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Mind And Its Education

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Education, Psychology
Chapter: 19 | Listen: 3

“We are to study the mind and its education; but how? It is easy to understand how we may investigate the great world of material things about us; for we can see it, touch it, weigh it, or measure it. But how are we to discover the nature of the mind, or come to know the processes by which consciousness works? For mind is intangible; we cannot see it, feel it, taste it, or handle it. Mind belongs not to the realm of matter which is known to the senses, but to the realm of spirit, which the senses can never grasp. And yet the mind can be known and studied as truly and as scientifically as can the world of matter.” This book of over a hundred years is full of useful and practical information. The author’s elegant use of referencing poetry and literature in forming mental images as a way of educating our creative minds makes for a most pleasurable read. – Summary by Mike Justice and from the text [chương_files]

Intelligence of School Children

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Education, Psychology
Chapter: 15 | Listen: 1

This book has been written for the rank and file of teachers, school supervisors, and normal-school students. Its purpose is to illustrate the large individual differences in original endowment which exist among school children and to show the practical bearing of these differences upon the everyday problems – Summary by Leon Harvey [chương_files]

English Literature: Its History and Its Significance for the Life of the English Speaking World

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Education, Literary Criticism
Chapter: 64 | Listen: 3

This book, which presents the whole splendid history of English literature from Anglo-Saxon times to the close of the Victorian Era, has three specific aims. The first is to create or to encourage in every student the desire to read the best books, and to know literature itself rather than what has been written about literature. The second is to interpret literature both personally and historically, that is, to show how a great book generally reflects not only the author’s life and thought but also the spirit of the age and the ideals of the nation’s history. The third aim is to show, by a study of each successive period, how our literature has steadily developed from its first simple songs and stories to its present complexity in prose and poetry. (From the Preface by William J. Long) [chương_files]

Annual Reports to the Massachusetts Board of Education

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Education
Chapter: 50 | Listen: 1

Horace Mann is called The Father of the Common School and was one of the first progressive thinkers on education in the United States. His Annual Reports to the Massachusetts Board of Education, written between 1837 and 1848, are wide-ranging essays on topics, including philosophical arguments on the role of education in a democracy, curricular matters such as textbook choice and methods of reading instruction, and nitty-gritty details of classroom furnishings and buildings. Even in the much-changed society of the 21st century, much of Mann’s writing still speaks to us, recalling us to the roots of our faith in education for all. – Summary by Maria Kasper [chương_files]

Intelligence Tests and School Reorganisation

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Education, Psychology
Chapter: 7 | Listen: 1

A collection of essays relating to the efforts to reorganise American schools to provide a more efficient and effective education system. Also includes discussions on adjustment rooms for students with special educational needs. Edited by Lewis Terman with co-contributors including Virgil E. Dickson, A. H. Sutherland, Raymond H. Franzen, C. R. Tupper, Grace Fernald. (summary by niobium) [chương_files]

Reason Why

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Education, Family Life, House & Home, Non-fiction, Reference
Chapter: 71 | Listen: 3

This collection of useful information on “Common Things” is put in the interesting form of “Why and Because,” and comprehends a familiar explanation of many subjects which occupy a large space in the philosophy of Nature, relating to air, animals, atmosphere, caloric, chemistry, ventilation, materia medica, meteorology, acoustics, electricity, light, zoölogy, etc. – Summary by Anonymous [chương_files]

In the School Room

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Education
Chapter: 36 | Listen: 4

In the first place, teaching is not simply telling. A class may be told a thing twenty times over, and yet not know it. Talking to a class is not necessarily teaching. I have known many teachers who were brimful of information, and were good talkers, and who discoursed to their classes with ready utterance a large part of the time allotted to instruction; yet an examination of their classes showed little advancement in knowledge. (Summary by John S. Hart) [chương_files]

Aviation Instructor’s Handbook FAA-H-8083-9A

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Education, Non-fiction
Chapter: 19 | Listen: 2

The handbook does an outstanding job of explaining the application of management and learning psychology for the general educator/manager with detailed guidance for those studying to become Certificated Flight Instructors. Study of the handbook should include the PDF from the FAA, which has excellent graphics. There are several excellent Handbooks at http://www.faa.gov/regulations_policies/handbooks_manuals/ For those who wish to view the source online in a format other than .pdf Internet Archive has some choices like Kindle and Epub available at https://archive.org/details/Aviation_Instructors_Handbook (Summary by Norman Elfer) from the preface: Designed for ground instructors, ﬂight instructors, and aviation maintenance instructors, the Aviation Instructor’s Handbook was developed by the Flight Standards Service, Airman Testing Standards Branch, in cooperation with aviation educators and industry to help beginning instructors understand and apply the fundamentals of instruction. This handbook provides aviation instructors with up-to-date information on learning and teaching, and how to relate this information to the task of teaching aeronautical knowledge and skills to students. Experienced aviation instructors will also ﬁnd the updated information useful for improving their effectiveness in training activities. [chương_files]

Simple Sabotage Field Manual

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Education, War & Military
Chapter: 2 | Listen: 1

Formed during World War II, the United States Office of Strategic Services (OSS), was organized for special operations and intelligence gathering and analysis. Included in its mission was the implementation of, and training of foreign forces in, propaganda, espionage, subversion, and sabotage. After the war, OSS functions were transferred to the newly formed Central Intelligence Agency (CIA). This “Simple Sabotage Field Manual” was used by OSS agents in training “citizen-saboteurs” in methods for inciting and executing simple sabotage to thwart industry and other vital functions in Axis-occupied areas. (Summary by James Christopher) [chương_files]

Elements of Style

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Education, Language learning, Non-fiction
Chapter: 11 | Listen: 2

“The Elements of Style (1918) by William Strunk, Jr. is an American English writing style guide. It is one of the best-known and most influential prescriptive treatment of English grammar and usage, and often is required reading in U.S. high school and university composition classes. The original 1918 edition of The Elements of Style detailed eight elementary rules of usage, ten elementary principles of composition, “a few matters of form”, and a list of commonly “misused” words and expressions. This book, printed as a private edition in 1918 for the use of his students, became a classic on the local campus, known as “the little book”, and its successive editions have since sold over ten million copies. This version is based on the public-domain text from 1918, which was originally uploaded to Wikibooks and wikified by Wikibooks:User:Lord Emsworth in 2003. In January 2006, Kernigh transwikied the text from Wikibooks:Elements of Style to Wikisource.” (Summary by Wikipedia and Wikisource) [chương_files]