This CD-ROM explores a master work by some of the most influential architects of the 20th century. In Exeter Library, we see far more than a design that meets a program, budget, and constraints, we learn about Louis Kahn's architectural ideology and aesthetics. The completely interactive CD-ROM provides the richest possible presentation of the library. 48-page booklet and CD-ROM.
If you can’t bring the man to the books, bring the books to the man. Mary Lemist Titcomb (1852–1932) was always looking for ways to improve her library. As librarian at the Washington County Free Library in Maryland, Titcomb was concerned that the library was not reaching all the people it could. She was determined that everyone should have access to the library—not just adults and those who lived in town. Realizing its limitations and inability to reach the county’s 25,000 rural residents, including farmers and their families, Titcomb set about to change the library system forever with the introduction of book-deposit stations throughout the country, a children’s room in the library, and her most revolutionary idea of all—a horse-drawn Book Wagon. Soon book wagons were appearing in other parts of the country, and by 1922, the book wagon idea had received widespread support. The bookmobile was born!
Quarterly accession lists; beginning with Apr. 1893, the bulletin is limited to "subject lists, special bibliographies, and reprints or facsimiles of original documents, prints and manuscripts in the Library," the accessions being recorded in a separate classified list, Jan.-Apr. 1893, a weekly bulletin Apr. 1893-Apr. 1894, as well as a classified list of later accessions in the last number published of the bulletin itself (Jan. 1896)
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
The best classes have a life of their own, powered by student-led conversations that explore texts, ideas, and essential questions. In these classes, the teacher’s role shifts from star player to observer and coach as the students Think critically, Work collaboratively, Participate fully, Behave ethically, Ask and answer high-level questions, Support their ideas with evidence, and Evaluate and assess their own work. The Spider Web Discussion is a simple technique that puts this kind of class within every teacher’s reach. The name comes from the weblike diagram the observer makes to record interactions as students actively participate in the discussion, lead and support one another’s learning, and build community. It’s proven to work across all subject areas and with all ages, and you only need a little know-how, a rubric, and paper and pencil to get started. As students practice Spider Web Discussion, they become stronger communicators, more empathetic teammates, better problem solvers, and more independent learners—college and career ready skills that serve them well in the classroom and beyond. Educator Alexis Wiggins provides a step-by-step guide for the implementation of Spider Web Discussion, covering everything from introducing the technique to creating rubrics for discussion self-assessment to the nuts-and-bolts of charting the conversations and using the data collected for formative assessment. She also shares troubleshooting tips, ideas for assessment and group grading, and the experiences of real teachers and students who use the technique to develop and share content knowledge in a way that’s both revolutionary and truly inspiring.
"Palmer was fourteen years old in September 1958 when he made the unlikely journey alone by train to Phillips Exeter Academy in New Hampshire. It is impossible to read this boy’s story―‘ninth child of ten, and the sixth of seven sons’―without feeling the loneliness of that first passage away from home―a black boy crossing into a bastion of white privilege―and the scale of the transformation that awaited him."―Carrie Brown, author of The Stargazer's Sister "My friendship with Larry has been among the most enduring of my Exeter friendships, but―before I read his memoir of social and racial dislocation―I never knew the story that unfolded in the home Larry left when he came to Exeter. Larry’s remarkable family story gives me a deeper appreciation of someone I met as a teenager and have known all my life. As a teammate and a friend, I always loved Larry. Now I understand him more."―John Irving “Larry Palmer’s Scholarship Boy is a poignant exploration of family, longing, and cultural disorientation, seen through the eyes of an African American teenager sent to live and study at a prestigious New England prep school in the 1950s. This absorbing story reminds us that the questions of race and identity we wrestle with today are nothing new, and progress, when it comes at all, often comes at a snail’s pace.”―Dinty W. Moore, author of Between Panic & Desire “Near the end of Larry Palmer’s fine memoir Scholarship Boy his family tries to assemble for a family portrait. The picture is difficult to compose: the family members are moving hither and yon, reassembling in different configurations, struggling to honor the intricacies that govern the Palmer clan. And they are a rich and complex family, with Lear-like grand personalities. Scholarship Boy is also a book about a very brilliant young man who went to Phillips Exeter, Harvard College, and Yale Law School. It is a tale of his loneliness, his desire to honor his parents’ dictates, his difficulty in living in two worlds, and his ability, thank goodness, to find mentors, institutions, and friends to sustain him. It is also a very poignant narrative, full of pathos and love, about one family’s participation in recent African American history, including segregation, school integration, and dreams fulfilled and nullified. Honest, gracefully written, and uncompromisingly vulnerable, Larry Palmer’s book is unceremoniously generous. Palmer does not grandstand: He is never simply this or that. He is, in the best sense, simply himself: A man trying to stand in a furious whirlwind.” ―Kenneth A. McClane, W.E.B. DuBois Professor of Literature Emeritus, Cornell University “On the surface, this is the story of a black boy’s adventure of finding his way in the all-white, blazers, ties and sports world of an all-boys boarding school in the 1950s. Its heart, however, is the family this boy comes from. As the next to the youngest of ten, it was the older brothers and sisters who gave this scholarship boy the chops to navigate the treacherous waters of an alien world with aplomb and make the best of his opportunities. What an apt tribute that each of them gets to step into the limelight of this luminous coming-of-age memoir.”―Annette Gendler, author of Jumping Over Shadows and How to Write Compelling Stories from Family History
In the closing decades of the nineteenth century, college-age Latter-day Saints began undertaking a remarkable intellectual pilgrimage to the nation's elite universities, including Harvard, Columbia, Michigan, Chicago, and Stanford. Thomas W. Simpson chronicles the academic migration of hundreds of LDS students from the 1860s through the late 1930s, when church authority J. Reuben Clark Jr., himself a product of the Columbia University Law School, gave a reactionary speech about young Mormons' search for intellectual cultivation. Clark's leadership helped to set conservative parameters that in large part came to characterize Mormon intellectual life. At the outset, Mormon women and men were purposefully dispatched to such universities to "gather the world's knowledge to Zion." Simpson, drawing on unpublished diaries, among other materials, shows how LDS students commonly described American universities as egalitarian spaces that fostered a personally transformative sense of freedom to explore provisional reconciliations of Mormon and American identities and religious and scientific perspectives. On campus, Simpson argues, Mormon separatism died and a new, modern Mormonism was born: a Mormonism at home in the United States but at odds with itself. Fierce battles among Mormon scholars and church leaders ensued over scientific thought, progressivism, and the historicity of Mormonism's sacred past. The scars and controversy, Simpson concludes, linger.
