Harvard Educational Review, Volume 4Howard Eugene Wilson Harvard University, 1934 |
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Page 131
... learning to work by working . A self - selected few of them were learning to work in secon- dary school ; most of them were learning to work in agriculture , some in industry . We rightly rejoiced as the burdens of excessive , dwarfing ...
... learning to work by working . A self - selected few of them were learning to work in secon- dary school ; most of them were learning to work in agriculture , some in industry . We rightly rejoiced as the burdens of excessive , dwarfing ...
Page 161
... learning nearly twenty new words for every day at school . This is of course an absurd figure , but it is no whit more absurd than the implication that the student has added only seven words to his vocabulary . There is meaning in the ...
... learning nearly twenty new words for every day at school . This is of course an absurd figure , but it is no whit more absurd than the implication that the student has added only seven words to his vocabulary . There is meaning in the ...
Page 185
... learning pro- cess . From this point of view it may be said that true learning takes place when stresses are established , and the tension ( i.e. , need or eagerness to elimin- ate or strike a balance between those stresses ) is strong ...
... learning pro- cess . From this point of view it may be said that true learning takes place when stresses are established , and the tension ( i.e. , need or eagerness to elimin- ate or strike a balance between those stresses ) is strong ...
Contents
E H Hall John H Finley Sir John Adams William | 59 |
APRIL 1934 | 141 |
HARVARD TEACHERS ASSOCIATION | 156 |
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academic achievement activities American asked Balilla boys cation challenging question changes Charles Charles W Charles William Eliot child choir conferred coöperative course critical ratio cultural curriculum degree dent economic Ed.M educa education for efficiency effective elective system England English fact faculty grade Graduate School Harvard College Harvard University high school Hitler-Jugend Hollis Hall human ideal ideas important individual interest knowledge labor leader learning lege March 16 Massachusetts means meeting ment mental method mind modern motive Na-Ja National Education Association nature Ne-Je needs No-Jo nomic objective personality political possible practical present President Eliot problem Professor pupils reading responsibility School of Education secondary school social speaking specific subjects suggested teaching tests things thought tion tional tive Ulich values versity vocational voice words worthy living young youth