Fresh from duty on the frigate Desperate in her fight with the French Capricieuse, Alan Lewrie is commissioned first officer of the big o'war Shrike. He must bring the Muskogees and the Seminoles onto the British side against the American rebels--with time out, of course, for some other kind of action.
1780: Seventeen-year-old Alan Lewrie is a brash, rebellious young libertine. So much so that his callous father believes a bit of navy discipline will turn the boy around. Fresh aboard the tall-masted Ariadne, Midshipman Lewrie heads for the war-torn Americas, finding-rather unexpectedly-that he is a born sailor, equally at home with the randy pleasures of the port and the raging battles on the high seas. But in a hail of cannonballs comes a bawdy surprise. . .
In this landmark work on public education, Dewey discusses methods of providing quality public education in a democratic society. First published close to 90 years ago, it sounded the call for a revolution in education, stressing growth, experience, and activity as factors that promote a democratic character in students.
Maximus is a general in the Roman army. After his last battle he wants to return to his family. But the new Emperor Commodus hates Maximus, and kills his family. Soon Maximus is a prisoner, then a slave, and finally a gladiator. When Emperor Commodus joins Maximus in the arena they fight for their lives.
Penguin Reader, Level 4
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Experience and Education is the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education (Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received.
Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.
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