Educational Review, Volume 19
Nicholas Murray Butler, Frank Pierrepont Graves, William McAndrew
Doubleday, Doran, 1900 - Education
Vols. 19-34 include "Bibliography of education" for 1899-1906, compiled by James I. Wyer and others.
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admission agriculture American Appleton Brown University candidates cation cent century Chicago child child-study Columbia Columbia University Comm'r committee course of study curriculum discussion educa Education Series elective elementary England English entrance requirements examination fact faculty French geometry German give grades graduate grammar Harvard Harvard College high school Hinsdale important individual institutions instruction instructor interest journal kindergarten Latin learning lege Lond Macmillan matter ment methods mind modern languages N. E. A. Proc National Educational Association natural Normal School organization physical plane geometry practical preparation present President principles Professor psychology public schools pupils question Regents School rev scientific secondary education secondary schools solid geometry spelling superintendent taught teachers teaching text-books things thoro thoroly thru tion U. S.—Education univ University versity words York
Page 53 - On Linden, when the sun was low, All bloodless lay the untrodden snow ; And dark as winter was the flow Of Iser, rolling rapidly. But Linden saw another sight, When the drum beat at dead of night, Commanding fires of death to light The darkness of her scenery.
Page 327 - ... accessible, under such rules and restrictions as the officers in charge of each collection may prescribe, subject to such authority as is now or may hereafter be permitted by law, to the scientific investigators and to students of any institution of higher education now incorporated or hereafter to be incorporated under the laws of Congress or of the District of Columbia, to wit: 1.
Page 487 - We hope to excite a feeling of respectability and a sense of character by enlarging the capacity and increasing the sphere of intellectual enjoyment. By general instruction, we seek, as far as possible, to purify the whole moral atmosphere...
Page 487 - We do not, indeed, expect all men to be philosophers, or statesmen ; but we confidently trust, and our expectation of the duration of our system of government rests on that trust, that by the diffusion of general knowledge, and good and virtuous sentiments, the political fabric may be secure, as well against open violence and overthrow, as against the slow but sure undermining of licentiousness.
Page 18 - We are like the clerk in the central telephone exchange who cannot get nearer to his customers than his end of the telephone wires. We are indeed worse off than the clerk, for to carry out the analogy properly we must suppose him never to have been outside the telephone exchange, never to have seen a customer or any one like a customer — in short, never, except through the telephone wire, to have come in contact with the outside universe. Of that "real...
Page 114 - In the original constitution of Oxford, as in that of all the older universities of the Parisian model, the business of instruction was not confided to a special body of privileged professors. The University was governed, the University was taught, by the graduates at large ; Professor, Master, Doctor, were originally synonymous.
Page 169 - As a standard series of entrance requirements, to be adopted as soon as possible, we recommend the following : 1. Physical geography. 2. United States history. 3. Arithmetic, including the metric system. 4. Algebra to quadratics. 5. English grammar and composition, together with English requirements of the New England association. 6. Plane geometry. 7. One foreign language. 8. One of the natural sciences. 9. Ancient, general, or English history.
Page 260 - Many a teacher has found that, in dealing with . the great and noble acts and struggles of bygone men, he has succeeded in reaching the inner nature of the real boys and girls of his classes, and has given them impulses and honorable prejudices that are the surest sources of permanent and worthy refinement. We may venture to suggest that character \ is of even greater value than culture.
Page 512 - The course of study is divided in two ways: (1) into six sections; (2) into four sections ; each section covering a year's work. Pupils taking the course in six years are classified in six grades, called the fourth, fifth, sixth, seventh, eighth, and ninth grades. Those taking it in four years are classified in four grades, called grades A, B, C, and D. When pupils ^ 1 1 I W & U) are promoted to the grammar schools they begin the first year's work together.