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Includes bibliographical references and index

Includes bibliographical references and index

A book on Motif programming, with examples for IRIX 5.3. ISBN 0-13-209255-7

1Bells of San Juan

By Jackson Gregory

Rod Norton is a lawman in a land where bandits and criminals make their own rules. Risking his life for justice and a future with the woman he loves, mortal danger awaits. For Norton and those in peril, the Bells of San Juan will chime. (Summary by Betty M.)

2Six Feet Four

By Jackson Gregory

A hotel is robbed one night, and a cowboy makes his getaway with but few witnesses. When a young woman is also robbed, suspicion falls on one particular man who matches the description of the former thief. The robber is without a doubt a tall man; six feet four inches tall. Buck Thornton, at six feet four, in the area, and acting a bit peculiarly, becomes the suspect and sets about to uncover the true culprit. However, what he discovers during his detective work shocks him. Surely it couldn't be? He sets out to capture the thief and clear his name and just maybe prove to the girl who had been robbed that he was innocent of the crime. - Summary by Roger Melin

3Fort Concho; Its Why And Wherefore

By J. N. Gregory

Fort Concho was a U.S. Army post in central Texas from 1867 to 1889. It figured considerably in the Indian Wars, notably against the Comanches. It mainly served to protect frontier settlers, stagecoaches, wagon trains, the U.S. mail, and trade routes. This 1957 book, published by the museum at the site of the fort, is the story of its activities. - Summary by David Wales

If we analyze carefully a full and perfect act of teaching, we shall find it involves seven distinct elements, or parties and parts—two actors, a teacher and a learner; two spiritual elements, the knowledge to be communicated and the medium of communication; and three active processes, that of the teacher in teaching, that of the pupil in learning, and that of testing and rendering permanent the work done. None of these elements can be subtracted and leave the work entire and complete; and no true account of the philosophy of teaching can be given which does not include them all.<br><br>Each of these seven elements has its own great natural condition or law of action, and these, taken together, constitute the Seven Laws of Teaching. These laws are so simple and natural that they must suggest themselves almost spontaneously to any one who will carefully note in turn the several parties and elements already named. Is it not evident that<br><br>1. A teacher must know thoroughly what he would teach.<br>2. A learner must attend with interest to what he would learn.<br>3. The medium must be language understood by both teacher and pupil in the same sense.<br>4. The truth to be taught must be related to truth already known, as we can only reach the unknown through that which is known.<br>5. The act of teaching is the act of arousing and guiding the self-activities of another mind so as to develop in it a certain thought or feeling.<br>6. The act of learning is the act of reproducing, fully and accurately in our own understanding, the ideas to be acquired.<br>7. The test and confirmation of teaching are to be found in repetitions and reviews. - Summary by John M. Gregory