Word: sharing
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Dates: during 1900-1900
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...committee, it was decided that the above suggestion is most appropriate; and that the undergraduate sentiment justifies the committee in undertaking to raise the required amount. It has been estimated that $6000 will be needed to carry out summation, every member of the University should contribute his share. C. H. SCHWEPPE. J. LAWRENCE, JR. E. LEWIS. R. DERBY. For the committee...
...country, through the state of Massachusetts, was very early committed to the maintenance of secondary schools supported partly or wholly by taxes, it took nearly two hundred years before the new conception of the scope and meaning of public secondary education had been evolved. This new conception was a share in the elements of liberal culture and in useful knowledge and appropriate mental training for the duties and refined pleasures of life through an enlarged and more flexible programme of studies. This was administered so as to be adapted to the briefer educational career of the youth...
...school cannot be wholly responsible for the education of our children. The individual home and the community are jointly responsible with the school for the education of every child. Nevertheless, the school must carry the largest share of this responsibility, because it is the institution which society charges with the sole function of education, while the home and other institutions of society have many other functions. It is therefore the business of the school to cast the more or less vague desires of the community respecting education into definite aims, and to find, organize and administer the means through which...
...school may know and clearly understand the desires of the home in other than merely formal ways, and that the home may similarly understand and appreciate the difficulties and the efficacy of the school, as well as its short comings; and in order that each may recognize its own share of responsibility for the results actually achieved...
...possible. At another time Coy knocked down a pass from one Harvard player to another and ran forty yards for a touchdown, but he also received valuable aid from the rest of the team. No man on the Yale team played brilliantly, but every one took an equal share in every play and thus concentrated the full strength of the eleven...