The Modern High School: Its Administration and ExtensionCharles Hughes Johnston C. Scribner's sons, 1914 - 847 páginas |
Dentro del libro
Resultados 1-5 de 100
Página xi
... Principal of Central Commercial and Manual Training High School , Newark , N. J. 1. Disadvantages of home study . 2. Efficiency and hu- manity in school policy . 3. Effect on teachers of system out- lined . 4. Remodelling and replanning ...
... Principal of Central Commercial and Manual Training High School , Newark , N. J. 1. Disadvantages of home study . 2. Efficiency and hu- manity in school policy . 3. Effect on teachers of system out- lined . 4. Remodelling and replanning ...
Página xii
... Principal of the Wisconsin High School , University of Wisconsin . 1. Application of social standards to educational forces . 2. Democracy and education . 3. General character of the high school periods . 4. External agencies as ...
... Principal of the Wisconsin High School , University of Wisconsin . 1. Application of social standards to educational forces . 2. Democracy and education . 3. General character of the high school periods . 4. External agencies as ...
Página xiii
... Principal of the Central High School , and Director of Vocational Work , Grand Rapids , Mich . 1. Attitude of the administrative body . 2. Training for social efficiency . 3. Problems of reformation ; traditions , social democracy ...
... Principal of the Central High School , and Director of Vocational Work , Grand Rapids , Mich . 1. Attitude of the administrative body . 2. Training for social efficiency . 3. Problems of reformation ; traditions , social democracy ...
Página xviii
... Principal of the Oak Park and River Forest Township High School , Oak Park , Ill . 1. Agencies affecting moral training . 2. Responsibility of the school . 3. Responsibility of the family . 4. Helpful sug- gestions . 5. School virtues ...
... Principal of the Oak Park and River Forest Township High School , Oak Park , Ill . 1. Agencies affecting moral training . 2. Responsibility of the school . 3. Responsibility of the family . 4. Helpful sug- gestions . 5. School virtues ...
Página 18
... Principal William McAndrew , of the Washington Irving High School of New York , for the second , and Professor Matthew Wilson , of Park Col- lege , Missouri , for the third . Unfortunate obstacles pre- vented the intending authors of ...
... Principal William McAndrew , of the Washington Irving High School of New York , for the second , and Professor Matthew Wilson , of Park Col- lege , Missouri , for the third . Unfortunate obstacles pre- vented the intending authors of ...
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Otras ediciones - Ver todas
The Modern High School: Its Administration and Extension Charles Hughes Johnston Vista completa - 1914 |
The Modern High School: Its Administration and Extension Charles Hughes Johnston Vista completa - 1914 |
The Modern High School: Its Administration and Extension Charles Hughes Johnston Vista de fragmentos - 1914 |
Términos y frases comunes
academic activities administration adolescent agencies amount athletics attendance average avocation boys and girls cation cent chapter CHART child cities club co-operation co-operative cost county high schools culture curriculum debate demand district domestic science educa efficiency elementary school English enrolment equipment establishment expenditure fact function give grade high school fraternities high school teachers hygiene ideals important increased individual industrial institutions instruction intellectual interest levy manual training means meet ment methods moral Nemaha County offered opportunity organization period physical education possible practical present Princeton Township principal problems programme public high school public school pupils purpose receive religious school fund school system secondary education secondary school secure Seward County social society subjects superintendent supervision teaching tion to-day towns tuition vocational vocational education Wisconsin
Pasajes populares
Página 327 - The common problem, yours, mine, every one's, Is — not to fancy what were fair in life Provided it could be, — but, finding first What may be, then find how to make it fair Up to our means: a very different thing!
Página 712 - I like to see a man proud of the place in which he lives. I like to see a man who lives in it so that his place will be proud of him.
Página 731 - It is true that a little philosophy inclineth man's mind to atheism, but depth in philosophy bringeth men's minds about to religion. For, while the mind of man looketh upon second causes scattered, it may sometimes rest in them and go no further, but, when it beholdeth the chain of them confederate and linked together, it must needs fly to Providence and Deity.
Página 482 - I strove with none, for none was worth my strife. Nature I loved and, next to Nature, Art; I warmed both hands before the fire of life; It sinks, and I am ready to depart.
Página 640 - if I could, be both handsome and fat and well dressed, and a great athlete, and make a million a year, be a wit, a bon-vivant, and a lady-killer, as well as a philosopher; a philanthropist, statesman, warrior, and African explorer, as well as a "tone-poet
Página 372 - ... qualities of manhood, truth, courage, devotion to duty, sympathy for and protection of the weak, kindliness, unselfishness and fellowship; and (4) his exhibition during school days of moral force of character and of instincts to lead and to take an interest in his schoolmates...
Página 651 - English extending through at least two years, with emphasis upon oral and written composition. The committee is impelled to make this recommendation because of the deficiencies in English that so frequently characterize high school teachers.
Página 712 - Stand with anybody that stands right. Stand with him while he is right, and part with him when he goes wrong.
Página 601 - ... of books and teaching of reference principles. Third: Because much latent power is being recognized In the...
Página 476 - I am sorry I did not study elocution in college; but I am exceedingly glad that I did not take part in the type of debate in which stress is laid, not upon getting a speaker to think rightly, but on getting him to talk glibly on the side to which he is assigned, without regard either to what his convictions are or to what they ought to be.