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Section 1 was issued under the former name of the society: Research on Military Education. ; Cover serves as title-page. ; i. Statements of presidents of universities and colleges upon the value of the R.O.T.C. as an educational component.--ii. Orientation for R.O.T.C. duty. ; Mode of access: Internet.

The purpose of this thesis is to present an analysis of the developement and present status of humane education in the United States, its administration, aims, and methods. The field of humane education has this peculiarity, that while it has gained almost universal recognition as an important element in the child's experience, it has as a general rule been provided not by the school itself but by an outside agency in cooperation with the school authorities. The reference is to the work of numerous state and city humane societies who have carried on as a part of their activities a program of education. ; https://www.wellbeingintlstudiesrepository.org/hebg/1001/thumbnail.jpg

Includes index. ; "Publications of the committee": p. 325. ; Appendix: A. The experience of labor with trade and industrial education, by Howell H. Broach and Julia O'Connor Parker.--B. Major federal legislation for vocational education grants to states as of January 1, 1938. ; Mode of access: Internet.

v.1 The two worlds -- v.2 The ultimate aim -- v.3 The Communist party -- v.4 Chief stages in the history of the C.P.S.U. ; Mode of access: Internet.

"Where to go for facts and ideas": p. 151-264. ; Mode of access: Internet.

A reprint from the 93rd Annual Report of the Department of Education, this pamphlet contains a timeline of the history of education in Massachusetts, prepared for use in the Normal Schools. The timeline is divided into five periods: Colonial Education, 1630-1789: In this period the Massachusetts system of schools was founded, in rough outline – dame schools, elementary schools, secondary schools, and colleges. In the latter part of the period local district schools became prominent and academies arose in the secondary field; also secular textbooks began to replace religious books. Development of State Education – Citizenship, 1789-1860: Upon the formation of the United States Government, education was taken up by the individual states – the civic purpose superseded the older religious aim. District schools and academies at first were dominant. Gradually graded town schools and public high schools developed. Definite steps were taken toward State direction of education at public expense, under Horace Mann's influence. Following him came a marked expansion in the scope of public education. Beginnings of Modern Education, 1860-1890: This period is marked by the development of modern types of institutions; by active reforms in methods of instruction; by the expansion of State control; by the growth of supervision; and by the differentiation due to introduction of new subjects. Education a Science, Teaching a Profession, 1890-1910: From this time on, the educational development of Massachusetts becomes in a measure a part of certain movements affecting the whole country, based on the scientific study of education – influence of Herbart and Froebel; the ("new Psychology," child study and adolescence; university departments of education; influence of President Eliot and John Dewey. In Massachusetts – Nature Study and Manual Training movements; Vocational Education; Medical Inspection. Educational Extension, Testing Achievement, 1910-1930: This is a period of testing by scientific methods; of better organization of courses; of extension along vocational and cultural lines; of greater attention to the needs of individuals; of broader training of teachers; of centralization of administration.

"This book is an elaboration of a syllabus for a course in the history of education published in 1919 by Teachers College, Columbia University, entitled Democracy and nationalism in education."--Pref. ; France: -- The social factors that have conditioned western education since the French Revolution -- The French Revolution : its educational promise and achievement -- Napoleon and the imperial French university -- The Restoration monarchy and educational conservatism -- The upper-middle-class monarchy and the establishment of a state system of primary schools -- The second republic and the second empire and the revival of church influence in education -- The third republic and further developments of national education -- Prussia: -- The regeneration of Prussia and the organization of an efficient national system of education -- Midcentury political developments and their effects on public education -- Prussia and the German empire -- England: -- The old order and the industrial revolution -- Benevolent aristocracy and early state intervention in education -- Political democracy and the achievement of a national system of education -- The new liberalism and the Fisher Act -- The United States: -- The new federal state and the passing of an old political order -- Sectionalism and democracy -- Material growth and cultural unification -- The development of a national consciousness in education. ; Mode of access: Internet.

"Report of the Committee on a design for general education, which is a subcommittee of the council's Committee on relationships of higher education to the federal government." ; Includes bibliographies. ; Mode of access: Internet.

A certificate given to Dr. James Huff McCurdy by the American Academy of Physical Education as Fellow in Physical Education, 1931. The award was given in recognition of distinguished service in the cause of Physical Education. The document is signed by then president R. Tait McKenzie and Secretary Jay B. Nash. ; McCurdy graduated from Springfield College in 1890. In 1895, Dr. James H. McCurdy returned to the school as an instructor. He contributed to the field of physical education in many ways, including his studies on the relationship between heart rate, blood pressure, and motor tasks in adolescent boys. In 1924, he published one of the first texts for Exercise Physiology. In 1918, James H. McCurdy realized the need "for an extensive programme of sports and recreation in the immediate postwar period that would bridge the gap and ease the transition between military service and civilian life." The result was the Inter-Allied Games, the biggest international sports event that had ever been held at that time. Attended by 25,000 people, the Games were a huge success. Dr. McCurdy was the Director of the Division of Athletes, Hygiene and Health for the American YMCA among American troops in France.

At head of title: The Government of the Philippine Islands, Department of public instruction, Bureau of education. ; Mode of access: Internet.

Published also as thesis (PH. D.) Columbia university, 1928. ; Mode of access: Internet.

Published also as Catholic University of America, Educational research monographs, vol. VI, no. 1. ; Vita. ; Thesis (PH. D.)--Catholic University of America, 1931. ; Bibliography: p. 151-153. ; Mode of access: Internet.

"Translated from the Russian by N.I. Kishor"--p. 315. ; No more published? ; At head of title: A. Berdnikov and F. Svetlov. Volume I. ; Bibliography at end of each chapter. ; Mode of access: Internet.

It is not new for great teachers to address their words to mature minds; they have always done thus since the days of Buddha and Socrates. However, Studebaker in his book "The American Way; points out that adult education as an organized social movement is comparatively new in American life. He says, "The great importance of the movement at present is due to the increasing co-operation between public and volunteer agencies for the general betterment of the intellectual climate of society. Pressure and change in modern life has made it necessary for civic leaders to take stock of opportunities for self-education and to help men and women to continue their personal development. Moreover, the education of parents help build better schools for children. A complete list of the functions of adult education may be divided into five types. According to Bryson: The five functions of adult education are; Remedial, Occupational, Relational, Liberal, and Political. Texas, likes the other states in our American Society, has shared in the educational activity of adult training. In this study of adult education in Texas, the writer is concerned mainly with two aspects of this type of training, namely, the functions of the adult education program in Texas and the type of subject matter selected to accomplish the aims of the program. Statement Of The Problem The purpose of this study is three fold; (1) To collect descriptive data pertaining to the earlier development of adult education programs in Texas (2) To ascertain specific factors that have been effective in the development of the present techniques for teaching adult education groups in Texas; (3) To indicate implications for future adult education programs in Texas.

At head of title: State of Tennessee. Department of education. ; Mode of access: Internet.