The Oxford Light - Your Ghost Stories. It's me again! I'd appreciate getting some comments on this, since it's probably the weirdest thing to ever happen to me. First, for those who ignore me/don't know me/think I'm a figment of their imagination, I live in Ohio. It's full of ghost stories, and for almost three years, I believe, I've been investigating the history behind local urban legends. I also have a website, where I keep meaning to document my findings. I get lazy. Here in Southwestern ohio, perhaps the most known ghost story is: The light. It's the most cliche story ever told, and I've heard several variations of it from all over the country. It's especially hard for me to take this story seriously since it comes straight from a college town, which are full off shenanigans! Well, to get to my point, here's our local version of a . The color drab is a dull light brown, which takes its name from drap, the old French word for undyed wool cloth. It is best known for the olive-green shade called. CAPE MENDOCINO LIGHT (OLD) Lighthouse Name: Cape Mendocino Light Location: California Coast at Cape Mendocino, now at Shelter Cove near Point Delgado, CA. John 1 In the beginning was the Word, and the Word was with God, and the Word was God. Read chapter in American Standard Version. The story goes that two forbidden lovers would meet up a certain driveway along the road. The girl take her father's car and pull out to the end of the road and flash her lights three times to signal to her boyfriend to come over. One night as he began down the road, a young boy was riding his bicycle in the road. The boyfriend, riding a motorcycle, didn't see the boy until it was too late. Both the boy and the boyfriend died. The girl later hang herself in the barn, of which, on remnants remain. It is said that if you go to the spot where the girl would flash her lights, and flash your lights three times towards the road, you can see small flashing red lights (the reflectors off the bicycle) and then a motorcycle headlight coming down the road. Some have even reported seeing many flashing lights, like at the scene of an accident, after the headlight disappears ! So for the longest time, my friends and I have been investigating this story. First we had trouble finding the correct road, then for well over a year we apparently had the wrong spot on the road. In another version of the story, the girl supposably haunted her house also on this road, but it was burnt down. We actually found some burnt remains, but nothing I honestly think was a real house. Just a barn, with a tasteful rope haging from a broken rafter! But, finally, a friend explained to me that the way it works is you park in front of (Still inhabited) house on the road, and flash the lights, not this empty lot we were going to. This made me awfully suspicious, and I was ready to bust this myth faster than Adam and Jamie. I grabbed my video camera, two walkie talkies, and we made a plan. We gathered the equipment, and headed out. After a stop at burger king (Mmm. But once you're far back on that road, it's pretty dark. The houses are all down hill, and covered in bushes, with few house lights I can remember. We pulled up to the correct spot. A single, bluish- white light seemed to actually make it's way down the road. Our digital shelves are packed with off-road lights for your 2016 Toyota Tundra including LEDs, HIDs, & Halogen lights in a wide range of housings and light bars. Listen to A Deeper Darkness Audiobook by J. Ellison, narrated by Joyce Bean. I mistook it for a car and cried out ! Turn your car back on, we don't want an accident! This light just faded in and out from ontop of a hill, perhaps a yard away from our car, never actually coming down at us. I fumbled with my video camera the whole time. The oddest thing, as Tony pointed out to me, was that the light was straight ahead of us, and yet our car's windshield showed a reflection that looked like headlights when passing behind trees! Or, as Tony described it, . However, this time we pulled into a drive way and turned around to face the direction the light would be coming from, only to find ! So I gave out a war cry (. That's it, cars that are coming down the road must be reflecting off something! Genius!) and so I hopped out of the car, and stood to the side of the road. Tony circled back around to the correct spot, and shut the car off. He flashed his lights, and we waited. Then finally, I saw some headlights coming down the road, and expected Tony to radio with me !
Eventually, we both realized there was a light behind us, and thought it was a car. Tony realized what I thought was a car behind us had the . Again, this light faded in an out, and just seemed to hover brightly about a yard away from us. It was then I realized something, I didn't see just the blue- ish white light, but also a yellow light that blinked. Like a turning signal! So again, I was convinced this was a car returning to their home. Heck, we weren't even in the designated spot to flash our lights! It was like it followed us this whole time! So, we drove off to the . This time, nothing happened, so we finally left. The next day, I had a friend at Miami University in Oxford hit the libraries for me. My attempt at a joke) and immediately, he ran into a librarian who had an entire manila folder full of people who saw . Heck, the librarian lived in Oxford for 3. I have a dvd handycam, with a dvd- r that now contains footage of a so- called magic light. Not the best footage, mind you, but it's a . I'd like to figure out how to convert into something I can put on youtube or something. Anyways, hope that interests anyone, and if anyone has any suggestions of something I should look into, lay them on me! The following comments are submitted by users of this site and are not official positions by yourghoststories. Please read our guidelines and the previous posts before posting. To publish a comment or vote, you need to be logged in (use the login form at the top of the page). If you don't have an account, sign up, it's free! Edited by yourghoststories. The Montessori Method. The Montessori Method by Maria Montessori (1. Translated by Anne Everett George (1. New York: Frederick A. MONTESSORI GIVING A LESSON IN TOUCHING GEOMETRICAL INSETS. GEORGEWITH AN INTRODUCTION BYPROFESSOR HENRY W. HOLMESOF HARVARD UNIVERSITYWITH THIRTY- TWO ILLUSTRATIONS FROM PHOTOGRAPHSSECOND EDITIONNEW YORKFREDERICK A. STOKES COMPANY. All rights reserved, including that of translation into foreign languages, including the Scandinavian. FASC April, 1. 91. Guy Barring, of London, for the loan of her manuscript translation of . Fisher (Dorothy Canfield) for translating a large part of the new work written by Dr. Montessori for the American Edition; and to The House of Childhood, Inc., New York, for use of the illustrations of the didactic apparatus. Montessori's patent rights in the apparatus are controlled, for the United States and Canada, by The House of Childhood, Inc. Holmes, of the Division of Education at Harvard University, did me the honour to suggest that an English translation be made of my Italian volume, . To- day, that to which I then looked forward as an unusual privilege has become an accomplished fact. Mc. Clure, who has presented it through the pages of his well- known magazine. Montessori's work, and had found it novel and important. Montessori's work remarkable, novel, and important. Montessori's problem–the education of young children–has brought to it personal resources so richly diverse as hers. Fernald, Superintendent of the Massachusetts Institution for the Feeble- Minded at Waverly, is almost identical with the Montessori material, and that Dr. Fernald has long maintained that it could be used to good effect in the education of normal children. Montessori is based, was once head of the school at Waverly.) So, too, formal training in various psycho- physical processes has been much urged of late by a good many workers in experimental pedagogy, especially by Meumann. Montessori proudly asserts, of years of experimental effort both on her own part and on the part of her great predecessors; but the crystallisation of these experiments in a programme of education for normal children is due to Dr. Montessori is too large- minded to claim infallibility, and too thoroughly scientific in her attitude to object to careful scrutiny of her scheme and the thorough testing of its results. Montessori offers for the thoroughgoing comparative study of methods in early education new material of exceptional importance. Montessori's views of childhood are in some respects identical with those of Froebel, although in general decidedly more radical. Montessori, despite an evidently profound interest not only in social training, but also in aesthetic, idealistic, and even religious development, speaks of . Montessori has devised a peculiarly successful scheme for teaching children to write, an effective method for the introduction of reading, and good material for early number work. Although it has long been observed by kindergartners themselves that group- work with the Froebelian materials, especially such work as involves geometrical analysis and formal design, soon tires the children, it has been held that the kindergartner could safeguard her pupils from loss of interest or real fatigue by watching carefully for the first signs of weariness and stopping the work promptly on their appearance. Montessori's own story of her first school. Montessori did her early work in Rome should be borne in mind. Montessori has achieved if we have our pupils under our guidance only two or three hours in the morning, nor can we expect exactly similar results from children whose heredity and experience make them at once more sensitive, more active, and less amenable to suggestion than hers. Montessori started her original school in Rome do not, indeed, lack counterpart in large cities the world over. Montessori's large conception of the social function of her . Montessori the need of longer hours, completer care of the children, closer co- operation with the home, and larger aims. Montessori's work–her principle of liberty and her scheme for sense training–will find their completest and most fruitful application. Montessori believes in liberty for the pupil because she thinks of life . Montessori would not accept the views here ascribed to her on the evidence of this book; and in any case these are matters for the philosopher and the psychologist. Montessori's principle of freedom. A good deal of modern educational theory has been based on the belief that children are interested only in what has social value, social content, or . The sheer fascination of tucking cards under the edge of a rug will keep a baby happy until any ordinary supply of cards is exhausted; and the wholly sensory appeal of throwing stones into the water gives satisfaction enough to absorb for a long time the attention of older children–to say nothing of grown- ups. The Montessori apparatus satisfies sense hunger when it is keen for new material, and it has besides a puzzle- interest which children eagerly respond to. Montessori subordinates the value of the concrete mental content her material supplies to its value in rendering the senses more acute; yet it is by no means certain that this content–purely formal as it is–does not also give the material much of its importance. Indeed, the refinement of sensory discrimination may not in itself be particularly valuable. Whipple says on this point in his Manual of Mental and Physical Tests (p. The use of sensory tests in correlation work is particularly interesting. In general, some writers are convinced that keen discrimination is a prerequisite to keen intelligence, while others are equally convinced that intelligence is essentially conditioned by . While it is scarcely the place here to discuss the evolutionary significance of discriminative sensitivity, it may be pointed out that the normal capacity is many times in excess of the actual demands of life, and that it is consequently difficult to understand why nature has been so prolific and generous; to. Again, the very fact of the existence of this surplus capacity seems to negative at the outset the notion that sensory capacity can be a conditioning factor in intelligence–with the qualification already noted. These values are not likely to be much affected by differing school conditions. First, it should not be supposed that sense training alone will accomplish all that Dr. Montessori accomplishes through the whole range of her school activities. To fill up most of a morning with sense- training is to give it (except perhaps in the case of the youngest pupils) undue importance. It is not even certain that the general use of the senses will be much affected by it, to say nothing of the loss of opportunity for larger physical and social activity. Second, the isolation of the senses should be used with some care. To shut off sight is to take one step toward sleep, and the requirement that a child concentrate his attention, in this situation, on the sense perceptions he gets by other means than vision must not be maintained too long. No small strain is involved in mental action without the usual means of information and control. If it is put very briefly and without defense or prophecy, it is because it is made without dogmatism, simply in the hope that it will prove suggestive to some open- minded teacher who is willing to try out any scheme that promises well for her pupils. The conditions supposed are those of the ordinary American public- school kindergarten, with a two- year programme beginning with children three and a half or four years old, a kindergarten with not too many pupils, with a competent kindergartner and assistant kindergartner, and with some help from training- school students. To the use of the Montessori devices–including the gymnastic apparatus–some of the time now devoted to pictures and stories should also be applied. It is not suggested that no Froebelian material should be used, but that the two systems be woven into each other, with a gradual transition from the free, individual use of the Montessori objects to the same sort of use of the large sizes of the Froebelian gifts, especially the second, third and fourth. When the children seem to be ready for it, a certain amount of the more formal work with the gifts should be begun. In the second year the Froebelian gift work should predominate, without absolute exclusion of the Montessori exercises. In the latter part of the second year the Montessori exercises preparatory to writing should be introduced. Throughout the second year the full time for stories and picture work should be given to them, and in both years the morning circle and the games should be carried on as usual. The luncheon period should of course remain the same. This need not be confined to the Montessori apparatus. Children who have been trained to take out, use, and put away the Montessori objects until they are ready for the far richer variety of material in the Froebelian system, should be able to care for it also. Of course if there are children who can return in the afternoon, it would be very interesting to attempt the gardening, which both Froebel and Montessori recommend, and the Montessori vase- work. In the first place, parents should not expect that the mere presence of the material in the nursery will be enough to work an educational miracle. A Montessori directress does no common . She must watch, assist, inspire, suggest, guide, explain, correct, inhibit. She is supposed, in addition, to contribute by her work to the upbuilding of a new science of pedagogy; but her educational efforts–and education is not an investigative and experimental effort, but a practical and constructive one–are enough to exhaust all her time, strength and ingenuity. It will do no harm–except perhaps to the material itself–to have the Montessori material at hand in the home, but it must be used.
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