1. Women living in remote villages who were illiterate and who were not
involved in any modern social activities. There were still a considerable
number of such women at the time our study was made. Their interviews were
conducted by women, since they alone had the right to enter the women's
quarters.
2. Peasants living in remote villages who were in no way
involved with socialized labor and who continued to maintain an
individualistic economy. These peasants were not literate.
3. Women who
attended short-term courses in the teaching of kindergarteners. As a rule,
they had no formal schooling and almost no training in literacy.
4. Active kolhoz (collective farm) workers and young people who had taken short
courses. They were involved as chairmen running collective farms, as holders
of other offices on the, collective farm, or as brigade leaders. They had
considerable experience in planning production, distributing labor, and taking
stock of output. By dealing with other collective farm members, they had
acquired a much broader outlook than isolated peasants. But they had attended
school only briefly, and many were still barely literate.
5. Women students admitted to teachers school after two or three years of study. Their
educational qualifications, however, were still fairly low.
Lisa C. Hurst on 05 May 15"AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15. 05.04.15 TIME OF PUBLICATION: 7:00 AM. 7:00 AM INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION Click to Open Overlay Gallery Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it. At the same time, you're thinking: this school is kind of weird. On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about. Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say. And so, if you are truly fed up with the school stat
