School books were bought and stored in the school library for teachers' use. This has Questions and Exercises at the end of each chapter. its aim is to give children in the junior school an understanding and knowledge of history.This book was part of the Mongan's Bridge and later the Tawonga State Schools libraries. It is an example of teaching subjects and methods in the early 1950s.Greenish book with black title and picture of a sailing boat on the front thick cardboard cover. 192 pages. Black and white drawings and photos. Library sleeve and slip inside back cover.Written in pen "State School ' Mongans Bridge" Ink stamp "State School / No. 2282 / Tawonga Library book with 911 / KEL sticker on back.mongan's bridge, tawonga state school, kiewa valley, library

Typed PagesTo His Honor Judge Rogers Sir I am glad to see that you are favorable to the establishment of a Mining School for, and in, this Colony and if when established, it should prove to be so valuable an adjunct as [ ? ]institution in Cornwall is to the philosphy of mining generally, the satisfaction uou will derive from teh promonant positino you have taken in the matter will amply repay you its benefactor. The principle of technological teachings is being organised by out great [ ? ] more and more almost daily. A mining school is purely technological in its character and its teachings will tend to make plain many of the obscurities of the presnt systems of mining, and its engineering. I will recollect a very strong hint given by you fro the Bench at Ballarat East over two years since in the cast of Bull v Bunning City which I gave evidence to the effect, "Don't you think that an institution of Engineers would be able to try such a case better than in this court. The question was partly on of technology and would [speak] volumes in its answer if followed into all its [ ? ] and [implications]. I have studued [ ? ] practical perhaps all of the branches which would have to be taught, and studied in a mining school, and shall be most happy in assisting, so far as my limited capacity will allow in this matter. I may add that I hold the first certificate from the committee of Inquiry as established by the Government, for competency as a mining inpector for this Colony, I am Sir your most Obt and humble servant [illegible]ballarat school of mines, merger, amalgamation, establishment, phoenix foundry, letterhead, warrington rogers

Born in 1911, Cecil Alan Sonsee lived at Springmount near Creswick, and taught natural history at the Ballarat Teachers' College for 30 years. His teaching career stretched over a 48 year period. He spent six years as a student teacher before reaching the position of first class teacher. He had the distinction of never attending a teachers' college, but spending half his teaching career training students to become teachers. At the time of his retirement Mr Sonsee said during his years at the college, "the training had changed from a one year course to a two year course, followed by a three year course, and now a four year course was offered." He recalled "in the early days all country schools had eight grades and a child finished with a merit certificate. Today [1976], children went to high schools from sixth grade and most of the country schools had disappeared.' Alan Sonsee spent 10 years on a television program on BTV6 answering questions sent by viewers regarding aspects of plant and animal live. Mr Sonsee was a life member of both Creswick and Ballarat Field naturalists Clubs. Alan Sonsee died in 1985.1) Foolscap Department of Victoria Ballarat newsletter titled Education 'Regional Views'. The newsletter depicts an image of Alan Sonsee and outlines his career at the time of his retirement on 20 July 1976. The author of the newsletter is unknown. .2) newspaper article on the retirement of Alan Sonsee dated 25 August 1976 (probably from the Ballarat Courier).1) Mr "Nature Man" Retires After a quiet celebration, Mr C.A. Sonsee, a well-known staff member at Ballarat State College, retired from the Victorian Education Department on 20th July, 1976. Alan was the longest serving primary teacher seconded to the State College (Formerly the Ballarat teachers' College), probably the best known and certainly one of the most highly respected educationalists in this region. Leaving Ballarat high School in 1927, he spent the following years teaching at Smeaton, Willowvale, Lawrence (originally called Jerusalem) and Kooroocheang primary schools. However, during the last twenty-nine years, his fame and his influence spread further and further afield. From 1947 to 1976, under a number of principals, Alan endeared himself to thousands of students undergoing their tertiary preparation for teaching. And thousands is the word! Hundreds and hundreds of practising teachers of all ages came to this great teacher again and again for assistance in understanding natural phenomena, a broad field in which he is an acknowledged expert. What undoubtedly made him so accessible to the young and the no-so-young alike was his ready willingness to share with them is rich experience. The warmth of his nature, his kindliness, his dry humour enriched and enlivened the gifts he lavished liberally on all who needed help. Nor did he spare himself in the process. During his ling period of service to teachers, students and some two generations or so of school children, Field Naturalists also, within and well beyond Ballarat, profited from his participation and guidance. A car trip from Ballarat to Lancefield was made unforgettable by Alan's running and lively commentary; the time spent with him viewing and fossicking in an aboriginal flint area is still vivid, thouhg many moons have waxed and waned since then. And who can ever forget his palcid, home;y handling of "Mr nature Man" programmes on BTV 6 for over ten years? his name became a hose-hold word over an existence viewing area in Western Victoria - as his mail bag showed. Mr T. Turner was closely associated with C.A.S. for some twenty-three years as colleague and college principal. Recently tome said, "Alan was highly esteemed by staff and students, When I saw him lecturing I would be struck by the depth and breadth of his knowledge, and by the smooth, almost deceptively simple way he shared what he knew with others. I remember, too, his consideration for the views and the feelings of others; for the tolerance and range of his understanding of human nature. But, above all else, I remember him as a friend." All who know him in any way at all will want to say, "Thanks you, Alan, for everything you did for us. Thank you, Alan for what you are."alan sonsee, ballarat teachers' college, ballarat state college, education, teaching, ballarat field naturalists, creswick field naturalists, aborigines, lancefield flint, smeaton primary school, willowvale primary school, lawrence primary school, jerusalum primary school, kooroocheang primary school, nature studies, mr nature man

Teachers at different levels were required to sit this examintion - "Theory of Teaching". Junior teachers - Pupil and those applying for admission to training - were only required to answer the first five questions. Those sitting for the Certificate of Competency or First Class certificate were required to answer the nine questions.Cream coloured printed formPrinter: Robt.S. Brain, Government Printer, Melbourneeducation department, examination, first class of pupil teachers, certificate of competency, first-class certificate, theory of teaching

Chapters: Language & Communication; Historical Perspective: Learning; Language use in Multilingual Malaysia; Language Impairment; Descriptions of Linguistic Categories; Effects of Language Impairment; Strategies to enhance Early Communication Skills; Teaching your Child; Suggested Activities that can promote Language Development; Frequently Asked QuestionsB&w illustrationslanguage and learning, language impairment, sociolinguistics

All language educators are aware that culture is a vitally important reason for teaching languages. All curriculum statements for languages contain strong references to the importance of culture. We need to offer accessible cultural input to initiate the teaching of culture in language use, while at the same time not simplifying or stereotyping the community that speaks the language we are teaching. This book takes up these important questions and places in the hands of teachers well researched but very practical guidance, advice, resources and information on teaching culture in language. In this book you will find a discussion of what researchers, and classroom teachers, think and do about culture in language education and you will find a rich array of practical resources and advice for enhancing classroom practice. Specific languages addressed are: Chinese, French, German, Italian, Japanese and English as a Second Language. Preface /? Joseph Lo Bianco 1. Common themes /? Joseph Lo Bianco 2. Culture: visible, invisible and multiple /? Joseph Lo Bianco 3. A conceptual framework to help teachers identify where culture is located in language use /? Chantal Crozet 4. Chinese /? Li Kaining 5. How can we make Australian English meaningful to ESL learners? /? Anne-Marie Barraja-Rohan 6. Teaching French and culture in language use /? Chantal Crozet and Louise Maurer 7. Are Germans rude or just doing things differently? Understanding and teaching language and culture /? Winfried Thielmann 8. Face value: teaching Italian verbal and social-cultural interaction /? Piera Carroli, Adriana Pavone, Vincenza Tudini 9. The teaching of culture in Japanese /? Miyuki Toyoda and Shunichi Ishihara.diagrams, word listsculture theory, australian english, esl, language and culture, english as a second language

Information about the dating of this photograph was provided by the 'Ask A Librarian' service of the State Library of Victoria. The Scripture Referendum was held on the same day as the Victorian Parliamentary Elections, in which J. Bowser ran against A.K. Buckley for a seat in the legislative assembly in the electoral district of Wangaratta and Rutherglen. The Scripture Referendum had three questions: "1. Are you in favour of the Education Act remaining as at present, strictly secular? 2. Are you in favour of such legislation as shall cause the scheme of Scripture lessons recommended by the Royal Commission on Religious Instruction to be taught in State schools during school hours to children whose parents desire the teaching (such lessons would be given subject to a conscience clause exempting teachers who object)? 3. Are you in favour of the prayers and hymns selected by the Royal Commission being used?" [source of text - Victorian Year-Book 1904. page 29]Black and white postcard sized photograph mounted on light cardboard. Photograph is of a group of men standing in front of shop "C.G. Nevill, Job Printer". Posters in the window are showing the results of "The Referendum", which has been identified as the Scripture Referendum held in Victoria on 1st June 1904. Poster in window at the right of the photo advertises a performance of Maggie Moore in Struck Oil, to be performed in the Town Hall on Saturday, 18th February 1904.On bottom of mount: "A.E. Nevill, Rutherglen" Written on back of mount: "Mr M. Pascoe, Rutherglen, Vic."nevill, printer, referendum, scripture in schools, secular education, victorian state elections, wangaratta rutherglen electoral district, maggie moore, struck oil

Diggers & Mining. The Chinese on the Gold Fields. Slide reads: Thus, well before the end of the nineteenth century, the Australian colonies were united in a policy of restricting Chinese and all coloured immigration. This question was discussed at many intercolonial conferences, and was one of the arguments of the advocates of Federation. When the federation was established (1901) - and by this time the rise of Japan was a factor in the situation - ''White Australia'' was adopted as a basis of the immigration policy of the Commonwealth. Markings: 1. Used as a teaching aid.hanimounteducation, tertiary, goldfields

This student homework entitled "Computer Awareness" is part of Record Series 35. Student Work. In 1982 Lauren Rose (Class of 1984) completed an assignment for Year 10 on Computer Awareness. Lauren had to answer a series of questions and think about what she thought was the impact of computers and speculate about what she thought would happen in the future. In 1982 computers where not yet an essential part of office administration or learning at school. Lauriston was still teaching students how to use electric typewriters in 1984. Computer Awareness folder comprised of four A4 ring binder pages, includes responses to questions regarding the importance of computer awareness in the emerging digital age.