A Student's History of EducationMacmillan, 1917 - 453 sider |
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Side x
... F. S. C. , President of La Salle College , Phila- delphia . I have also , as usual , been greatly aided by my wife , Helen Wadsworth Graves . F. P. G. CONTENTS PART I ANCIENT TIMES THE EARLIEST EDUCATION CHAPTER I X PREFACE.
... F. S. C. , President of La Salle College , Phila- delphia . I have also , as usual , been greatly aided by my wife , Helen Wadsworth Graves . F. P. G. CONTENTS PART I ANCIENT TIMES THE EARLIEST EDUCATION CHAPTER I X PREFACE.
Side 3
... greatly broaden one's view . Starting with primitive man , we find that his training aims only at the necessities of life , and is acquired informally through the elders and the medicine - men . In Oriental education , the next stage in ...
... greatly broaden one's view . Starting with primitive man , we find that his training aims only at the necessities of life , and is acquired informally through the elders and the medicine - men . In Oriental education , the next stage in ...
Side 8
... greatly lacking in ambi- tion , self - reliance , and personal responsibility , and have not yet come to any feeling of solidarity or national unity . To them prosperity and progress are foreign ideas . India as Typical of the Orient ...
... greatly lacking in ambi- tion , self - reliance , and personal responsibility , and have not yet come to any feeling of solidarity or national unity . To them prosperity and progress are foreign ideas . India as Typical of the Orient ...
Side 8
... greatly lacking in ambition, self-reliance, and personal responsibility, and have not yet come to any feeling of solidarity or national unity. To them prosperity and progress are foreign ideas. India as Typical of the Orient.—The other ...
... greatly lacking in ambition, self-reliance, and personal responsibility, and have not yet come to any feeling of solidarity or national unity. To them prosperity and progress are foreign ideas. India as Typical of the Orient.—The other ...
Side 9
... greatly devel- velopment of oped in the course of their history , from the first they personality , held to an ethical conception of God , and the chief goal of their education was the building of moral and religious character . Not ...
... greatly devel- velopment of oped in the course of their history , from the first they personality , held to an ethical conception of God , and the chief goal of their education was the building of moral and religious character . Not ...
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academies Alcuin American Aristotle awakening became began boys Burgdorf cation chap Christian Church cities classes classical colleges colonies Comenius common schools Connecticut course curriculum doctrines early educa eighteenth century elementary education elementary schools Emile England English established Europe formal France Froebel furnished German gild gradually greatly Greek Herbart Herbartian History of Education humanism humanistic ideals ideas individual infant schools influence institutions instruction intellectual interest Jesuit kindergarten knowledge largely later Latin learning Massachusetts mediæval ment methods Middle Ages modern monasticism monitorial system Montessori Method moral movement natural nineteenth century normal schools organization period Pestalozzi philosophy physical Plato practical principles Prussia public education public schools pupils realism Realschule reform religious Roman Rousseau scholasticism school system sciences scientific secondary schools social social realism society spread subjects SUPPLEMENTARY READING Graves taught teachers teaching tendency theory tion tional town treatises United universal education various Yverdon