperor. His articles were accompanied by many of his own illustrations. When he worked here as a correspondent, Japan was not a safe place for foreigners, due not only to internal conflicts, but also because of the confusion brought on by the changing of her seclusionist policies. Foreigners were always in danger of assault by radical exclusionists.
Wirgman sent many vivid and shocking illustrations to his publisher. I would like to introduce a few of them.
At the Tozen-ji temple Incident in 1861, Wirgman himself was actually there and saw it happen! Tozen-ji temple was being used as a British Consular Office at that time, and the exclusionists suddenly attacked it. Wirgman saved his own life by taking refuge under the porch. But—being the consummate journalist that he was—he observed the scene and made mental notes even while hiding from the attackers. His report on the violent event was featured in the Illustrated London News later in the year.
While on a short trip with his friend Felice Beato in 1864, he met and chatted with two British officers at Enoshima just after he and Beato had left Kamakura. Then, Wirgman and Beato headed to Fujisawa and the two officers went on to Kamakura themselves. The Gods must have been with Wirgman and Beato, because the two officers were murdered in the ancient city just after that.
The Japan Punch
Wirgman began to publish the Japan Punch in 1862 for the entertainment of foreigners in the Yokohama settlement. This was a cartoon magazine satirizing people in the community. It continued to entertain its readers for more than 20 years. Looking at his cartoons from the Japan Punch today, we can get to know what the streets and houses in the settlement were like, customs of the community, their fashion, entertainment and sports news, business news, gossip, and much more. His close friend Beato sometimes appeared in his cartoons. In one example, Beato, who is enjoying a game of bowling, shows emotional ups and downs about the game. It’s interesting that in the background, a Japanese with a traditional chon-mage hairstyle can be observed setting up pins on the lane behind Beato.
Wirgman married a Japanese woman, Kane Ozawa in 1863 and they had a boy in 1864. Wirgman was strict and serious about his painting, and various Japanese became his pupils. Later, one of them had the honor of his work being accepted for an art exhibition in Paris. Wirgman died in 1891 and was buried in the Yokohama Foreign Cemetery.
If you are interested in old Yokohama, please visit this Archive and take a look at some illustrations and cartoons drawn by Wirgman. They demonstrate the bright and colorful lives of those living in the settlement, as well as the dark, sad and intense culture of Japan at that time in her history.