Letter Written by Victor A. Speert to Edith Speert Dated October 26, 1944

[Transcription begins] 26 October 1944 In France Dearest adorable sweetheart, Please excuse those anxious days when you were awaiting a letter from me. I’ve been constantly on the go and have not had the opportunity to write or mail you a letter. This stationary [sic] will arrive dampt [sic] because of the awful rainy weather which we have been “enjoying.” France is a beautiful country and the people can be truly admired. They can still smile despite the devastation, and I mean utter destructions of their homes. I have seen Cherbou[r]g, St. Lo, Vise, Flers, Dreux, Chatres and hope to see many more of France. I’ve had numerous experiences thus far. We laid at anchor on L. S. T. ship for 6 days before we could cross the channel. The channel crossing was very uneventful however. We had a nice time aboard the L. S. T.—no kicks coming. My mail situation has been terrible. I have received no mail since I left the outfit to work on this temporary detail. I hope that you are receiving my mail, at least. I’m surprised how well I get along with the French language. The little French children crown the “chow” lines for food and sweets. The French people wave to the soldiers as they ride by. They are very friendly people but still lock their shutters come 8 o’clock (P. M.)—The results of the Nazi occupation. Sweetheart, I picked up the enclosed clipping in the Stars & Stripes telling about the gas explision [sic] in Cleveland. I was very anxious about this matter & hope to hear from you so I may hear about the disaster. I’m writing this letter while sitting in a truck so if the writing is poor you have your reason. I love you, I love you, I love you—words cannot express how much I miss you (deep down inside). I shall continue to write as often as I can, so don’t become perturbed when you don’t hear from me for a while as I shall be very bush [sic] & unable to write each & every day. Au Revoir, ma amour Your husband who idolizes you, Vic [Transcription ends

Letter from John Muir to [Helen & Wanda Muir], 1906 Jan 17.

May\u27s, Jan. 17, 1906Good morning Darlings-I wonder if this dark wet weather has got across the Colorado to your Buttes Bunkers & Obrone bushes. It is still raining her though only a drizzle this morning Never has the Alhambra been blessed with a better soaking, - between 7 & 8 inches & most of it has gone tingling down to the long thirsty roots.Yesterday I sent you $60. Wells Fargo orders by registered letter. Let me know when you want more. Ive been trying the oranges. They are thickskinned & smaller than usual & still sour for want of water last summer. Will send some if you want them. Business matters are going sluggishly this wet weather, & the way the new year is galloping past with little or nothing worth while accomplished makes me sigh like a methodist sinner. Remember me to the family & tell Mr Stevenson to let me know when the chimney is likely to be finished that I may be there to see. The time it is taking makes me think of the Egyptian Pyramids. The foundation of it [illegible] fair to be mossy with age before the top becomes smoky.Tell me how Miss Roberts is getting on & give her my kind regardsI met your High School teacher in S. F. the other day Helen. He inquired kindly about your health & wished to be remembered. Mr Cooney or Mooney How are the trains getting through, the Salton sea seems bound for the sky & is causing the S. P. no end of trouble.Mr. Johnson wrote me the other day asking for an article on the Petrified Forests- I must try to write this It will be a grand [advertisement?]. Heaven bless you darlings - Your loving father J.M

Letter from T[heodore P.] Lukens to John Muir, 1910 Apr 29.

[letterhead]PASADENA, CAL., April 29 1910My Dear Mr. Muir,Knowing of our lasting friendship, I want to say a few words to you in regard to my dear granddaughter Charlotte. She has grown to be most a woman now and is at the Young Woman\u27s Christian Association in San Francisco 1246-1259 O\u27Farrell St. she is boarding there and looking for a situation as book keeper and type writer. I have sent her to school here and she has graduated and has her diploma, but as yet has no experience in practical work, and of course does not expect a position where experience is required. I bought her one of the best type writing machines and she has that with her. I want to ask of you, dear Mr. Muir, to call on her the first time you are in San Francisco and if you are not going to be there very soon to write to her; also, if you will, to write a letter to the lady in charge Miss. E. A. [Gosden?]04750 office sect. at the above address. You have not seen Charlotte for a long time, but you have me, and I am sure you will have confidence in what I say. Charlotte is a very dear good girl. I can not discuss the cause of her going to San Francisco, but I assure you there is not a stain on her character.In your extensive acquaintance in S. F. I thought you could help very much in getting her into a good place. I don\u27t mean as to salary for the will not count as anything, but to get with good people does. If there should be something presented in which she should have more schooling, I am willing and will be glad to spend any amount of money necessary to prepare her.Now, my dear friend, I know you are busy, and we all want you to be busy writing; for we are all hungering for your beautiful writings: but if you can take a little time in this, you will be doing a love deed that will help Mrs. Lukens and me, and the dear girl. Her name now is Charlotte Gant. God bless you.With love from all. I am,Ever sincerely yours,T. P. Lukens.0475

Letter Written by Lorraine Turnbull to Jeanne Turnbull dated December 17, 1943

[Envelope]: Pvt. Lorraine J. Turnbull USMCWR 22nd Trg. Bn. Bks 108, Co B-2 Recruit Depot, Camp Lejeune New River, N. C. Miss Jean Turnbull 3009 N. Highland Blvd. Milwaukee, Wis. [Transcription Begins] 12/17/43 United States Marine Corps CAMP LEJEUNE New River, North Carolina Dear Jeanne, The favorite saying around here is: letters! when the hell do you find time to write ‘em? And that’s about the size of it. Today we got our physicals and when I say they were thorough that’s just what I mean. We got two shots & a vaccination—I can hardly move my arms & they sure hurt. This morning we had our first inspection of the barracks. Our platoon only got one demerit & that was for a wash rag which was hung wrong. Tomorrow & every Sat. we have Captains insp. so tonight we had G. I.-party. Which is really not a party, but ya work like a dog. Swabbing decks, dusting, polishing brass and getting the place in order & I do mean in ORDER. They sure are perticular [sic]. Tonight right after chow I was on work detail—we had to clean a class building. To let you know how well we have to do it—5 or 6 work on one class room for over 45 minutes. I’ve polished my shoes tonight & now I hate to have to wear them. Gotta sign off now—lights out soon & I’ll have to hit the deck. Love, Bub P. S. We got a winter hat. Gods, it’s cute. Only one girl in the Pl. has had a letter so give. [Transcription Ends

Williams Jubilee Singers, Touring Europe

This color advertisement postcard features the portrait of the Williams Jubilee Singers that consists of four women and four men, all dressed I early twentieth century clothing. Luggages with colorful stickers are lined up in front of the group, and the man on the right end has one of the luggages propped up on is knee. The text across the top of the card reads Williams Jubilee Singers, Touring Europe. The text in a column on the left side of the card describes the group as Every one a Soloist. Combinations of Duets, Trios, Quartets and Choruses. Twelve years of unprecedented success. The favorites of two continents. 130 performances in London, Eng. Toured the Capital Cities of Europe. Chas. P. Williams Managers. 6618 Vernon Ave. Chicago, U. S. A. Phone Normal 3524 (over) The back of the postcard identifies the item as a postcard and provides a description that reads Williams\u27 World-Famous Singers. Will appreciate a kind word from you to your friends concerning the Coming Concert to be given by the World\u27s Greatest Harmonizing Octet. A company of Colored Artists selected from American Colleges who have delighted millions of people in the leading cities of the world. Their repertoire includes all classes of music from the old Negro Melodies to Grand Opera. Williams and Johnson, Proprietors. 6618 Vernon Ave. Chicago, Ill., U. S. A. Phone Normal 3524 A purple ink stamp reading Rust College Friday March 22 8 P. M. Tickets 50 & 25 cents is across the left side of the card. Two green one cent postage stamps are placed in the upper right corner and the card is postmarked Holly Springs, Mississippi, March 20, 1918. The card is inscribed and is addressed to Miss Mary Manoll in Union City, Michigan.https://scholarsjunction.msstate.edu/mss-lampton-images-us-african-americana/1019/thumbnail.jp

ENGLISH LANGUAGE DEVELOPMENT OF YOUNG LEARNER WITH VISUAL LEARNING STYLE: A CASE STUDY

ENGLISH LANGUAGE DEVELOPMENT OF YOUNG LEARNER WITH VISUAL LEARNING STYLE: A CASE STUDY Setia Adi Nugraha English Literature, Faculty of Languages and Arts, State University of Surabaya [email protected] Widyastuti, SS, M. Pd English Language and Literature Department, Faculty of Languages and Arts, State University of Surabaya [email protected] ABSTRAK Studi ini focus dalam perkembangan bahasa anak dengan gaya belajar visual dan menemukan hubungan antara kepribadian dengan gaya belajar. Perkembangan bahasa dapat dilihat dari bagaimana anak/siswa mempraktikan diri dan pembelajaran terjadi via hubungan stimuli-respon (Ellis 1985; Ellis 1997). Pembelajaran bahasa kedua terikat dengan gaya belajar karena gaya belajar dianggap sebagai kunci dari aktivitas belajar bahasa (Dornyei 2005)dan meliputi sifat alami individu, kebiasaan dan cara-cara tertentu dalam menyerap, memproses serta menyimpan informasi dan skill (Reid 1995a; Dornyei 2005) beserta aspek psikologis untuk merespon lingkungan belajar (Keefe 1979a). Lalu, kepribadian berdiri sebagai kunci penting pada pembelajaran bahasa kedua karena ini mempengaruhi kemampuan sosial pada anak (Ellis 1985), anak/siswa pada penelitian ini adalah siswa berumur 4 tahun. Terdapat 4 (empat) tipe kepribadian, koleris, plegmatis, sanguin dan melankolis (Littauer 1992; Suyadi 2010). Penelitian ini adalah deskriptif-kualitatif dan menggunakan siswa berumur 4 tahun, siswa di kelas K1, Ivy School sebagai subyek penelitian. Data diambil dari interaksi antara siswa dengan para guru. Lalu, untuk mengetahui kepribadiannya, maka penelitian ini dilengkapi dengan memberikan uji kepribadian. Berdasarkan hasil analisis data, beberapa fakta terungkap seperti anak dengan gaya belajar visual memiliki berbagai gaya spesifik dalam proses pemerolehan bahasa, yakni melalui mengimitasi, meniru setelah mendapatkan stimuli dan ‘penguatan’ dari para guru. Terlebih, penelitian ini juga menemukan bahwa dia memiliki dua tipe kepribadian yang berbeda, sanguine sebagai mayor dan melankosis sebagai minor yang serta merta mempengaruhi gaya belajarnya.            Kata Kunci: Perkembangan Bahasa, Pembelajaran Behavioris, Gaya Belajar, Kepribadian  ABSTRACT This study focuses in the language development of young learner with visual learning style and also find the relationship between personality with learning style. The language development can be viewed from how the learner practices in learning activity. According to Ellis, behaviorist concentrates in habit, practice and the learning happens through stimuli-response connection (Ellis 1985; Ellis 1997). Furthermore, Second Language learning has bond through learning style because learning style is treated as the key of language learning activity (Dornyei 2005) and it covers individual’s natural, habitual and preferred way(s) in absorbing, processing also saving new information and skills (Reid 1995a; Dornyei 2005) also psychological features in order to respond the learning environment (Keefe 1979a). Furthermore, personality stands as important key towards Second Language learning because it affects social skills of young learner/children (Ellis 1985), then young learner for this study is a 4-year old student. There are four personality types such as choleric, phlegmatic, sanguine and melancholic (Littauer 1992; Suyadi 2010). This study is descriptive-qualitative research and using the 4-year old student, young learner at K1 Class at Ivy School as the subject. The data are taken from the interactions between him towards the teachers. Then, in order to know about his personality, it is completed by giving personality test to the subject. Based on the data analysis, some facts are revealed such as the young learner with visual learning style has specific ways to acquire language, through imitating, copying after getting stimuli and reinforce from the teachers. Moreover, it also finds that he has two different personality types, sanguine as the major and melancholic as the minor that influence his learning-style.             Keywords: Language Development, Behaviorist Learning, Learning Style, Personality           INTRODUCTION Learning style is one of part SLA, famous in around 1970s, learning style was becoming the trending topic research in that era, but it was decreased because of too much plethora or labels and also it was lacked of valid and reliable instruments (Dornyei 2005), then the risk of using it as a matter got higher than previous period (Skehan 1998). But, Dornyei keeps his faith in it and he states that learning style is the key in learning Second Language Acquisition (Dornyei 2005). Learning style itself cannot be separated from people’s life and it is generally appeared in preschool period. Then, learning style is being used by the teachers and also children psychiatrist in order to understand about children’s characteristics and know how to treat them. Understanding children’s learning style can help parents and teachers in developing, supporting and also stimulating children in learning activities (Suyadi 2010) and there are four learning styles, such as: visual, auditory, kinesthetic and tactile. Acquiring language needs steps and must passes various levels on it. Human also must be passingsevarl periods in language development and also intelligence development. There are several periods of human’s intelligence: The period of sensori-motor intelligence (birth-2 years old), the period of pre-operational thought (2-7 years old), concrete period (7-11 years old) and formal operational (adolescence-adulthood) (Cecco 1967). During pre-operational thought child is defined as young learner (Linse 2005) and along this period child is fragile and needs psychological and physical attention (Linse 2005). Furthermore, during this period children only focus in one dimension and their perception is ‘centered’ (Cecco 1967). Understanding about children moreover in their learning can be seen from many ways such as personality, Ellis stated that personality frequently affecting social skills of the children and then those skills are used as the control machine in language exposure of Second Language (Ellis 1985). There are four types of personality, choleric, phlegmatic, sanguine and melancholic (Suyadi 2010). Finally, childhood is important period in language development because during that period (2-7 years old) children are entering golden year in learning, learning style and personality also take part in it. This study tries to describe about English language development based on daily learning of young learning with visual learning style at Ivy School Surabaya. There are two research questions for this study, (1) How does young learner with visual learning style acquire language?, (2) What are the relationships between personality and learning style?. This study tries to describe about the process of young learner with visual learning style acquire language and know the relationships between personality and learning style. This study is not only focusing in linguistics but also covering learning activities and psychology area but it is not for learning strategy. This study focuses in kindergarten student, a young learner with visual learning style and the study only takes the data from activities in the classroom, not in another place. Several theories are becoming main cores of this study, such as theory of behaviorist learning theory of Ellis, then Zoltan Dornyei’s theory and also Suyadi in learning style and also Florence Littauer  and Suyadi in personality. RESEARCH METHOD This study uses descriptive-qualitative in getting and describing about language development of the young learner with visual learning style and combined with personality. This study needs to be explained by words not by numbers or statistics, because this study is stressing on language development and its relationship with learning style. This study designed for natural setting in the way of picking the data, it means there will be no special treatment during collecting the data. Qualitative research emphasizes in process than in product (Sutopo 1990) and it is definitely matched with this study that concern in the language development. Natural setting research actually same with Piaget’s methodology. When Piaget did his project in language research, he tended to use observation than controlled invention (Cecco 1967), it explains that Piaget let anything went on by its way. The writer does an observation for this study, write actual events depend on reality that happen in that day. The data for this study are utterances, photos. The data itself is taken from from student’s activities and interactions in the class. The source of data for this study is a 4-year old boy, young learner from K1 Class, Ivy School Surabaya, named T. This study only takes one student with visual learning style and also must have personality.The reason of why this study only takes visual, because children usually are visual or auditory, moreover it can be both (DeKeyser 2007). For the personality, it depends on the personality that lies on the visual learner. For this study, the researcher uses observation and equipped by various instruments such as observation sheets and also recorder. There are two techniques for thi study, observation sheets for language developmentwhich is following behaviorist learning theory and test (personality test) in order to know the personality and know the relationships between personality and learning style. In order to answer the research questions, the researcher will collect and read the data based on daily result, then the researcher will process the data according to the theory that used by the researcher. For the research question number one, the researcher will use behaviorist learning theory in Rod Ellis’s book Understanding Second Language Acquisition and Brown’s book Principles of Language Learning and Teaching, and another book source depends on the writer needs. Then, in answering the research question number two, the researcher will use theory of learning styles in Zoltan Dornyei’s book Psychology of Language Learner – Individual Differences in SLA and another supporting books in order to strengthen the theory.   RESULTS AND DISCUSSION In results section will be divided into two parts because of this research has two different scopes to talk, the way of young learner with visual learning style acquire language and the result of personality test. This research done in three days between 2 (two) weeks, then only observed one student named, T in K1 Class, Ivy School Surabaya and there were two teachers there, Miss A as the main teacher and Miss B as the teacher assistant. The learning activities started at 07.30am-10.30am, every Wednesday until Friday and this research did on January 10th, 2014, January 15th, 2014 and January 17th, 2014. Based on three days of research, this study finds many utterances come out from the students and also from the teachers. Each conversations below shows specific results in the way of T in learning language. Conversation 1 Miss A (S): “What is the opposite of ‘small’? T & Friends (RS): (No response from the students, and also T. Then, Miss A was repeating her question) Miss A (RF): “What is the opposite of ‘small’ guys? (While she asked the students, she also acted something big) T & Friends (P): “Biiiiig!” (All together) Conversation 1 explains about when T got stimuli but he did not response it, because Miss A gave it via verbal stimuli and then he got reinforce and received gesture stimuli, after that he he knew what Miss A meant and gave production. Conversation 2 Miss A (S): (Miss A was drawing something starts with ‘T’ on the whiteboard) Mention something starts with ‘T’! ‘teh’|təh|,’teh’|təh|,’teh’|təh|” T (RS): “Fish! Fish Fiiish! Fish!” (T was answering it louder and louder because his friends were answering too) Miss A (RF): “No, no, no, that is ‘feh’|fəh|,’feh’|təh|, T, oh look, what is this?” T (P): “Train!” Miss A (RF): “Yes, does it start with ‘T’?” T (P): Yes!  Conversation 2 showed how stimuli delivered to T but not only in verbal but also helped by showing picture. Moreover during this conversation, behaviorist learning method happened, because she delivered the material by drilling it, she wanted her students to imitate or think about the answer by knowing the stimuli. Conversation 3 Miss A (S): (Miss A wrote big ‘CAN’ on the whiteboard) “How about this?” Class (RS): “ ‘Ceh’|cəh| ‘ah’ |ah| ‘en’ |ʒn|” (Some students were answering it loudly but unfortunately T did not    give his response and still busy with what he was doing on his table and chair, then Miss B as the teacher assistant came to him) Miss B (RF): “T!, what are you doing? ‘ceh’ |cəh| ’ah’ |ah| ‘en’ |ʒn|,’ceh’ |cəh|’ah’ |ah| ‘en’|ʒn|, ‘ceh’|cəh| ‘ah’|ah| ‘en’|ʒn|, ‘ceh’|cəh| ‘ceh’|cəh| ‘ceh’|cəh| ‘ah’ |ah| ‘en’ |ʒn| (But T still did not give response and only looked into Miss B), T, ‘ceh’ |cəh| ‘ah’ |ah| ‘en’ |ʒn|, spell it then write it, come on repeat, ‘ceh’ |cəh| ‘ah’ |ah| ‘en’ |ʒn|, ‘ceh’ |cəh| ‘ceh’ |cəh|’ceh’ |cəh| ‘ah’ |ah| ‘ah’ |ah|’en’ |ʒn|” T (P): “ ‘ceh’|cəh| ‘ah’|ah| ‘en’|ʒn|” (Then wrote it in his paperwork) Conversation 3 is presenting about face to face reinforce and then the process of giving the reinforce is more personal than previous conversations. In this conversation, it can be viewed that longer drilling are being used by the stimuli-giver to the learner. Conversation 4 Miss A (S): (back to English after Mandarin Class, Miss A wrote ‘Tom talks to Ted’ on the whiteboard) “Listen, Tom…talks…to Ted, repeat!” T & Friends (RS): “Tom talks to Ted” (All together) Miss A (RF): “Alright now write letter ‘T’ on the paper and also ‘Tom talks to Ted’” T (P): (T did it well but he more concentrated and interested in something written or doing some drawings and colorings, T wrote his ‘Tom talks to Ted’ perfectly) Conversation 4 shows T is easily absorbing the written stimuli, he got verbal and also written stimuli and then it is showed that he prefers to do writing than speaking. Conversation 5 Miss A (S): “How many rabbits here?” (Asking while pointing to ‘the rabbit’ picture) T (RS): “Five!” (Answering loudly) Miss A (RF): “Four or five?” T (P): “Five!” (Answering while little bit screaming) Conversation 5 is explaining about the evidence of visual learner, he will absorb faster via pictures and sketches and then it can be as good stimulus for the learning activities. When T got stimuli via colorful pictures, he could respond it faster and very interested on it. Conversation 6 Miss A (S): “What is this, Vis? Are you drawing something?” T (RS): “House” (Simple and fast answer) Miss A (RF): “A house?” T (P): “A Zombie house”  Conversation 6 is talking about how T as visual learner linked his imagination then drawn it on his paper. Then, T got personality test in the third day of research and during the test T only pointed on the picture also gave his responses and comments about the picture, the results will be ordered based on the test number: T chose ‘Active Kid means  he is an extrovert kid and has personality between choleric and sanguine. There are two pictures in for this number, ‘Active Kid’ and ‘Silence Kid’ T chose ‘Crocodile’ picture, question number two represents about color of personality and this picture is symbolizing phlegmatic (green) and melancholic (blue). It looks like this is his minor personality compared to his daily activities. T pointed ‘Menggambar (Drawing)’ picture, this question actually draws activity and hobby.  T chose ‘Pemimpin (Leader)’ and this picture symbolized as ‘Red Ranger’. According to this picture, T has tendency for becoming a leader and only choleric, phlegmatic and sanguine have a sense of leadership. T decided to point ‘Happy and Noisy Class’, means that he is dominated by extrovert, it can be choleric or sanguine.  DISCUSSION In this part, there will be two sub parts, discussing about behaviorist learning and language development of young learner with visual learning style then another one is talking about personality and learning style. 1. Behaviorist Learning and Language Development of Visual Learner Based on the results above, T is showing that he learned language by drilling and imitating, this is the evidence of behaviorist learning method. According to Brown, language learning is acquisition or ‘getting’, learning is retention of information from the environment around the child (T) or skill, learning is a change in behavior (Brown 2007), based on the result, T tried to acquire language by imitating, undertaking the events, and then writing. Moreover, T also influenced by the environment and also his behavior, environment means he was in rich-knowledge area, in that class the teachers were delivering the materials in English, it would help him to enrich his knowledge in English. More than it, T accompanied by Miss B in order to drilled him until he got an appropriate production. Behavior means he could be controlled by the teachers although he did not focus on the learning because he was visual learner.                 Behaviorist learning theory totally worked on T, because T was Indonesian and his first language is Bahasa Indonesia but the result was he could speak English and able to acquired the language in very early age. It was helped by stimuli from the teachers, and then they did not give up in giving reinforces until get an appropriate productions. In this case, behaviorist learning method looked fine for visual learner but it needed learning tools, such as pictures or making sketches. Various stimulus were delivered to T and other students such as Verbal stimuli, gesture stimuli, and picture stimuli. Those stimuli reached different range of success, the most successful stimuli is picture stimuli, then followed by gesture stimuli and the last is verbal stimuli. The reason of why the researcher placed the picture stimuli as the most successful stimuli is during the lesson, T got a lot of paperwork and supported by pictures, T looked easier to respond and answer the questions on the paperwork, then when Miss A gave him stimuli via picture such as in the Conversation 2, T could answer it correctly while at first chance he got wrong. Then when Miss A tried to ask about the number of rabbits in the paper, T could do it correctly because the rabbits were drawn there, moreover when Miss A asked him to count it and gave him reinforce he could keep his answer about the amount of the rabbits. It matches with the theory of visual learner, children could focus on something illustrated, it can be symbols or pictures (Monks 1982). Moreover, according to Slavin, children with visual learning style could link words to pictures, and then they could make or create story from their vision and illustrate it into images (Slavin 1986). it happens to T, when Miss A gave materials but T made picture, a zombie house on Conversation 6, then during math session in connecting and counting the carrots and rabbits T did it well. Gesture stimuli stands on the second place, it worked when the verbal stimuli did not work on the students especially T, gesture was working but it was not successful enough like picture stimuli, because gesture stimuli only appeared in a very easy shape such as on the conversation 1, when Miss A gave them stimuli but T and friends did not understand, Miss A acted something big by made something ‘big’ by her hands. It is matching with the writing of Suyadi, one of visual learner characteristics is, prefer watching movies than listening something (Suyadi 2010), watching something same with watching gesture, gesture without sound, it was visible and visual learner could adapt, absorb and understand. Then, verbal stimuli becomes the latest, because visual learner has a weakness, it is difficult for him/her to absorb something verbally, and it happens to T, please look into conversation 3, when Miss A explained about something and T did not focus on her explanation, he just playing with his chair and table, this is proving that T as visual learner was not much interested in verbal instruction or verbal stimuli, again, when Miss B drilled T she must drilled it more than once, it happened because T did not give his response.           According to the results above, behaviorist learning method and language development especially for yo

Letter Written by Dorothy A. Six Clark to William Judson Clark Dated November 30, 1944

[Transcription begins]:Wednesday Dearest Judson, This will be a real quick one. It’s almost four now & we’re getting ready to go to the wedding. It’s not til 6:30 but we’re going out first. I have to run back to Macy’s and exchange something at four thirty. It’s pouring out now. Golly, honey, I miss you so. It’s terrible to be away from you for so long. Well, if you get home on Friday night it will be wonderful. Then it will only be two days & one night until you’re home again. Well, loads has happened since I began this. Jackie’s married now. She looked beautiful. It made me so lonesome, honey, to see the wedding. It was awful not to be getting married until March. She looked so happy. Before I forget, darling, Woody’s address is 66 Magnolia Avenue, Mt. Vernon, N. Y. Will Steve get home this weekend. What’s O. D. Officer of the Day or something else? Can’t he get home after that or will it be too late. I hope he’s coming home on Sunday (I mean to Pelham) because we were going to have he & Woody over for turkey. Ask him if he can make it? If you get off Friday, darling, call me if you get in New York at CHickering 4-6030 (dial CH) & I can go home on the train with you or are you planning to hitch hike down? It would be so wonderful if they let you off on Friday. Maybe the weekend wouldn’t fly quite so fast. What a night. It poured—we got lost & couldn’t find the church. It was quite a mixup. Well, honey, I can’t write much now because it’s late. I love you so. You’re so sweet & thoughtful, hon. There’ll never be anyone half as wonderful as you are. I love you. All my love,Dottie P. S. I’ll try to write twice tomorrow but the pictures are going to get taken again. I love you.[Transcription ends

The development of cases for teaching administration of the nursing services by the case method.

Thesis (M.S.)--Boston Universit

The development of cases for teaching administration of the nursing services by the case method.

Thesis (M.S.)--Boston Universit

The Cowl - v.9 - n.17 - Junior Promenade Souvenir Edition - May 6, 1947

The Cowl - student newspaper of Providence College. Volume 9, Number 17 - May 6, 1947. 4 pages. Note:This should be issue number 1