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Sinopsis
Excerpt from The Normal Herald, Vol. 28
A faculty of sixteen, including a librarian and secre tary, was selected, partly from the regular faculty 'of the Indiana Normal and partly from outside. Mr. M. J. Walsh, of the Department of Education, was made Director; Mrs. Walsh taught Psychology and Introduction to Teaching, and Miss Mildred Hughey had charge of the work in Music.
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This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
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Reseña del editor
Excerpt from The Normal Herald, Vol. 28
A faculty of sixteen, including a librarian and secre tary, was selected, partly from the regular faculty 'of the Indiana Normal and partly from outside. Mr. M. J. Walsh, of the Department of Education, was made Director; Mrs. Walsh taught Psychology and Introduction to Teaching, and Miss Mildred Hughey had charge of the work in Music.
About the Publisher
Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com
This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Reseña del editor
Excerpt from The Normal Herald, Vol. 28
Discount this figure as you think proper. I am willing to discount it by 25, leaving 560 to return for next year. The entering class of high school graduates in September, 1922, was 447, of whom 340 are in the Regular Curricula and 107 are in Special Curricula. If we could take care of them, 1000 students would enter Indiana in September 1923.
The housing problem of a larger attendance presents difficulties which can be solved only by more dormitories. Even with that problem settled we have next to face the classroom problem, the Training School problem, the assembly problem, the gymnasium problem, the library problem, and the heating problem. Indiana is crowded to capacity now. To grow, Indiana must expand in every direction. A new Training School of adequate size would give us twelve additional classrooms for normal school classes, - enough to take care of 500 additional students. A gymnasium is imperative. We now have more work in physical education than can be done on one floor in the hours of the day. An auditorium is needed to seat 1800 people. At present, with no faculty members present and 50 seniors teaching at assembly time, the Chapel is filled to overflowing. We need an adequate library space and a building devoted to Art and Home Economics. The conservatory Director is refusing piano students because every practice room is assigned every hour of the day. Two additional dormitories are needed for women students, and more land is needed also.
The foregoing will explain why Indiana wants $1,500,000 for capital outlay from the General Assembly of 1923. It will also reveal to you why every alumnus should become an active worker in behalf of the school. The Teachers' College status should be given the school at once, so that degrees in education may be earned and thus a higher service be rendered the Commonwealth through the preparation of better qualified teachers.
The management of the school at Indiana is counting upon the loyal, intelligent, and enthusiastic support of every graduate in all of its plans and endeavors to make Indiana the most serviceable institution in Pennsylvania.
About the Publisher
Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com
This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
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Paperback. Condición: New. Print on Demand. This book analyzes the historical development of the project method in education, from its origins in the works of Pestalozzi to its refinement by Kilpatrick. The author places the project method within the broader context of educational reform movements, arguing that it is an outgrowth of the progressive movement's emphasis on experiential learning and child-centered education. The author examines the theoretical underpinnings of the project method, discussing its relationship to Dewey's theory of interest and its emphasis on the development of critical thinking skills. The book also explores the practical applications of the project method, providing numerous examples of how it can be used to teach a variety of subjects. Ultimately, the author argues that the project method is a valuable tool for educators, as it helps students to develop the skills and knowledge they need to succeed in the 21st century. This book is a reproduction of an important historical work, digitally reconstructed using state-of-the-art technology to preserve the original format. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in the book. print-on-demand item. Nº de ref. del artículo: 9781331108566_0
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The Normal Herald, Vol. 28 (Classic Reprint)
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