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Museums of Education: Their Organization and Worth to American Education

by Benjamin R. Andrews - 1908
The question of the usefulness of educational museums is discussed, and there follows a systematic statement of the principles of their organization.

Museums of Education: Their History and Use: The Educational Museums of the World Outside of the United States

by Benjamin R. Andrews - 1908
There is now presented a survey of the museums of other countries. It attempts only to bring out the large features in the situation, to point out important matters of purpose, organization, and function as reflected in the educational museum movement as a whole.

Museums of Education: Their History and Use: Introduction

by Benjamin R. Andrews - 1908
Museum economy involves not only exhibition, but scientific research and study; and for this double purpose, the modern museum, theoretically at least, administers "study collections" and "exhibit collections."

Museums of Education: Their History and Use: Educational Museums in the United States

by Benjamin R. Andrews - 1908
A brief statement will be made in turn of (1) the educational museum in connection with the United States Bureau of Education; (2) state educational museums of the United States and the Provincial Educational Museum at Toronto; (3) city educational museums of the United States; (4) university educational museums, with a statement at length of the museum of Teachers College, Columbia University, New York City; and (5) miscellaneous educational museums.

Experimental Work in Elementary Schools: Possible Values of a School Museum

by Benjamin R. Andrews - 1904
The Educational Museum of Teachers College bears to the Horace Mann and Speyer schools the relation of a school museum. In this regard, it carries on two lines of work: it loans photographs, lantern slides, and various illustrative materials and apparatus for use in the different grade rooms; it also arranges and displays in its exhibition room exhibits which the pupils of the schools visit. Toward both these lines of work, it maintains an experimental and constructive attitude.

Studies in the Teaching of English: Alumni Department

by Alumni notes - 1908
The Trustees of the College last fall celebrated the tenth anniversary of the appointment of Dean Russell by presenting him with a loving cup and other testimonials of their appreciation of his work. During his incumbency the attendance of the College has increased six-fold, that of the college schools four-fold, that of its extension teaching eight-fold. Its resources have increased from less than two to nearly five million dollars, its annual expenditure from $140,000 to $405,000. And it is believed that these figures indicate a corresponding development in public usefulness.

Elementary School Curriculum. Sixth Year: Time Schedule

by Mary Kirchwey - 1907
Lists the number of minutes per week devoted to various activities.

The Speyer School: Part I. Its History and Purpose: The Environment of the School

by James E. Russell & Jesse D. Burks - 1902
The Speyer School is in the center of a district rich in historical association and in contemporary interest. Between Harlem (now Washington) Heights on the north and Bloomingdale (now Morningside) Heights on the south, lies the Manhattanville depression, known in Colonial days as the "Hollow Way." At the foot of 130th street was a little cove in the Hudson River where the "landing" was located.


by D. Rufino Blanco y Sanchez - 1936
The condition of public education in Spain is unfortunately not satisfactory. Neither the Monarchical nor the Republican Governments have furnished an acceptable solution to this very great problem. Those of us who are vitally interested in finding a solution envy the educational policy of the United States which, without great national sacrifices, meets the needs of education and keeps the schools free from the conflicts of political parties.


by Mieczyslaw Ziemnowicz - 1937
The educational system of Poland was completely changed during the decade from 1926 to 1936. The temporary character of the organization which had to be created after Poland gained her independence was subjected to revision and improvements which were crystallized in the Act of Public and Private School Organization of March 11, 1932.

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