The ideas of Locke and Rousseau and the attitudes of the new country helped Thomas Jefferson (1743-1826) and Benjamin Franklin (1706-1790) frame the views of American education to focus on freedom of expression and universal public education. Franklin was a Puritan whose first writings, Poor Richard's Almanac, became popular reading for colonists in the early 1800s. In addition to writing,

Franklin was a scientist, inventor, philosopher, and educator. Franklin accepted Locke's philosophy of education but extended educational ideas to include all classes and those who had not been involved in the system thus far. As early as the 1760s, Franklin wrote that African Americans were equal to whites and appealed for better treatment of the Native Americans. Franklin supported the study of basic skills, classics, and religion and the development of high moral character, logical reasoning, integrity, and selfdiscipline. In an essay outlining the academy he had established, he called for a "well-stocked library (complete with maps, scientific instruments, and diagrams); a frugal diet and regular physical exercise for the scholars; training in such practical skills as penmanship, drawing, accounting, and gardening; and courses in arithmetic, geometry, astronomy, English grammar, and modern foreign languages." Franklin's Puritan background influenced his ideas about school, and he wrote that spending too much time with the classics was wasteful and that the core of educational studies should be derived from what is useful and should meet the practical needs of the local communities. He viewed schools as a way to prepare young Americans for business or professions. One of Franklin's major contributions was his attempt to establish a permanent school, an academy, that would reflect stability. Imagine his disappointment when his academy eventually became a Latin grammar school, embodying many of the aristocratic and wasteful studies he abhorred. Thomas Jefferson was educated in America and demonstrated great personal abilities in languages and literature. He was also highly talented in music and the arts and was an inventor, farmer, scientist, and architect. He was a student of Locke and Rousseau and believed there should be a government-sponsored educational system so that all citizens could have equal educational opportunities. Jefferson envisioned schools as a way to produce future leaders for democratic society, and he believed it was the government's responsibility to provide a system of education. He founded the University of Virginia based on this belief and worked to propose a system of schooling that would provide the most basic schooling to all children in the state. His plan, which was presented to the state legislature but was not successful, provided three years of elementary school. He envisioned an educational system designed to preserve the democracy through well-educated, capable leaders and citizens. Schools were to create a populace that would advance the common interest and protect the young democracy from tyranny or dictatorship. Jefferson's and Franklin's views on education differed in that

a. Franklin was more concerned about teaching the classics.
b. Franklin wanted education to be more practical.
c. Franklin wanted education to be more for the aristocratic classes.
d. Franklin was more interested in educating everyone, including minorities.


b

Language Arts & World Languages

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mi padre / no gustar / océano

Combine the elements to write complete sentences about likes and dislikes. Be sure to make all necessary changes

Language Arts & World Languages

There are only two uses for the semicolon in sentences: one, to link two independent clauses; and two, to

a. separate the items in a list that contains other commas. b. to link subjects and verbs. c. to link coordinating conjunctions. d. none of the above

Language Arts & World Languages

Comprensión. Lee el artículo y marca la opción correcta para completar las ideas según la información del artículo.

Los sefardíes, descendientes de los judíos expulsados de España en 1492, no han olvidado el castellano de sus antepasadosa. Lo siguen hablando y a él han incorporado «préstamos»b de los idiomas de los diferentes países del exilio. A este español de los siglos XIV y XVc se han ido sumandod palabras del turcoe, portugués, hebreo, francés, árabe o italiano. La lengua ha evolucionado y la verdad es que luchaf para sobrevivir. Se calcula que 150.000 personas pueden expresarse en ladino en el mundo. En general, el judeoespañol es hablado en el senog de pequeñas comunidades sefardíes, sobre todo por personas de edad avanzada. En Israel se estima que hay alrededor de 100.000 hablantes de ladino, con mayor o menor dominioh de la lengua. Para algunos especialistas la desaparición del ladino es inevitablei. Argumentan que no se transmite como lengua viva desde hace por lo menos dos generaciones y que el olvido, parcial o total, juega en su contra j. Sin embargo, aún es una lengua viva. Hoy, un sistema de becas estimula su estudio, en cursos impartidosk en cuatro universidades de Israel. A ellas acudenl sefardíes, deseosos de aprender el idioma de sus abuelos, pero también estudiantes y especialistas de todo el mundo. _______________ a ancestors bloans c siglos… 14th and 15th centuries d se… have been added eTurkish ffight gen… within h control iunavoidable j juega… go against it ktaught lattend Lecumberri Beatriz, "El ladino, idioma de los judíos sefardíes, sobrevive en Israel," El Castellano, February 25, 2015. Copyright © Beatriz Lecumberri. All rights reserved. Used with permission. 1. El ladino es ( una lengua / un tipo de judío ). 2. El ladino es una forma del ( castellano / hebreo ). 3. Los sefardíes salieron de España porque ( no querían / no podían ) vivir allí. 4. Otra manera de referirse al ladino es ( judeoespañol / castellano ). 5. El ladino tiene ( muchos /pocos ) hablantes nativos jóvenes. 6. La mayoría de los hablantes de ladino ahora están en ( España / Israel ). 7. Algunos expertos creen en el ladino va a ( crecer / desaparecer ). 8. Se puede aprender el ladino ( en las calles de Israel / en varias universidades israelíes ).

Language Arts & World Languages

In Figure 1, the time frame of the photo is probably

FIGURE 1 Why were tests given to immigrants as they arrived at Ellis Island? How were these tests used to draw conclusions about genetic inferiority? Congress passed the 1924 Immigration Restriction Act, which made it national policy to administer intelligence tests to immigrants. Vast numbers of Jewish, Italian, Russian, and other nationalities were classified as ‘morons’ on the basis of IQ tests. --Gerrig & Zimbardo, 2002, a. before 1924 b. after 1924. c. indeterminable.

Language Arts & World Languages