| OCR Text |
Show - i r h i o h we a r e al for trying publication ilea'ever, all of the entail Wist the to on our requirements; arranged project wider careful so that under not use of job ments for home p r o j e c t s is which the girls interest, instruction. regular have a schedule homes d u r i n g Dr. - ! , school idea aims from those tasks to present of life the the opportunity One o f materi carried necessary visiting Way b e that of aa-t Time biggest a part argu used, to in croup of the the the pass actually around whioh on a s to v/ork. of the center very tried school as actual no instruction home a c t i v i t y is the on Teaching", that and the page varied to use of teacher pupils in the in outside situations develop the p r o j e c t idea follows 191: methodology activities problems ana the is of to "bridge school. not the The project essentially technique of chasm different carrying the act largely due completion." The development the fact use of It it conclusion cf The aim b e h i n d between to J'ethod of of real are have sufficiently means a a I hours. Stevenson's "Project this that which permits school heen conditions. instruction that present." home When h o m e p r o j e c t s schoolroom at may h a r e the an work has doing have I regret reorganization pupil normal - further. hone p r o j e c t considerable he develop 17 that book experiment seems equally forms, present most practice *e a m e a n s for that afforded feasible houses. project the plans has been supplanted and a n d home p r o j e c t s some p r o v i s i o n girls are The l a t t e r teaching education lias b e e n stations necessary must be better agricultural agriculture instruction the of in in r/ider are for in as yet of courses. partly homemaking b e c a u s e the practical departments, only by agriculture. increased homemaking use extended to they At more and successful do n o t always |
