This is the first volume in the Home Education Series detailing Charlotte Mason’s method of education. This volume is subtitled: The Education of Children under Nine Years of Age. The series is used today by many homeschoolers around the globe and is considered a classic reference by the founder of the homeschooling movement. Volume 1 of 6. – Summary by rachelrw [chương_files]
This text is a reprint of the first English-language book on rhetoric, including an introduction and notes from Frederic Ives Carpenter of the University of Chicago. Cox’s original brief treatise covers various themes and topics related to oratory and argument. Carpenter’s introductory material adds context and analysis. (Summary by Amelia Chesley) [chương_files]
This is a recording of a booklet given to new naturalized American citizens, it contains an explanation of fundamental documents, symbols and anthems of the United States. “Today you are a citizen of the United States of America— becoming “a peer of kings” as President Calvin Coolidge once said. This occasion is a defining moment that should not soon be forgotten, for it marks the beginning of a new era in your lifetime as a U.S. citizen. Naturalized citizens are an important part of our great democracy, bringing a wealth of talent, ability, and character to this Nation. Your fellow citizens recognize the sacrifices you have made to reach this milestone and with open arms we welcome you. The United States offers an abundance of freedom and opportunity for all its citizens and we wish you all the best along the way.” [chương_files]
“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]
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]
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]
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]
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]
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 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]
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