(This scarce antiquarian book is a facsimile reprint of th...)
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(Originally published in 1911. This volume from the Cornel...)
Originally published in 1911. This volume from the Cornell University Library's print collections was scanned on an APT BookScan and converted to JPG 2000 format by Kirtas Technologies. All titles scanned cover to cover and pages may include marks notations and other marginalia present in the original volume.
Essentials of Exposition and Argument: A Manual for High Schools, Academies, and Debating Clubs (Classic Reprint)
(Excerpt from Essentials of Exposition and Argument: A Man...)
Excerpt from Essentials of Exposition and Argument: A Manual for High Schools, Academies, and Debating Clubs
Since Argumentation and Debating was published, in 1908, it has been used by more than one hundred American universities and colleges. Many secondary schools as well, against the advice of the author, have attempted to use the book. It is not wholly adapted to the needs of their pupils, nor does it seem fitting for high schools and academies to give the time to Argu mentation alone that a thorough study of the college text requires. The Essentials of Exposition and Ar gument, though retaining whatever good qualities the earlier book appears to have, is prepared expressly for the use of secondary schools.
The aim of this book is to present the Essentials of Exposition and Argument as simply as possible, fol lowing the order in which the difficulties arise in ao tual practice. The point of view is that of the high school student rather than that of the instructor. The amount of practical material, therefore, in proportion to the amount of theoretical material, is larger than is usual in manuals on this subject. The chapter on brief-draw ing, for example, starts with a familiar proposition and takes the student step by step through the develop ment of a complete working brief. The chapter on evi dence deals not only with the tests of evidence, but as well with the sources and the methods of using evi dence. In short, the book aims throughout to show the student how to go to work.
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Study Guides are books can be used by st...)
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Study Guides are books can be used by students to enhance or speed their comprehension of literature, research topics, history, mathematics or many other subjects. Topics that may be contained in a Study Guide include study and testing strategies; reading, writing, classroom, and project management skills. For example, in literature some study guides will summarize chapters of novels or the important elements of the subject. In the area of math and science study guides generally present problems and offer alternative techniques for the solution.
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A school is designed to provide learning environments for the teaching of students under the direction of teachers. An educational institution facilitates the process of learning, or the acquisition of skills, values, beliefs, and habits. Educational methods include storytelling, discussion and debate, teaching, training, and directed research. Education is commonly divided into the following stages: preschool or kindergarten, primary school, secondary school and then college, university, or apprenticeship. Books on school and education can describe the history of educational insitutions, or discuss techniques for teachers to use in classrooms.
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(Excerpt from Argumentation and Debating
Chester N. Green...)
Excerpt from Argumentation and Debating
Chester N. Greenough, Harvard University, Massachusetts. Philip M. Hicks, Swarthmore College, Pennsylvania. Carl Holliday, University of Montana.
About the Publisher
Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com
This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
The Social Emergency: Studies in Sex Hygiene and Morals
(This book was originally published prior to 1923, and rep...)
This book was originally published prior to 1923, and represents a reproduction of an important historical work, maintaining the same format as the original work. While some publishers have opted to apply OCR (optical character recognition) technology to the process, we believe this leads to sub-optimal results (frequent typographical errors, strange characters and confusing formatting) and does not adequately preserve the historical character of the original artifact. We believe this work is culturally important in its original archival form. While we strive to adequately clean and digitally enhance the original work, there are occasionally instances where imperfections such as blurred or missing pages, poor pictures or errant marks may have been introduced due to either the quality of the original work or the scanning process itself. Despite these occasional imperfections, we have brought it back into print as part of our ongoing global book preservation commitment, providing customers with access to the best possible historical reprints. We appreciate your understanding of these occasional imperfections, and sincerely hope you enjoy seeing the book in a format as close as possible to that intended by the original publisher.
William Trufant Foster was an American educator and economist, whose theories were especially influential in the 1920s.
Background
He was born in Boston, Massachussets, the youngest of three children and only son of William Henry Foster and Sarah Jane (Trufant) Foster. His father was a native of Boston, his mother of Lewiston, Maine.
Foster inherited the protesting spirit of Puritan ancestors but not the prosperity of his early forebears. His father, who had worked for a merchant relative before the Civil War, returned an invalid and died when Foster was a child, leaving the family, as Foster later recalled, impoverished.
Education
Foster worked his way through Boston's Roxbury High School and through Harvard, from which he graduated magna cum laude in 1901.
After teaching for two years at Bates College in Lewiston, he took an M. A. in English at Harvard (1904) and went to Bowdoin College as instructor in English and argumentation.
Within a year his success as an inspiring teacher and his interest in organizing a department of education won him promotion (1905) to full professor, reputedly the youngest of this rank in the nation.
During the academic year 1909-1910 Foster was a fellow and lecturer in education at Teachers College, Columbia University, where he received a Ph. D. in 1911.
Career
Within a year his success as an inspiring teacher and his interest in organizing a department of education won him promotion (1905) to full professor, reputedly the youngest of this rank in the nation. His Argumentation and Debating (1908) was the first of several widely used texts.
His conception of "the ideal college" set out in the concluding chapter of his dissertation, "Administration of the College Curriculum" (1911), was a major factor in his election as first president of Reed College in Portland, Oregon.
He first attracted widespread attention by announcing that Reed College rejected competitive intercollegiate sports, fraternities, and sororities in favor of a democratic and intellectual environment.
With emphasis upon a close working relation between high-quality teachers and selected students, Foster and his faculty adapted to undergraduate instruction practices usually associated with graduate education: comprehensive examinations in the junior year, senior seminars, theses, and final orals.
Administrative anxieties and overwork seriously jeopardized his health, and in December 1919 he resigned the presidency of Reed. The following year Foster began a new career as director (1920 - 1950) of the Pollak Foundation of Economic Research, established in Newton, Massachussets, by his Harvard classmate Waddill Catchings for the study of economic problems, particularly the causes and cures of depressions.
In a mutually stimulating collaboration, Foster and Catchings wrote four related books on this subject: Money (1923), Profits (1925), Business without a Buyer (1927), and The Road to Plenty (1928).
Abandoning laissez-faire theory, which relied on free market forces to effect an equilibrium between production and consumption, they held that since underconsumption was the chief cause of depression, adequate consumer income was the chief remedy.
Unlike other underconsumption theorists, they proposed to maintain dynamic economic growth through control of the volume and flow of money by means of fiscal policy. Developed in the 1920's, this school of thought preceded "the Keynesian theory of income determination and post-Keynesian growth economics" (Gleason, p. 157).
The Foster-Catchings theses--purposely expounded in lay language for lay audiences--were criticized as oversimplified and lacking in precise terminology and in supporting statistical analysis.
Nevertheless, a number of the authors' constructs, particularly the circular flow of money with institutional offsets--such as public spending--were accepted by bankers and business executives and had some effect on public policy. In 1928 President Herbert Hoover requested that state and federal governments cooperate in public expenditures to sustain business and prevent unemployment, and he cited Foster and Catchings' The Road to Plenty as an aid in their planning (New York World, November 24, 1929; see also E. C. Harwood, ed. , Cause and Control of the Business Cycle, p. 91 [1957]).
A parallel has been noted between their proposals for harnessing the business cycle and Roosevelt's initial efforts to resuscitate the economy, later implemented in the Full Employment Act of 1946 (Gleason, p. 170).
Foster's concern as an economist was for the public as consumers. He was chairman of the Committee on Consumer Credit set up in 1935 by the Massachusetts legislature.
To educate the public on economic issues, he lectured throughout the country and for three years wrote a syndicated daily newspaper column on economics for laymen.
Foster died of coronary occlusion at his summer home in Jaffrey, New Hampshire, at the age of seventy-one. A memorial service was held at the Jaffrey Center Congregational Church, and his ashes were scattered over the lake on the Reed College campus.
A memorial service was held at the Jaffrey Center Congregational Church, and his ashes were scattered over the lake on the Reed College campus.
Views
Quotations:
He was given a free hand to create the type of institution he envisioned: a college which, among other things, would combat the "laziness, superficiality [and] excessive indulgence in what we are pleased to call college life, " and have the "requisite insight and courage to become a Johns Hopkins for undergraduates. . " (pp. 330, 334).
Membership
From 1933 to 1935 Foster also served as a member of the Consumers' Advisory Board of the National Recovery Administration.
Personality
A handsome man, witty and charming, Foster was an impressive speaker and prolific writer. Self-confident and impatient, with a restlessly inquiring and fertile mind, he was in his own words "a born rebel" and a crusader. But whatever the social ills he identified and attacked, he proposed constructive, if not always popular, solutions.
Connections
Foster married Bessie Lucile Russell of Lewiston, Maine, on December 25, 1905. They had four children: Russell Trufant, LeBaron Russell, Faith, and Trufant (originally named William Russell).