Contains archival issues of 69 Bank Street, an early Bureau of Educational Experiments publication, beginning with Volume I, Number 1, October 1934.
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Teaching the Past and the Present
Lucy Sprague Mitchell
Volume 1, Number 1, October, 1934
"A report of informal discussions on curriculum by teachers of nine- and ten-year-old children."
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The Modern Teacher: From the Unpublished Writings of Harriet M. Johnson
Harriet M. Johnson
Volume 1 Number 2, November 1934
Harriet Johnson's brief papers focusing on the central theme of what kind of person a child needs for a teacher.
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A Nursery School Puts Psychology to Work
Barbara Biber
Volume 1 Number 3, December 1934
"Describes, in part, the working attitude of a progressive nursery school with respect to the important problem of individual adjustment."
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Play Making in the School Group; The Use of Pantomime in Developing Acting Techniques
Ellen W. Steele and Charlotte Perry
Volume 1 Number 4, January 1935
"Play making in the school group" describes the kind of play that grows through the school experience (in this case, a field trip) and takes form in the school life."
"The use of pantomime in developing acting techniques" describes the teacher's first steps in guiding young children beyond pretend play toward dramatic form through the use of pantomime."
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The Taking and Use of Records
Louise P. Woodcock
Volume 1 Number 5, February, 1935
Describes the record taking process and the types of observational records the teachers at the Harriet Johnson Nursery School were taking. Includes excerpts of observations.
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The Contribution of Adolescents to the Literature of Escape
Mildred Gignoux Finke
Volume 1 Number 6, March 1935
"Presents the writing of adolescents in terms of the emotional release which it has afforded children."
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A Summer Program for Five Year Olds
Jessie Stanton
Volume 1, Number 7, April 1935
"The Institute of Euthenics at Vassar College runs a summer session of six weeks for parents and children. In this number Jessie Stanton, a director of the Harriet Johnson Nursery School, 69 Bank Street, New York, describes her work with five- and six-year-old children in the Institute School for Little Children."
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Extending the Environment: Before the Trip and After; The Trip; Eight Days
Lucy Sprague Mitchell, Elizabeth Whitney Walther, and Elsa Euland
Volume 1, Number 8, May 1935
Detailed description of Bank Street's "Long Trip" to Morgantown, West Virginia and Washington, D. C. in 1935.
"The trip to West Virginia and Washington in which is described in this issue of 69 Bank Street, first by a student teacher and then by a staff member, was part of our year's work with the student teachers on "environment" - part of an attempt to get in first-hand contact with some of the major work patterns and their accompanying psychological patterns which characterize our current American culture" -- Lucy Sprague Mitchell
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Editorial: Making a Remote Culture Vital
Willowdean Handy
Volume 2 Number 1, October, 1935
"After her return from the Far East, Mrs. Handy became interested in modern education and spent one year as a student at the Cooperative School at Bank Street."
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Editorial: Handcuffs for Teachers; The Dilemma of the Experimental School Teacher
Rosemary Bliven and Sybil May
Volume 2 Number 2, November 1935
Handcuffs for Teachers by Rose Emery Bliven discusses the "concerted attempt that is now being made throughout the United States to control the teacher..."
The Dilemma of the Experimental School Teacher by Sybil May discusses the similar problem private school teachers have with public school teachers in regard to academic freedom.
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Program for Seven-Year-Olds: In a Suburban School, In a City School; New Books for Children
Evelyn Beyer, Lorna C. Reed, Jessie Stanton, and Ellen W. Steele
Volume 2 Number 3, December, 1935
School life and activities for seven-year-olds in the suburbs and the city.
Also includes publications relevant to children between six and ten years old obtainable at 69 Bank Street.
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Curriculum in the Education of the Deviate Child
Florence Beaman
Volume 2 Number 4, January, 1936
Illustrates the function of a program for "unadjusted" children in a special class established at The Little Red School House, New York City.