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activities American appeared attempt attendance authority basis became become began beginning century Chap child church cities classes close colleges colonies common schools complete continued course early educa effect efforts eighteenth century elementary Emile England especially established existing experience France Froebel further Germany given greatly Hence Herbart higher History History of Education Horace Mann ideas improved included increased individual industrial influence institutions instruction interest Kindergarten knowledge largely later material means ment methods middle moral movement natural nineteenth normal observation opened organization period Pestalozzi physical poor practice present principles progress psychological public schools pupils reading reform religious Reports result Rousseau scientific secondary similar social society soon started subjects taught teachers teaching theory tion town United universal various whole writing York
Side 334 - 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 88 - 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 335 - 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 21 - 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 88 - 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 338 - ... 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 14 - Everything is good as it comes from the hands of the Author of Nature; but everything degenerates in the hands of man.
Side 235 - 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 208 - will form the circle of thought, and education the character. The last is nothing without the first. Herein is contained the whole sum of my pedagogy.
Side 129 - I believe that the first development of thought in the child is very much disturbed by a wordy system of teaching, which is not adapted either to his faculties or the circumstances of his life. According to my experience, success depends upon whether what is taught to children commends itself to them as true, through being closely connected with their own personal observation and experience.