A Student's History of EducationMacmillan, 1915 - 453 sider |
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Side 60
... continued his educational influence , but he became set and narrow . A broader spirit , however , appeared in his pupils , and intellectual stagnation never again prevailed . Condition of Education in the Eighth Century . In the course ...
... continued his educational influence , but he became set and narrow . A broader spirit , however , appeared in his pupils , and intellectual stagnation never again prevailed . Condition of Education in the Eighth Century . In the course ...
Side 90
... continued to develop , the craftsmen and mer- burgher class . chants grew rapidly in wealth and importance . They were soon enabled to rival the clergy in education , and the nobility in the luxury of their dwellings and living . They ...
... continued to develop , the craftsmen and mer- burgher class . chants grew rapidly in wealth and importance . They were soon enabled to rival the clergy in education , and the nobility in the luxury of their dwellings and living . They ...
Side 95
... continued to grow and hold their own . The number of lay teachers in them gradually increased , and thus paved the way for the tendency toward the secularization and civic control of education that appeared later on . The new schools ...
... continued to grow and hold their own . The number of lay teachers in them gradually increased , and thus paved the way for the tendency toward the secularization and civic control of education that appeared later on . The new schools ...
Side 103
... continued . This led to a tre- mendous enthusiasm for the Latin classics , and he spent much of his life in restoring ancient culture . He de- voted himself during his extensive travels largely to collecting manuscripts of the old Latin ...
... continued . This led to a tre- mendous enthusiasm for the Latin classics , and he spent much of his life in restoring ancient culture . He de- voted himself during his extensive travels largely to collecting manuscripts of the old Latin ...
Side 115
... continued for four years , during which the pupil passed gradually from memoriz- ing lists of words used in everyday life and reading di- alogues that embodied them to the translation of Cicero and the easier Latin poets . In the fourth ...
... continued for four years , during which the pupil passed gradually from memoriz- ing lists of words used in everyday life and reading di- alogues that embodied them to the translation of Cicero and the easier Latin poets . In the fourth ...
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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...