Download Grand Rapids, Grand Haven, and Muskegon Railway (Images of by David Kindem, James Budzynski PDF

By David Kindem, James Budzynski

The Grand Rapids, Grand Haven & Muskegon (GRGH&M) Railway was once a part of a community of electrical railroads that unfold throughout southern Michigan within the early a part of the twentieth century. for almost 30 years, the railway attached Grand Rapids with Muskegon and Grand Haven at the Lake Michigan shore. the short and widespread carrier it provided remodeled lifestyles in Coopersville, Nunica, Berlin (now Marne), Fruitport, and different smaller groups alongside the way in which. additionally, the railway and the boats of the Goodrich and Crosby steamship strains supplied an in a single day reference to Chicago and Milwaukee. relocating either humans and freight, this interurban had an immense effect on either neighborhood and local economies. photographs of Rail: The Grand Rapids, Grand Haven & Muskegon Railway strains the historical past of the electrical interurban in West Michigan, telling the tale of the expansion, operation, and eventual loss of life of an immense electrical railway within the sector.

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2. A careful and critical review of subjects taught in common school. 3. Instruction in the science and art of teaching (including practice teaching). 4. 11 President Edwards believed that teacher education should include both content and pedagogy. 13 The second and third years of the plan of study at ISNU included professional subjects such as metaphysics, philosophy, and history of education. It was reported by Burt Loomis that those who took those courses found they had little bearing on the art of teaching.

Interestingly Sarah Raymond shares in what Edwards identifies as their common experiences. The following qualities are identified by Edwards in her work: great determination to obtain an education and an amazing self-confidence and courage. But where did this will come from, she asks? She suggests with her study of commonalities the following ten elements that empowered these women toward leadership. (1) They came from well-respected families. (2) Birth order or position of responsibility in the family.

36 Even the closing remarks about her life seem to point to the significance of her early years, her education, and the character of her family, to the teacher leader she becomes. From her early beginnings as a strong student, to her strong role-modeling parents and teachers, and to her strong and powerful family experiences of helping others, Sarah Raymond learned to become a woman who did not back down or shy away from challenge but, rather one who learned to dare and dared to lead others. During the first half of the nineteenth century women were pursuing educational opportunities both as students and teachers.

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