Contributions to Education, Edição 201Columbia University, 1926 |
Outras edições - Ver todos
Contributions to Education, Edição 178 Columbia University. Teachers College Visualização completa - 1925 |
Contributions to Education, Edição 252 Columbia University. Teachers College Visualização completa - 1927 |
Contributions to Education, Edição 200 Columbia University. Teachers College Visualização completa - 1926 |
Termos e frases comuns
affiliated bodies American Federation American Federationist apprentices apprenticeship Associationists attack attention attitudes and policies bill Board of Education Bureau of America Bureau of Education California State Federation child labor City classes Committee on Education Committee on Industrial common school compulsory continuation school convention coöperative course demand Documentary History economic educa educational attitudes employers endorsed Federation of Labor Federation of Teachers Federation's Gompers Grange History of Labour Ibid industrial education institutions interest International Workingmen's Association Journal of United Knights of Labor labor body labor groups labor movement labor organization legislation legislatures Massachusetts mechanics ment N. Y. State Federation National Labor Union organized labor Phalanx Philadelphia political Powderly principle problems Proceedings public education public school reform resolution Rockefeller Foundation school system Smith-Hughes Act social studies Society strikes tion tional trade unions U. S. Bureau United Labor urged vocational education workers Workingmen's Party York State Federation
Passagens mais conhecidas
Página 96 - Territory shall be twenty-five thousand dollars, to be applied only to instruction in agriculture, the mechanic arts, the English language and the various branches of mathematical, physical, natural and economic science, with special reference to their applications in the industries of life, and to the facilities for such instruction...
Página 76 - That is the most perfect government in which an injury to one is the concern of all...
Página 94 - We shall advance the cause of education among ourselves and for our children, by all just means within our power. We especially advocate for our agricultural and industrial colleges that practical agriculture, domestic science, and all the arts which adorn the home, be taught in their courses of study.
Página 76 - When bad men combine, the good must associate ; else they will fall, one by one, an unpitied sacrifice in a contemptible struggle.
Página 166 - The committee recommends that any technical education of the workers in trade and industry being a public necessity, it should not be a private but a public function, conducted by the public and the expense involved at public cost.
Página 165 - All we ask of fairminded men is a comparison of the utterances of our opponents with our own. We contend that education in America must be free, democratic, conducted by, of, and for the people, and that it must never be consigned to, or permitted to remain in, the power of private interests where there is sure to be the danger of exploitation for private profit and wilful rapacity. Under the...
Página 153 - July first, nineteen hundred and nineteen, no Government official or employee shall receive any salary in connection with his services as such an official or employee from any source other than the Government of the United States...
Página 104 - That so long as there is one man who seeks employment and cannot obtain it, the hours of labor are too long.
Página 25 - City when a convention was called from all parts of the country "to advance the moral and intellectual condition and pecuniary interests of the laboring classes, promote the establishment of trades unions in every section of the United States; and also to publish and disseminate such information as may be useful to mechanics and workingmen generally; and to unite and harmonize the efforts of all the productive classes of the country.
Página 2 - Carlton after a careful study of the documents herewith presented, concludes that 'the vitality of the movement for tax-supported schools was derived, not from the humanitarian leaders, but from the growing class of wage-earners.