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For many years I have wanted to write about the inside of an institution--not a description of buildings and plans, of acres and occupations, but of the underlying spirit. Here is a little community with its vocations and avocations, its business and pleasures. It is not a place of gloom and sadness. It is a cheerful little village whose inhabitants are the happiest in the world. Those whose minds have not developed normally grow up physically but retain their childish faith and confidence. They have no complex problems to solve. They are not concerned with the serious task of making a living. Their wants are anticipated and their comforts are provided; why should they not be happy? But to many people the word "Institution" means repression or punishment. As a matter of fact, it is a place of expression and encouragement. And, so that I may feel that I am writing in a personal way, I have chosen a mythical friend named Robinson, and I am supposing that he is beginning his career as the superintendent of an institution. I am trying to give him the "feel" of things, hoping all of the time that the lessons of life that we daily learn in dealing with our boys and girls, the innocents of the world, may be of help to anyone who has to live in the great rushing, striving world just outside our doors.

Training School at Vineland (Vineland, N.J.)

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This book begins with an exposition of principles for the organization and teaching of industrial arts in elementary schools, and continues with examples of how these principles are applied, with lesson suggestions and objectives. Some activities are constructive, some are investigative, and some are appreciative, but all involve participation. All exercises are a means of awakening intellectual inquiry, giving meaning and values, cultivating appreciations, and leading to further interests. Aided by observation, experimentation, and reading, children should not only acquire useful information, but develop their ability to see projects to a successful conclusion, while seeing tangible results for their efforts. Designed for teachers, the lessons are adaptable to many types of school settings.

Industrial arts --- Manual training. --- Vocational education --- Vocational education. --- Study and teaching. --- Philosophy

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Peabody Journal of Education (PJE) publishes quarterly symposia in the broad area of education. This includes topics related to formal institutions catering to students in early childhood, pre-school, primary, elementary, intermediate, secondary, post-secondary, and tertiary education. This net is meant to include special kinds of educational institutions, such as those important for vocation training or the schooling of the handicapped. The PJE also welcomes manuscript submissions that concentrate on informal education dynamics, those outside the immediate framework of institutions. Journal interests also include education matters that are important overseas, to nations outside the United States. Finally, it includes matters that are linked to the social and organizational context in which formal and informal education take place. The Editor cooperates with groups of scholars to present multifaceted, integrated expositions of important topics. A given issue of the Journal may contain contributions from social scientists, historians, philosophers, attorneys, practitioners, and policymakers. Unsolicited proposals for special issues including designation of participating scholars and an outline of articles will be accepted for review. Additionally, the Editor cooperates with Editorial Board members to identify potential topics, Guest Editors, and contributors. The Journal has the flexibility to consider publishing monographs or a series focused on particular lines of inquiry. In all cases, the Editor and the Editorial Board will ensure that each issue is carefully reviewed and its articles will comprise a high-quality contribution to understanding and practice.

Education --- Éducation --- Education. --- Children --- Education of children --- Education, Primitive --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Sociology --- Educational sciences --- Arts and Humanities --- Education & Careers --- General and Others

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Published for more than eighty years, the Milbank Quarterly features peer-reviewed original research, policy review, and analysis, as well as commentary from academics, clinicians, and policymakers. Its multidisciplinary approach and commitment to applying the best empirical research to practical policymaking offers in-depth assessments of the social, economic, historical, legal, and ethical dimensions of health and health care policy.

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