Harvard Educational Review, Volume 15"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 53
With your Sophist schools , Athenians learned the permission , I want to abrade that language arts of grammar , rhetoric , slickness so as to get non - skid contact and logic , to enable them to persuade with them - cutting out such ...
With your Sophist schools , Athenians learned the permission , I want to abrade that language arts of grammar , rhetoric , slickness so as to get non - skid contact and logic , to enable them to persuade with them - cutting out such ...
Page 55
I all the arts - not merely language- have kept to closeup community with which men and women and problems - giving hints but leaving children seek to communicate their for other times and other places the ideas and feelings .
I all the arts - not merely language- have kept to closeup community with which men and women and problems - giving hints but leaving children seek to communicate their for other times and other places the ideas and feelings .
Page 61
I propose that we want a good deal of preparation bemake it clear . fore I gave a grade in Communication Let us see what we have when we Arts , though I have found many parpick up the fragments I have been ents and community leaders ...
I propose that we want a good deal of preparation bemake it clear . fore I gave a grade in Communication Let us see what we have when we Arts , though I have found many parpick up the fragments I have been ents and community leaders ...
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achieve activities administration American arts attitudes basic basis become better Boston child citizens College committee concerned Council course cultural curriculum deal Department direct economic educa effective effort English experience fact field forces function give given groups Harvard high school human ideas important individual institutions inter intercultural interest intergroup language learning less living material matter means ment method nature Negro organization period political practical present problems question race racial reason reference relations represent responsibility Russian secondary social society Soviet teachers teaching thing tion tional understanding United University values York youth
Bibliographic information
| Title | Harvard Educational Review, Volume 15 Harvard Educational Review, Harvard University. Graduate School of Education |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1945 |
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