Harvard Educational Review, Volume 13Howard Eugene Wilson Harvard University, 1943 "The Harvard Educational Review is a journal of opinion and research in the field of education. Articles are selected, edited, and published by an editorial board of graduate students at Harvard University. The editorial policy does not reflect an official position of the Faculty of Education or any other Harvard faculty."-- Volume 81, Number 2, Summer 2011 |
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Page 127
... Chinese , both literate and illiterate ; that go far back into the roots of Chinese civilization and are presumably truly Chinese in origin ; and that at the same time have continued over long epochs to exert a powerful influence in Chinese ...
... Chinese , both literate and illiterate ; that go far back into the roots of Chinese civilization and are presumably truly Chinese in origin ; and that at the same time have continued over long epochs to exert a powerful influence in Chinese ...
Page 137
... Chinese state as the best the world had ever seen.1 17 As a corollary to the Chinese respect for learning has been a corresponding dislike of violence and strife . Reason , arbitration and compromise are ( in theory , if sometimes not ...
... Chinese state as the best the world had ever seen.1 17 As a corollary to the Chinese respect for learning has been a corresponding dislike of violence and strife . Reason , arbitration and compromise are ( in theory , if sometimes not ...
Page 223
... China when on October 9 , 1942 , the Chinese Ambassador in Washington was informed that this Government was prepared promptly to negotiate with the Chinese Government a treaty providing for the immediate relinquishment of this country's ...
... China when on October 9 , 1942 , the Chinese Ambassador in Washington was informed that this Government was prepared promptly to negotiate with the Chinese Government a treaty providing for the immediate relinquishment of this country's ...
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activity answer become called child China Chinese College Committee compared concept course cultural definition democracy desirable difference direct discussion effective English experiment fact field function gain German give given Harvard High School higher human ideas important indicated individual institutions interest knowledge language Latin American Latin American music learning less literature living material matter means method mind motivation nature objectives organization period planning political possible practical present principles problem Professor pupils questions reason recordings reference relations responses result schools significant social society Spanish statement teacher teaching textbook things thinking tion understanding United University whole York
Bibliographic information
| Title | Harvard Educational Review, Volume 13 Harvard Educational Review, Harvard University. Graduate School of Education |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1943 |
| Original from | the University of Michigan |
| Digitized | 2 Oct 2009 |
| Export Citation | BiBTeX EndNote RefMan |