Excerpt from New Haven Preparatory School, 1925-1927 The enrollment has increased from fewer than fifty students, at the beginning, to two hundred and fifty. To keep pace with this growth, the School has gradually developed a large and efficient teaching force; to do more thorough and intensive work, it has standardized and carefully outlined the courses of study. Mere numbers, however, afford no index to the worth of a school. That worth is determined rather by the quality of work the institution performs and this in turn depends on the character of its teachers and its students. The staff of New Haven Preparatory School consists of college and uni versity trained men of large teaching experience who know and are in sympathy with the aims and purposes of the stu dents. These latter constitute a body Of earnest men who have entered upon their educational work as a part of the business of life, rather than as a social accomplishment, and they come, in the main, from homes in which the habits of industry and economy are habitually fostered. They feel the necessity of increasing their vocational opportunities and usu ally enter the evening school with definite aims for the future. Practically all the students are engaged in work during the day. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Excerpt from New Haven Preparatory School, a Co-Educational Evening School, 1930-31 Term Sept. 29 mid-term Examination Period Nov. 17-21 Thanksgiving Day Holiday Nov. 27 Christmas Recess Dec. 20 - Jan. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Lists every member of the U.S. House and Senate since 1789, with brief biographical entries on each member.

First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

The Getty Museum's collection of drawings was begun in 1981 with the purchase of a Rembrandt nude and has since become an important repository of European works from the fifteenth through the nineteenth century. As in the first volume devoted to the collection (published in 1988 in English and Italian editions), the text is here organized first by national school, then alphabetically by artist, with individual works arranged chronologically. For each drawing, the authors provide a discussion of the work's style, dating, iconography, and relationship to other works, as well as provenance and a complete bibliography.

Since its first appearance, Life in Classrooms has established itself as a classic study of the educational process at its most fundamental level.

What do the technical practices, procedures, and systems that have shaped institutions of higher learning in the United States, from the Ivy League and women’s colleges to historically black colleges and land-grant universities, teach us about the production and distribution of knowledge? Addressing media theory, architectural history, and the history of academia, Knowledge Worlds reconceives the university as a media complex comprising a network of infrastructures and operations through which knowledge is made, conveyed, and withheld. Reinhold Martin argues that the material infrastructures of the modern university—the architecture of academic buildings, the configuration of seminar tables, the organization of campus plans—reveal the ways in which knowledge is created and reproduced in different kinds of institutions. He reconstructs changes in aesthetic strategies, pedagogical techniques, and political economy to show how the boundaries that govern higher education have shifted over the past two centuries. From colleges chartered as rights-bearing corporations to research universities conceived as knowledge factories, educating some has always depended upon excluding others. Knowledge Worlds shows how the division of intellectual labor was redrawn as new students entered, expertise circulated, science repurposed old myths, and humanists cultivated new forms of social and intellectual capital. Combining histories of architecture, technology, knowledge, and institutions into a critical media history, Martin traces the uneven movement in the academy from liberal to neoliberal reason.