A Student's History of EducationMacmillan, 1915 - 453 sider |
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Side 89
... Italy and Southern France , most of the people of Europe lived in the country upon feudal es- tates . These little communities were largely isolated and independent of the rest of the world . They pro- duced among themselves all that ...
... Italy and Southern France , most of the people of Europe lived in the country upon feudal es- tates . These little communities were largely isolated and independent of the rest of the world . They pro- duced among themselves all that ...
Side 99
... Italy first showed evidence of the new movement . The charac- teristics of the Renaissance were embodied in Petrarch and Boc- caccio , but little was done with the Greek classics until Chrysoloras came from Constantinople . The tyrants ...
... Italy first showed evidence of the new movement . The charac- teristics of the Renaissance were embodied in Petrarch and Boc- caccio , but little was done with the Greek classics until Chrysoloras came from Constantinople . The tyrants ...
Side 102
... Italy . - While the general tendency toward an awakening was apparent throughout Western Europe , it first became evident in Italy . This was due to the fact that Italy was at the time a seat of intellectual activity resulting from ...
... Italy . - While the general tendency toward an awakening was apparent throughout Western Europe , it first became evident in Italy . This was due to the fact that Italy was at the time a seat of intellectual activity resulting from ...
Side 103
... laureate by the University His influence . of Rome in 1341 , he spent most of his time visiting and was an en- Latin classics . thusiast on the Little was at various Italian cities and spreading the humanistic THE HUMANISTIC EDUCATION 103.
... laureate by the University His influence . of Rome in 1341 , he spent most of his time visiting and was an en- Latin classics . thusiast on the Little was at various Italian cities and spreading the humanistic THE HUMANISTIC EDUCATION 103.
Side 104
... Italy were , through the works of the Latin authors , constantly directed back to the writings of the Greeks . They became eager to read them in the original , and several humanists began the study of Greek . Nevertheless , Petrarch ...
... Italy were , through the works of the Latin authors , constantly directed back to the writings of the Greeks . They became eager to read them in the original , and several humanists began the study of Greek . Nevertheless , Petrarch ...
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Almindelige termer og sætninger
academies Alcuin American Aristotle awakening became began Burgdorf cation chap Christian Church cities classes classical colleges colonies Comenius common schools course curriculum doctrines early educa eighteenth century elementary education elementary schools Emile England established Europe Fellenberg formal France Froebel furnished geography German gradually Greek Herbart Herbartian History of Education humanism humanistic ideals ideas individual industrial training infant schools influence institutions instruction intellectual Jesuit kindergarten knowledge largely later Latin learning literary Macmillan Massachusetts mediæval ment methods Middle Ages modern monasticism monitorial system Montessori Method moral movement natural nineteenth century normal schools organization 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 subjects SUPPLEMENTARY READING Graves Switzerland taught teachers teaching tendency Text-book theory tion tional town treatises United universal education various Yverdon
Populære passager
Side 150 - And though a linguist should pride himself to have all the tongues that Babel cleft the world into, yet if he have not studied the solid things in them as well as the words and lexicons, he were nothing so much to be esteemed a learned man as any yeoman or tradesman competently wise in his mother dialect only.
Side 259 - 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 190 - 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 209 - Everything is good as it comes from the hands of the Author of Nature; but everything degenerates in the hands of man.
Side 190 - 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 153 - I call, therefore, a complete and generous education that which fits a man to perform justly, skillfully, and magnanimously all the offices both private and public, of peace and war.
Side 380 - To prepare us for complete living is the function which education has to discharge...
Side 179 - The business of education, as I have already observed, is not, as I think, to make them perfect in any one of the sciences, but so to open and dispose their minds as may best make them capable of any, when they shall apply themselves to it.
Side 380 - Those activities which directly minister to self-preservation; 2. Those activities which, by securing the necessaries of life, indirectly minister to self-preservation; 3. Those activities which have for their end the rearing and discipline of offspring; 4. Those activities which are involved in the maintenance of proper social and political relations; 5. Those miscellaneous activities which make up the leisure part of life, devoted to the gratification of the tastes and feelings.
Side 410 - Starting with the premises that " the school cannot be a preparation for social life except as it reproduces the typical conditions of social life...