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This is an EXACT reproduction of a book published before 1923. This IS NOT an OCR'd book with strange characters, introduced typographical errors, and jumbled words.This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book. ... Read more

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This is an EXACT reproduction of a book published before 1923. This IS NOT an OCR'd book with strange characters, introduced typographical errors, and jumbled words.This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book. ... Read more

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As part of a larger study of education reform in Kentucky, RAND staff surveyed teachers and principals across Kentucky to see how KIRIS is affecting their work, student performance, instruction, assessment, and school management. ... Read more

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This volume is produced from digital images created through the University of Michigan University Library's preservation reformatting program. The Library seeks to preserve the intellectual content of items in a manner that facilitates and promotes a variety of uses. The digital reformatting process results in an electronic version of the text that can both be accessed online and used to create new print copies. This book and thousands of others can be found in the digital collections of the University of Michigan Library. The University Library also understands and values the utility of print, and makes reprints available through its Scholarly Publishing Office. ... Read more

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These papers, forming the 1996 Yearbook of the Politics of Education Association (PEA), explore the confusions and demands of the pact between families, communities and schools. This volume looks at the various obligations for schools as social institutions and the authors also reveal the counter-cultural nature of schooling in various international settings. The PEA promotes the development and dissemination of research and debate on educational policy and politics, bringing together scholars, practitioners and policy makers interested in educational governance and politics. This new annual brings into one volume papers from a wide range of international contributors. ... Read more

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In an effort to avoid the degradation of instruction and inflation of test scores that often occurred when educators were held accountable for scores on multiple-choice tests.The findings of this study indicate that inflation of scores remains a risk in assessment-based accountability systems even when they rely on test formats other than multiple choice. ... Read more

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Redesigning Public Education is an authoritativedescription of the policy assumptions on which the Kentucky EducationReform Act was based and the successes and difficulties encountered inits implementation. The book is an insightful, readable, account ofwhat was intended and what actually happened in Kentucky schools afterthe legislation was passed. The Kentucky experience shows whyrestructuring a major public institution like public education is sucha daunting challenge. ... Read more

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High Quality Content by WIKIPEDIA articles! Education in Kentucky includes elementary school (kindergarten through fifth grade in most areas), middle school (or junior high, sixth grade through eighth grade in most locations), high school (ninth through twelfth grade in most locations), and postsecondary institutions. Most Kentucky schools and colleges are accredited through the Southern Association of Colleges and Schools (SACS). Education in Kentucky suffers from the same negative stigma as many other Southern states. Some statistics, such as ranking 47th in the nation in percentage of residents with a bachelor's degree[1] and an adult illiteracy rate of about 40%[2], seem to justify the stereotype, while others, such as ranking 14th in educational affordability[1], 25th in K-12 attrition, and being named the 31st smartest state using a formula by author Morgan Quitno (ahead of western states like California, Nevada, Arizona and New Mexico) suggest that the stereotype may be overblown. In fact, Lexington, Kentucky ranks 10th among US cities in percent of population with college degree or higher. ... Read more

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This scarce antiquarian book is a selection from Kessinger Publishing's Legacy Reprint Series. Due to its age, it may contain imperfections such as marks, notations, marginalia and flawed pages. Because we believe this work is culturally important, we have made it available as part of our commitment to protecting, preserving, and promoting the world's literature. Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone! ... Read more

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This scarce antiquarian book is a selection from Kessinger Publishing's Legacy Reprint Series. Due to its age, it may contain imperfections such as marks, notations, marginalia and flawed pages. Because we believe this work is culturally important, we have made it available as part of our commitment to protecting, preserving, and promoting the world's literature. Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone! ... Read more

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General Books publication date: 2009Original publication date: 1916Original Publisher: Kentucky Dept. of Education.Notes: This is a black and white OCR reprint of the original. It has no illustrations and there may be typos or missing text.When you buy the General Books edition of this book you get free trial access to Million-Books.com where you can select from more than a million books for free.Excerpt: Does the "discipline machine" run down before Friday afternoon?Do I praise or censure most?Does a refined spirit pervade my schoolroom?Do I study my own weak points?Do I teach the subject or text-book?Do I make each lesson one in ethics and in language?Are my methods psychological and up-to-date? Do my pupils observe, think, feel?Do I weld the lessons together?Do I study each pupil individually and teach individually?Do I sit too much and neglect watching what is going on in the room?Do I require my pupils to be careful in keeping their books neat and clean?Are my pupils careless in keeping their desks tidy and in order?Do I see to it that my own desk is a model of neatness and order?Do I keep my blackboards clean and ready for work?Do I discourage pupils in leaving the schoolroom except when absolutely necessary?Do I permit pupils to speak too loud?Do I require pupils to get permission before speaking while classes are reciting?The above questions suggest a few of the items upon which your efficiency is based. They will be carefully considered by the Superintendent in studying your work ond in his report to the board on teachers; for as is the teacher so is the school.CHAPTER IV.COURSE OF STUDY.PROGRAM OF RECITATION FOR A SCHOOL WITH ONE TEACHER.EXPLANATIONS OF THE DAILY PROGRAM.I. CLASSES OF THE SCHOOL -- The classes of the school are based upon the adopted text books; students of the first grade constitute the first class; those of the second grade, the second class; those of third and fourth grades, the t... ... Read more

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This is an EXACT reproduction of a book published before 1923. This IS NOT an OCR'd book with strange characters, introduced typographical errors, and jumbled words.This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book. ... Read more

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This is an OCR edition without illustrations or index. It may have numerous typos or missing text. However, purchasers can download a free scanned copy of the original rare book from the publisher's website (GeneralBooksClub.com). You can also preview excerpts of the book there. Purchasers are also entitled to a free trial membership in the General Books Club where they can select from more than a million books without charge. Subtitle: Proceedings of Semi-Cennial Celebration, Held in the Chapel and on the Grounds of Institution, Oct. 14, 1916; Subjects: Education / Higher; Sports ... Read more

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Most of the cooking was in an oven in the yard, over the bed of coals. Baked possum and ground hog in the oven, stewed rabbits, fried fish and fired bacon called "streaked meat" all kinds of vegetables, boiled cabbage, pone corn bread, and sorghum molasses. Old folks would drink coffee, but chillun would drink milk, especially butter milk.

Old master would call us about 4 o'clock, and everybody had to get up and go to "Starring"[TR:?]. Old Marse had about 30 or 40 sugar trees which were tapped, in February. Elder spiles were stuck in the taps for the water to drop out in the wooden troughs, under the spiles. These troughs were hewed out of buckeye. This maple water was gathered up and put in a big kettle, hung on racks, with a big fire under it. It was then taken to the house and finished upon the stove. The skimmings after it got to the syrup stage was builed down and made into maple sugar for the children.

We wore tow linen clothes in summer and jeans in winter. Sister wore linsey in winter of different colors, dyed from herbs, especially poke berries; and wore unbleached cotton in summer, dyed with yellow mustard seed.

My grandfather, Jim Embry mended shoes and made fairly good ones.

There were four slaves. My mother did cooking and the men did the work. Bob Wheeler and Arch Bogie were our masters. Both were good and kind to us. I never saw a slave shipped, for my boss did not believe in that kind of punishment. My master had four boys, named Rube, Falton, Horace, and Billie. Rube and me played together and when we acted bad old Marse always licked Rube three or four times harder then he did me because Rube was older. Their daughter was named American Wheeler, for her mother.

White folks did not teach us to read and write. I learned that after I left my white folks. There was no church for slaves, but we went to the white folks church at Mr. Freedom. We sat in the gallery. The first colored preacher I ever heard was old man Leroy Estill. He preached in the Freedom meeting house (Baptist). I stood on the banks of Paint Lick Creek and saw my mother baptized, but do not remember the preachers name or any of the songs they sung.


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Washington Washington's music is rudely interrupted. The revenge of an outraged mule. "Why dat fool mule kick me?" Hippy airs his knowledge of woodcraft. "Laundry" puts the Overland camp in an uproar.
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It was a white caravan that looked down from the crest of the mountains upon the green wilderness, called by the Indians, _Kain-tuck-ee_. The wagons, a score or so in number, were covered with arched canvas, bleached by the rains, and, as they stood there, side by side, they looked like a snowdrift against the emerald expanse of forest and foliage.

The travelers saw the land of hope, outspread before them, a wide sweep of rolling country, covered with trees and canebrake, cut by streams of clear water, flowing here and there, and shining in the distance, amid the green, like threads of silver wire. All gazed, keen with interest and curiosity, because this unknown land was to be their home, but none was more eager than Henry Ware, a strong boy of fifteen who stood in front of the wagons beside the guide, Tom Ross, a tall, lean man the color of well-tanned leather, who would never let his rifle go out of his hand, and who had Henry's heartfelt admiration, because he knew so much about the woods and wild animals, and told such strange and absorbing tales of the great wilderness that now lay before them.

But any close observer who noted Henry Ware would always have looked at him a second time. He was tall and muscled beyond his years, and when he walked his figure showed a certain litheness and power like that of the forest bred. His gaze was rapid, penetrating and inclusive, but never furtive. He seemed to fit into the picture of the wilderness, as if he had taken a space reserved there for him, and had put himself in complete harmony with all its details.

The long journey from their old home in Maryland had been a source of unending variety and delight to Henry. There had been no painful partings. His mother and his brother and young sister were in the fourth wagon from the right, and his father stood beside it. Farther on in the same company were his uncles and aunts, and many of the old neighbors. All had come together. It was really the removal of a village from an old land to a new one, and with the familiar faces of kindred and friends around them, they were not lonely in strange regions, though mountains frowned and dark forests lowered.

It was to Henry a return rather than a removal. He almost fancied that in some far-off age he had seen all these things before. The forests and the mountains beckoned in friendly fashion; they had no terrors, for even their secrets lay open before him. He seemed to breathe a newer and keener air than that of the old land left behind, and his mind expanded with the thought of fresh pleasures to come. The veteran guide, Ross, alone observed how the boy learned, through intuition, ways of the wilderness that others achieved only by hard experience.


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