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Show 155 school Eggertsen hoped center, awareness, intellectuality, Skidmore affirms Eggertsen's to enhance comments amplifies its social significance: may meet for the common people asserts that social through family solidarity, civic morality.36 and In a follow-up discussion, about the social center and then lilt is the place where all the good of all the people." center He further activities, i.e., readings, nature study, manual training, and from the study of history and geography, lithe school frees itself from that unnatural which has existed too among the great D. past, and takes her proper place agencies which taken together constitute 1 ife itself."37 but indicates that schools, too, must responsibility, out-of-school and in the Christensen notes that the student's leisure time is H. home frequently isolation from society activity. raising poultry projects provide tion), encourages the school "close and not likewise at all city youths. the interest and remunerations that he deems so vital. To achieve these sympathetic cooperation only during the time the boy seasons a help guide Christensen considers gardening vacant lots suitable activities for as primarily (profit These and satisfac goals, Christensen between the home and is in the classroom, but of the year while he is away from the immediate jurisdiction of the school."38 36L. E. Eggertsen, "School Educational Review 6 Houses as Social Centers," Utah (January-February 1913):17-19. 37C. H. Skidmore, "School as a Social Center--Discussion," Utah Educational Review 6 (January-February 1913):19-20. 380. H. Christensen, "Two Problems of a City School ," Utah For other representative Mormon Educational Review 6 (March 1913):9. educators in the public schools who acknowledged the importance of correlation see E. G. GovJans, "The Boy Problem," Improvement Era 11 and J. T. Worlton, "Connecting the School with the (April 1908):456-60 II Era 11 (December 1917): 17-18. Community, Improvement |
