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History of the United States

Beard Charles Austin’s History of the United States is a textbook about the American history from its founding to the XIX century. The author explains the historical processes and facts that are reciprocal according to the law of cause and effect. The main advantage of the book is that history isn’t just narrated chronologically but arranged thematically, mostly paying attention to the social and economic aspects as the dominant determinants but not war strategy. Besides the inner historical developments there are described the relations with other countries, the most important of which are ones with Europe.

amherst massachusetts directory including hadley

Organised produce markets

"Based on lectures delivered in the Faculty of commerce of the University of Birmingham."--Pref

men and books and cities

Purchase of this book includes free trial access to www.million-books.com where you can read more than a million books for free. This is an OCR edition with typos. Excerpt from book: CHAPTER V BOOTH TAHKINQTON DISCUSSES THE COSMOS NOW I have a theory of human life. It has been steadily growing on me for a number of years, the conviction that there is a truth in it. As I look back into my own life I cannot see that I ever did anything of my own volition. Of course, at the times when I have been confronted with two, or more, courses of action, I have always believed that, weighing the matter in my mind, I myself made a decision, based on my reason and experience. And now when such a situation arises I continue to think the same. But curiously enough, I recognize afterward that I did no such thing. Any one (it seems to me) can act only in one way, that is, in accord with his heredity, environment, and character. When he chooses (as he thinks he does) one way rather than another, and when the decision (so to call it) is a close one, it is that there is within him, something theweight of a grain or two of which turns the balance. He could not possibly have acted other than he did, as all his thoughts and actions can only be in character. I should think that any serious novelist would back me up in this idea, for having given a figure in his story heredity, environment, and character, doesn't he (the novelist), knowing his man, know beforehand exactly what he will do in any given situation? Mr. Tabkington (frowning): "Why, yes; of course." Me. Hill: "And can the novelist, if he has any artistic conscience—can you make a fictional character do this or that, as you select, in order, say, to lead the story to some kind of an ending you fancy?" Me. Tabkington (frowning harder): "Not now. I used to write stories that way. Used to get stumped, and" (broad grin) "try to think up what I'd have happen next. Now" (in deadly earnest) "I can only work from the...

the circular saw a guide book for filers sawyers and woodworkers

Saga time

Book digitized by Google from the library of the University of Michigan and uploaded to the Internet Archive by user tpb.

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Sutherland and Caithness in Saga-Time

Sutherland and Caithness in Saga-Time; or, The Jarls and the Freskyns (1922) was written by the British author James Gray (1856-? ). "Originally delivered as a Presidential Address to The Viking Society for Northern Research, the following pages, as amplified and revised, are published mainly with the object of interesting Sutherland and Caithness people in the early history of their native counties, and particularly in the three Sagas which bear upon it as well as on that of Orkney and Shetland at a time regarding which Scottish records almost wholly fail us. "

some continuation schools of europe

Purchase of this book includes free trial access to www.million-books.com where you can read more than a million books for free. This is an OCR edition with typos. Excerpt from book: PRE-APPRENTICESHIP SCHOOLS OF LONDON. MR. Robert Blair, Education Officer of the London County Council, in an address to the Imperial Educational Conference held in London in the summer of 1911, made the following statement of the need of vocational training for the English youth. Of the total industrial population of England and Wales employed in factories and workshops London holds one-seventh. London engages one-quarter of all the clerks in England and Wales. Besides this vast industrial and commercial system, there are in London enormous services of a more or less unskilled character. One-quarter of all the men and boys over fourteen years of age are engaged in unskilled employments. About one-third of the children leaving the elementary schools enter a form of occupation which can by any stretch of imagination be called skilled. The remainder drift into unskilled occupations where, for the most part, they learn little that is useful, and where the mental and moral effects of their school training are too soon dissipated. Seventy per cent, of the London dock laborers have been born in London; the skilled trades are largely recruited by immigrants; newcomers from home and abroad constituting one-third of the London population. The system of indentured apprenticeship has largely disappeared. An exhaustive inquiry made for the County Council in 1906 showed that it would appear to be only a waste of time and money to attempt to revive an obsolete system. In consequence of extensive competition and of extensive subdivision of labor, opportunities for an all-round training can scarcely be said to exist in the London workshops. In one direction the skill developed is extreme, but the training is either one-sided or no training at all; and a change in the circumstance of a tr...

history of the united states

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