A Student's History of EducationMacmillan, 1917 - 453 sider |
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Side xvi
... Moral and Physical Training . Origin , Significance , and Influence of the Theory of Formal Discipline . Opposition to the Disciplinary Theory and More Recent Modification . Locke's Real Position on Formal Discipline . CHAPTER XVII ...
... Moral and Physical Training . Origin , Significance , and Influence of the Theory of Formal Discipline . Opposition to the Disciplinary Theory and More Recent Modification . Locke's Real Position on Formal Discipline . CHAPTER XVII ...
Side xx
... Moral Training in the Schools To- day . The Development of Training for Mental Defec- tives . Education of the Deaf and Blind . Recent Development of Educational Method ; Dewey's Experi- mental School . Other Experiments in Method . The ...
... Moral Training in the Schools To- day . The Development of Training for Mental Defec- tives . Education of the Deaf and Blind . Recent Development of Educational Method ; Dewey's Experi- mental School . Other Experiments in Method . The ...
Side xx
... Moral Training in the Schools Today. The Development of Training for Mental Defectives. Education of the Deaf and Blind. Recent Development of Educational Method; Dewey's Experimental School. Other Experiments in Method. The Montessori ...
... Moral Training in the Schools Today. The Development of Training for Mental Defectives. Education of the Deaf and Blind. Recent Development of Educational Method; Dewey's Experimental School. Other Experiments in Method. The Montessori ...
Side 3
... moral , æsthetic , and intellectual develop- ment of man in all lands and at all periods should cer- tainly enlarge one's vision and enable him to appreciate more fully the part that education has played in the ༣ Space and perspective ...
... moral , æsthetic , and intellectual develop- ment of man in all lands and at all periods should cer- tainly enlarge one's vision and enable him to appreciate more fully the part that education has played in the ༣ Space and perspective ...
Side 9
... moral and religious character . Not until after the Babylonish captivity ( 586-536 B. C. ) , however , did they establish actual schools . Before that , children were given an informal training in the traditions and observances of their ...
... moral and religious character . Not until after the Babylonish captivity ( 586-536 B. C. ) , however , did they establish actual schools . Before that , children were given an informal training in the traditions and observances of their ...
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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