A History of Education in Modern Times, Bind 3Macmillan, 1913 - 410 sider |
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Side xiv
... Secondary Schools . Universities . Educational Institutions in France before the Revolution . Educational Development since the Revolution . The Primary System . Lycées and Com- munal Colleges . Universities and Other Higher Insti ...
... Secondary Schools . Universities . Educational Institutions in France before the Revolution . Educational Development since the Revolution . The Primary System . Lycées and Com- munal Colleges . Universities and Other Higher Insti ...
Side xiv
... Secondary Schools . Universities . Educational Institutions in France before the Revolution . Educational Development since the Revolution . The Primary System . Lycées and Com- munal Colleges . Universities and Other Higher Insti ...
... Secondary Schools . Universities . Educational Institutions in France before the Revolution . Educational Development since the Revolution . The Primary System . Lycées and Com- munal Colleges . Universities and Other Higher Insti ...
Side 36
... schools that re- mained after the acts of dissolution under Henry VIII and Edward VI had largely lost their endowments through embezzlement or had been perverted into secondary schools , and had suffered through a type of patronage ...
... schools that re- mained after the acts of dissolution under Henry VIII and Edward VI had largely lost their endowments through embezzlement or had been perverted into secondary schools , and had suffered through a type of patronage ...
Side 45
... secondary consideration , or the catechism was so stressed by the school that the dissenting children were withdrawn and rival schools set up . The character of the course of study in these charity The instruc- schools is further ...
... secondary consideration , or the catechism was so stressed by the school that the dissenting children were withdrawn and rival schools set up . The character of the course of study in these charity The instruc- schools is further ...
Side 59
... schools of Philadelphia . The monitorial system then spread rapidly through New York , Penn- sylvania , Massachusetts ... high school of Dr. Pillans in Edinburgh , a similar institution was established in New York City in 1825 , and the ...
... schools of Philadelphia . The monitorial system then spread rapidly through New York , Penn- sylvania , Massachusetts ... high school of Dr. Pillans in Edinburgh , a similar institution was established in New York City in 1825 , and the ...
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Almindelige termer og sætninger
academies activities American Barnard bartianism Basedow became began Burgdorf cation cerning Chap charity schools child church cities classes colleges colonies common schools coöperation course curriculum educa eighteenth century elemen elementary education elementary schools Emile England especially estab established Fellenberg France Froebel furnished geography Germany greatly Hence Henry Barnard Herbart Herbartian History of Education Horace Mann ideas improved individual infant schools influence institutions instruction intellectual interest Jean Jacques Rousseau Johann David Wyss Kindergarten knowledge largely later lished lycées manual Massachusetts ment mental methods middle modern education monitorial system moral movement nineteenth century normal schools organization Pestalozzi physical poor practice principles progress Prussia psychological public education public schools pupils reform religious result Rousseau School Society school system scientific secondary education secondary schools social subjects taught teachers teaching tendency theory tion tional town United universal education various York Yverdon
Populære passager
Side 332 - Yet, it is a very plain and elementary truth that the life, the fortune, and the happiness of every one of us, and, more or less, of those who are connected with us, do depend upon our knowing something of the rules of a game infinitely more difficult and complicated than chess. It is a game which has been played for untold ages, every man and woman of us being one of the two players in a game of his or her own. The chess-board is the world, the pieces are the phenomena of the universe, the rules...
Side 86 - I thank God, there are no free schools nor printing, and I hope we shall not have these hundred years. For learning has brought disobedience and heresy, and sects into the world, and printing has divulged them, and libels against the best government. God keep us from both"!
Side 333 - In other words, education is the instruction of the intellect in the laws of Nature, under which name I include not merely things and their forces, but men and their ways; and the fashioning of the affections and of the will into an earnest and loving desire to move in harmony with those laws.
Side 19 - Thus the whole education of women ought to be relative to men. To please them, to be useful to them, to make themselves loved and honored by them, to educate them when young, to care for them when grown, to counsel them, to console them, and to make life agreeable and sweet to them — these are the duties of women at all times, and what should be taught them from their infancy.
Side 86 - I thank God there are no free schools or printing, for learning has brought disobedience and heresy and sects into the world, and printing has divulged them and libels against the best government. God keep us from both !'' The feudal system was transplanted to Virginia, and the royal grants of land gave the proprietors baronial power.
Side 336 - ... primer so arid, so pedantic in its terminology, so altogether distasteful to the youthful mind, as to beat the recent famous production of the head-masters out of the field in all these excellences. Next, I could exercise my boys upon easy fossils, and bring out all their powers of memory and all their ingenuity in the application of my osteo-grammatical rules to the interpretation, or construing, of those fragments. To those who had reached the higher classes, I might supply odd bones to be...
Side 233 - For the living thought, the eternal divine principle as such demands and requires free selfactivity and self-determination on the part of man, the being created for freedom in the image of God.
Side 14 - Everything is good as it comes from the hands of the Author of Nature; but everything degenerates in the hands of man.
Side 103 - The constitution of 1790 (article vii., section i) provided that "the legislature shall as soon as conveniently may be, provide by law, for the establishment of schools throughout the State, in such manner that the poor may be taught gratis.
Side 231 - The child, the boy, man, indeed, should know no other endeavor but to be at every stage of development wholly what this stage calls for. Then will each successive stage spring like a new shoot from a healthy bud ; and, at each successive stage, he will with the same...