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Author: INDIANAPOLIS CHAMBER OF. COMMERCE
Publisher:
ISBN: 9781334786419
Category :
Languages : en
Pages : 0
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Author: INDIANAPOLIS CHAMBER OF. COMMERCE
Publisher:
ISBN: 9781334786419
Category :
Languages : en
Pages : 0
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Book Description
Author: University Of The State Of New York
Publisher: Forgotten Books
ISBN: 9780656183197
Category : Education
Languages : en
Pages : 46
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Book Description
Excerpt from Organization and Administration of Part-Time Schools I wish that I might express in some more adequate way to the hundreds of teachers who will aid in the development of this new type of school my faith in what I am sure they will accomplish for the betterment of the coming generations. I wish to thank especially the city and village superintendents whose practical advice and whose cordial cooperation with Mr Wilson in planning for the organization of these schools, have not only given new proof of their intelligent zeal in behalf of the children of the State but have also made possible the initiation of this work with their unanimous approval and support. And above all I wish to make acknowledgment of the efficient, indefatigable, sacrificing labor of Mr Wilson in this cause. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Author: National Education Associatio Education
Publisher:
ISBN: 9781330900307
Category : Education
Languages : en
Pages : 28
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Book Description
Excerpt from Part-Time Education of Various Types, 1921: A Report of the Commission on the Reorganization of Secondary Education (The Reviewing Committee consists of 26 members, of whom 16 are chairmen of committees and 10 are members at large.) Chairman of the Commission and of the Reviewing Committee: Clarence D. Kingsley, State high-school supervisor, Boston, Mass. Members at large: Hon. P. P. Claxton, late Commissioner of Education, Washington, D. C. Thomas H. Briggs, professor of (secondary) education, Teachers College, Columbia University, New York City. Alexander Inglis, professor of (secondary) education, Harvard University. Henry Neumann, Ethical Culture School, New York City. William Orr, senior educational secretary, international Y. M. C. A. committee, 347 Madison Avenue, New York City. William B. Owen, principal of Chicago Normal College, Chicago, Ill. J. J. Didcoct, professor of secondary education, George Peabody College for Teachers, Nashville, Tenn. Joseph S. Stewart, professor of secondary education, University of Georgia. Milo H. Stuart, principal of Technical High School, Indianapolis, Ind. H. L. Terry, State high-school supervisor, Madison, Wis. Chairmen of Committees: Organization and Administration of Secondary Education - Charles H. Johnston, professor of secondary education, University of Illinois. Agriculture - A. V. Storm, professor of agricultural education, University of Minnesota, St. Paul, Minn. Art Education - Royal B. Farnum, president, Mechanics Institute, Rochester, N. Y. Articulation of High School and College - Clarence D. Kingsley, State high-school supervisor, Boston, Mass. Business Education - Cheesman A. Herrick, president, Girard College, Philadelphia. Pa. Classical Languages - W. E. Foster, Stuyvesant High School, New York City. English - James Fleming Hosle, professor of education, Teachers College, Columbia University, New York City. Household Arts - Mrs. Henrietta Calvin, United States Bureau of Education. Industrial Arts - Wilson H. Henderson, extension division, University of Wisconsin, Milwaukee, Wis. (now Major, Sanitary Corps, War Department, U. S. A.). Mathematics - William Heard Kilpatrick, professor of education, Teachers College, Columbia University, New York City. Modern Languages - Edward Manley, Englewood High School, Chicago, Ill. Music - Will Earhart, director of music, Pittsburgh, Pa. Physical Education - James H. McCurdy, director of normal courses of physical education. International Y. M. C.A. College, Springfield, Mass. Sciences - Otis W. Caldwell, director, Lincoln School, and professor of education, Teachers College, Columbia University, New York City. Social Studies - Thomas Jesse Jones, educational director, Phelps-Stokes Foundation, New York City. Vocational Guidance - Frank M. Leavitt, associate superintendent of schools, Pittsburgh, Pa. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Author: University Of The State Of New York
Publisher: Forgotten Books
ISBN: 9780656141197
Category : Education
Languages : en
Pages : 20
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Excerpt from The Part-Time School for the Working Youth: A Formulation of the Theory, Principles, Problems and Practices Involved in the New York State Program of Part-Time or Continuation School Education This legislation supported by many social agencies and interests was passed by the Legislature of New York for the same under lying reasons that brought its hearty adoption in the other states. What are these reasons? The safety and progress of the democratic state requires an intelligent and efficient citizenship to meet the rising demands of opportunity for all. The. Wage-earning youth, leaving fall-time school to go to work prematurely, is deprived of this opportunity. It therefore becomes the duty of the State to follow him, so that he may have a chance to learn as well as earn. This is only Simple justice. At large expense to the State the full time school gave the wage earning youth, before he took up wage earning, certain social values. The only sure way to fix' these so they will become permanent is to maintain contact with him through his adolescent years as a wage worker. Many of the youths of New York State leave full-time school to go to work prematurely. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Author: Robert J. Leonard
Publisher: Forgotten Books
ISBN: 9780265155646
Category : Business & Economics
Languages : en
Pages : 614
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Excerpt from Report of the Richmond, Indiana, Survey for Vocational Education, 1916, Vol. 3 of 15: Conducted Co-Operatively by the Indiana State Board of Education, the Board of Education of Richmond and Indiana University Other minor studies of the needs of teachers of the practical arts subject in the regular schools and the need for vocational instruction in particular communities were made by the State Department during this year. Indiana University also provided the full-time service of one woman (paying all her salary and travel ing expenses) to help supervise the domestic science work given in the regular schools. The Indiana State Normal School did the same. Purdue University provided the services of two women to help supervise the work in domestic science and three men to help supervise the work in agriculture. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Author:
Publisher:
ISBN: 9781331379416
Category : Education
Languages : en
Pages : 56
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Excerpt from Some Results of Eight Years of Vocational Training in Indiana It is gratifying to note the success achieved by Indiana's vocational schools during their brief history of eight years. The large percentage of boys who have had vocational training in agriculture and in trades, and who are now at work at the occupations for which they were trained, shows that the vocational schools are realizing their aim in training boys for the farm and for the trades. The vocational schools constitute an efficient instrument for increasing the wealth of the state. For example, in Shelby county the vocational pupils tested 16,000 ears of seed corn one year. The yield from this tested corn, planted on 32 Shelby county farms, was 11 per cent greater than the yield on other farms in the county. This is only one of many examples which might be given, illustrating concretely the value of vocational training in home economics and industry as well as in agriculture. In the pages that follow the reader will find many other examples equally as striking. The need is that vocational training be so extended that its benefits may accrue alike to all sections of the state. Thus far only one-fourth of the state has been reached by vocational schools. This bulletin is submitted to acquaint the public with the aims and purposes of certain phases of vocational training together with the work accomplished. It is recommended for careful reading. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Author: Gilbert Burnet Morrison
Publisher: Forgotten Books
ISBN: 9780483246348
Category : Education
Languages : en
Pages : 32
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Excerpt from The Scope and Content of the District High School A curious and interesting fact in the growth of school systems may be noted here. It is that tendency to set the newly acquired studies off by themselves. The first illustration of this may be remembered by a visit to the old Latin and English high school of Boston. This building was planned by Mr. John D. Philbrick and marked an important step toward the introduction of science into the high schools. This transition left its mark on the.build ing. The two assembly rooms on the third' floor each capable of seating 800 persons would of course serve the purpose of a modern high school by uniting them into a single room capable of seating the whole school, but it was necessary at the time of erecting this building in 1877 to provide separate rooms for the classical and mathematical students, and those taking the English and science branches. These two classes of students were not allowed to assemble together! The relation which in some locali ties still lingers between Manual Training and Commercial branches and the rest of the school existed between the Classical and Science branches thirty years ago! Manual Training High Schools and Commercial High Schools were built in various cities, containing in their curricula varying amounts of academic work. They have all succeeded and have drawn students in great numbers, but the tendency of these schools has been to add more and more of academic work to their courses till some of them already have the full high school course of study contained in other schools preparing their pupils for all courses in college. Some, like those of Denver, Kansas City, Indianapolis and St. Louis were made complete at the start and they all became immediately popular. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Author: John Dewey
Publisher: Createspace Independent Publishing Platform
ISBN:
Category : Juvenile Nonfiction
Languages : en
Pages : 456
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Book Description
. Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word "control" in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment.
Author: Indiana University. Extension Division
Publisher: Forgotten Books
ISBN: 9781390963960
Category :
Languages : en
Pages : 1012
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Book Description
Excerpt from Proceedings of a Conference on Educational Measurements: Held at Indiana University, Bloomington, Indiana, Friday and Saturday, April 17 and 18, 1914 III the field of Education we have had the same distrust of the scholar. Not infrequently the school man has the belief that sys tematic study in a university will lead him away from the prsc tical problems with which he has to deal. Many of our best young schoolmen have come to realize, however, that in Education also we must. Call upon the scholar. Many of the scholarly studies are in appearance and in fact remote from the immediate problems which confront the school superintendent. However, one sees on full consideration that the scientific studies of Education make part of a larger View which is necessary for the adequate solution of our educational problems. I counsel the young school man, there fore, to go away from the school and to devote himself for a number of years to thoroughgoing scientific study under the direction of the greatest scholars, whether he can see the immediate application of those studies or not, and I assure him that if he does this with intelligence the time will come when he will be able to deal with educational problems, great and small, upon a far higher level. I congratulate you today upon the fact that you are to hear one of the most notable contributors to the scientific study of Education, Professor Thorndike, Professor of Educational Psychol ogy, Teachers' College, Columbia University. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Author: Charles W. Odell
Publisher: Forgotten Books
ISBN: 9780331187540
Category :
Languages : en
Pages : 48
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Book Description
Excerpt from Summer Work in Public Schools Former lengths of school years. During the earlier part of the nineteenth century, and even later, it was not unusual for rural and small - town children, especially girls and small boys, to attend school during a considerable part of the summer rather than during the severe winter weather. Probably the chief cause was that because of the lack of good roads and the distances that must be travelled to reach the schools, it was difficult to attend school during the winter. However, as roads were improved and as cities and towns became more numerous, the practice Of having summer terms became less common until it has become the almost universal practice for the longest vacation period of the year to come during the summer months, or perhaps to include all of them. In the larger cities Of the country conditions were different. Many, probably most, of them formerly had school years much longer than is the custom now, with Short vacations including only a small part of the summer. For example, the Commissioner of Education1 has re ported data on lengths of school years about 1841-42. Some of the lengths are reported in days, some in weeks, and some in months. Boston is stated to have had a session of 224 days, Washington of 238, Philadelphia Of and Detroit of 253. That of Cleveland was forty - three weeks in length, that of Chicago forty-eight, and that of. New York forty-nine. Brooklyn, Baltimore, and Cincinnati had eleven-month sessions, whereas Buffalo had one of twelve months. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
