A History of Education in Modern TimesMacmillan, 1913 - 410 sider "Supplementary reading" at end of each chapter. |
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Side xiv
... Nineteenth Century . Move- ments Leading to the Act of 1870. Development of Board Schools . Education Act of 1902. Types of Edu- cation in Canada . The System of Ontario . Systems in Other Provinces . Comparison of Modern School Sys ...
... Nineteenth Century . Move- ments Leading to the Act of 1870. Development of Board Schools . Education Act of 1902. Types of Edu- cation in Canada . The System of Ontario . Systems in Other Provinces . Comparison of Modern School Sys ...
Side 3
... nineteenth century made a conscious effort to justify the eighteenth , and bring out the positions that were only implied in the negations of the latter . It is not alone the individual as such that has interested the nineteenth century ...
... nineteenth century made a conscious effort to justify the eighteenth , and bring out the positions that were only implied in the negations of the latter . It is not alone the individual as such that has interested the nineteenth century ...
Side 24
... and many other modern re- formers . But his principles did not take immediate hold on the schools themselves , although their influence is manifest there as the nineteenth century advanced . In 24 A HISTORY OF EDUCATION.
... and many other modern re- formers . But his principles did not take immediate hold on the schools themselves , although their influence is manifest there as the nineteenth century advanced . In 24 A HISTORY OF EDUCATION.
Side 25
Frank Pierrepont Graves. is manifest there as the nineteenth century advanced . In France they were apparent in the complaints and recommendations concerning schools in many of the cahiers1 that were issued just prior to the revolution ...
Frank Pierrepont Graves. is manifest there as the nineteenth century advanced . In France they were apparent in the complaints and recommendations concerning schools in many of the cahiers1 that were issued just prior to the revolution ...
Side 37
... nineteenth century that anywhere from one - third to one - half of all the schools then in existence were the product of endowment in this period . According to an investigation of the Charity Commissioners at that time , some eight or ...
... nineteenth century that anywhere from one - third to one - half of all the schools then in existence were the product of endowment in this period . According to an investigation of the Charity Commissioners at that time , some eight or ...
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Almindelige termer og sætninger
academies activities agricultural American Barnard bartianism Basedow began Burgdorf cation Chap charity schools child church cities classes colleges colonies common schools continuation schools coöperation course curriculum educa eighteenth century elemen elementary education elementary schools Emile England especially estab established Europe Fellenberg France Froebel Froebelian furnished Germany grades Henry Barnard Herbart Herbartian high schools History of Education Horace Mann ideas improved individual industrial training infant schools influence institutions instruction intellectual interest Jean Jacques Rousseau kindergarten largely later lished manual Massachusetts ment mental methods middle modern education monitorial system Montessori Montessori Method moral movement nineteenth century normal schools organization Pestalozzi physical poor practice principles progress Prussia psychology public education public schools pupils reform religious result Rousseau School Society school system scientific secondary schools social subjects taught teachers teaching tendency theory tion tional tury 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 12 - Everything is good as it comes from the hands of the Author of Nature; but everything degenerates in the hands of man.
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 206 - 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 127 - 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.