The book leads the reader through the past to the present and here leaves him amid active and progressive men who are advancing, along with him, toward the future. Including, as it does, lives of men now living, it constitutes a connecting link between what has gone before and what is to come after. It is therefore fitting that it should be dedicated to a prominent man of our day in preference to one of former times. The matter presented, in the nature of things, is largely biographical. There can be no foundation for history without biography. History is a generalization of particulars. It presents wide extended views. To use a paradox, history gives us but a part of history. That other part which it does not give us, the part which introduces us to the thoughts, aspirations and daily life of a people, is supplied by biography. The men whose deeds are recorded in this book were or are deeply identified with Texas, and the preservation in this volume in enduring form of some remembrance of them—their names, who and what they were—has been a pleasant task to one who feels a deep interest and pride in Texas—its past history, its heroes and future destiny.
Psychological Foundations of Education presents some of the principles of psychology that are relevant to learning and teaching. It presents an alternative answer to the problem of the bifurcation of general and educational psychology in the curriculum of teacher preparation. While the solution is provisional and has obvious imperfections, it is offered in the hope that it may stimulate discussion of the problem and other solutions and/or explicit justifications for past practice. Key concepts discussed include teachers’ attitudes and behavior, different types of learning, technology in education, forgetting and extinction, child development, and intelligence measurements. Also covered are the assessment of educational achievement, the social psychology of the classroom, and education in urban schools. This text should have a variety of uses in classes where students are preparing for teaching. It was written specifically for those situations in which the prospective teacher is introduced to psychology through a one- or two-semester integrated sequence.
The South Carolina 19th Infantry Regiment was organized during the winter of 1861-1862. It, along with the 18th was created as the last of the units formed in 1861 and did not participate in the early deployment. The 19th was involved the reorganization of the troops in the spring of 1862. They then moved to Mississippi, then to Kentucky where it saw action at Munfordsville. The 19th served with the Army of Tennessee from Murfreesboro to Atlanta, fought with Hood in Tennessee, and was active in the South Carolina Campaign and the North Carolina operations. The regiment lost 8 killed and 72 wounded at Murfreesboro, and the 10th/19th sustained 236 casualties at Chickamauga and totaled 436 men and 293 arms in December, 1863. During the Atlanta Campaign, July 22-28, the 19th reported 12 killed, 60 wounded, and 25 missing, and there were 9 killed, 34 wounded, and 8 missing at Ezra Church. It surrendered on April 26, 1865, with 76 men.
Transcription of 1845-1853 minutes of the Wilkes County (NC) Court of Pleas & Quarter Sessions; indexed by personal name, business name, geographic name and subject.
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.