Hi, everyone.
Sunflower, thank you for your summary of the remarkable life of Josephine Butler. I was also impressed with her magnificent achievement for repeal of the Contagious Diseases Acts. I found her strong emotion in the service of Christ, while reading the critical situation that she and her campaigners whispered each other ‘Now is the time to trust in God.’ or ‘Let us ask God to help us.’ I wonder if it would possible for me to realize such religious feelings. As for Christianity, I was surprised to learn that a lot of prominent activists for women’s liberation in the Meiji era’s Japan became a Christian. Kanno Suga, the theme of my essay, was also a Christian. Now I have no idea why and how they were converted to Christianity, but I’d like to learn that process.
So, see you later. Good bye, my dear friends…
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Hi, everyone.
Now, I'm reading a book which writes an organization of women's suffrage. I have read another book before. It wrote much easily. When I read it, there was no question. There was no room to discern what I don't unerstand. It applied to a textbook for elementary school students in Japan. I think everything has a cause and a result. Between them, there is a process. For me, if only a result is written or it explains simply, it's too difficult to understand it. I think it requires only to memolize.
For me, if there is no reason, only to remember is also difficult.
Today, I know one thing. I am glad.
Even taking a time, to solve one thing by myself is more important than to learn many things by heart.
Which do you like better?
Hello, Cherry and my dear friends.
It’s May 13. It was a cloudy and windy day. When I called my mother in Kobe tonight, she told that it rained.
I’d like to summarize education for the working class in the eighteen and nineteenth-century in England.
In the eighteenth-century, volunteer groups created free schooling for working-class children. At Sunday school volunteers of churches offered religious morals and taught how to read and write. Yet untrained teachers offered a meager education, at best.
To make the Industrial Revolution successful was to educate working –class children. There was a growing need for technical training for them. To find appropriate places for children and satisfy them with more technical positions were urgent.
Working-class education opportunities were horrible before the 1830s. There were niether organized educational system nor the government involvement in the early nineteenth century.
It was in 1839 when education for the working class began to improve; a facility was established to train teachers.
In 1845, children of textile workers were required to attend school for three hours for five days a week. Children of mill, workshops and mines followed suit.
In 1846 Secretary of the Department of Education ordered that all teachers should be trained properly.
In 1870 a free and compulsory education for all children were provided.
It is very late. It's time to go to bed. Good-night, my precious friends.
Dear Cherry and friends,
Hello.
Last week, I threw away some articles from newspapers and magazines. I found an article in which Yonehara Mari recommended a book about memory. While she praises the book, she writes she had never read better books about memory than one of her own essays.
I knew she was an excellent essayist. I had this book of hers but I haven't read it. So I read the part she was writing about memory.
She writes,
“ You would never forget this story.”
“ A woman gave a presentation. She was an industrial designer. My (Yonehara's) friend interpreted her speech. Her lecture started like this.
'Human beings remember 10 % of what they hear. They remember 30 % of what they see. However, they memorize 80 % of what they do or experience by themselves. Come here and let's try this together.'”
Is this exactly what Azalea is trying to tell, isn't it?
Just reading is often passive, but trying to find an answer is a very active expeience.
Good night.
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