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ability able activities American asked become better boys building called cent child Club College committee course desire Detroit direction discussion effective English examinations experience fact final girls give given grade grow High School idea important increase individual instruction interest kind knowledge language lesson live material matter means measure meet ment method Michigan Miss nature organization period person play possible practical present problem progress pupils question reading responsibility savings selected social standards story student suggested Table teacher teaching tests things tion United University week whole write
Side 64 - And though the Lord give you the bread of adversity, and the water of affliction, yet shall not thy teachers be removed into a corner any more, but thine eyes shall see thy teachers: 21 And thine ears shall hear a word behind thee, saying, This is the way, walk ye in it, when ye turn to the right hand, and when ye turn to the left.
Side 21 - I WANDERED LONELY AS A CLOUD I wandered lonely as a cloud That floats on high o'er vales and hills, When all at once I saw a crowd, A host, of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing in the breeze. Continuous as the stars that shine And twinkle on the milky way, They stretched in never-ending line Along the margin of a bay: Ten thousand saw I at a glance, Tossing their heads in sprightly dance.
Side 34 - THIS I beheld, or dreamed it in a dream: — There spread a cloud of dust along a plain ; And underneath the cloud, or in it, raged A furious battle, and men yelled, and swords Shocked upon swords and shields. A prince's banner Wavered, then staggered backward, hemmed by foes. A craven hung along the battle's edge, And thought, ' Had I a sword of keener steel — That blue blade that the king's son bears,— but this Blunt thing ! ' — he snapt and flung it from his hand, And lowering crept away...
Side 21 - They stretched in never-ending line Along the margin of a bay: Ten thousand saw I at a glance, Tossing their heads in sprightly dance. The waves beside them danced; but they Out-did the sparkling waves in glee: A poet could not but be gay, In such a jocund company: I gazed— and gazed— but little thought What wealth the show to me had brought: For oft, when on my couch I lie In vacant or in pensive mood, They flash upon that inward eye Which is the bliss of solitude; And then my heart with pleasure...
Side 63 - Their main function is to prepare for the duties of life that small proportion of all the children in the country — a proportion small in number, but very important to the welfare of the nation — who show themselves able to profit by an education prolonged to the eighteenth year, and whose parents are able to support them while they remain so long at school.
Side 12 - The object of the University shall be to provide the inhabitants of the state with the means of acquiring a thorough knowledge of the various branches of literature, science and the arts.
Side 34 - Had I a sword of keener steel — That blue blade that the king's son bears, — but this Blunt thing!" he snapt and flung it from his hand, And lowering crept away and left the field. Then came the king's son, wounded, sore bestead, And weaponless, and saw the broken sword, Hilt-buried in the dry and trodden sand, And ran and snatched it, and with battle-shout Lifted afresh he hewed his enemy down, And saved a great cause that heroic day.
Side 13 - Dewey was quite right when he wrote "that there is perhaps no better definition of culture than that it is the capacity for constantly expanding in range and accuracy one's perception of meanings." The University must expand to the breaking point the range of its understanding of American life as it is today. The usually accepted standards of accuracy applied at this point would produce a remarkable forward movement.
Side 30 - The sweetest music is not in the oratorio, but in the human voice when it speaks from its instant life, tones of tenderness, truth, or courage.
Side 36 - Consequently, education in a democracy, both within and without the school, should develop in each individual the knowledge, interests, ideals, habits, and powers whereby he will find his place and use that place to shape both himself and society toward ever nobler ends.