A Student's History of EducationMacmillan, 1925 - 453 sider |
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Side 15
... moral and intellectual value of the studies must have been much greater than would be suggested by the meagerness of the course . Some moral training and discipline were also given the boy by a slave called the paedagogus , who ...
... moral and intellectual value of the studies must have been much greater than would be suggested by the meagerness of the course . Some moral training and discipline were also given the boy by a slave called the paedagogus , who ...
Side 16
... ultimate service to the world , more immediately a low ebb in morals at Athens resulted . Individualism ran riot . Education reflected the condi- tions of the period . Its ideals became more and 16 A STUDENT'S HISTORY OF EDUCATION.
... ultimate service to the world , more immediately a low ebb in morals at Athens resulted . Individualism ran riot . Education reflected the condi- tions of the period . Its ideals became more and 16 A STUDENT'S HISTORY OF EDUCATION.
Side 18
... morals ; that no satisfactory interpretation of life could be made for all , but that every fact and situation should be subject to the judgment of the individual . No doubt the formula attributed to Protagoras , " Man ( i . e . the ...
... morals ; that no satisfactory interpretation of life could be made for all , but that every fact and situation should be subject to the judgment of the individual . No doubt the formula attributed to Protagoras , " Man ( i . e . the ...
Side 19
... morality through an institutional system . At the same time they felt that the extreme individualism of the sophists was too negative a basis upon which to build , and that a more socialized standard of knowledge and morality must be ...
... morality through an institutional system . At the same time they felt that the extreme individualism of the sophists was too negative a basis upon which to build , and that a more socialized standard of knowledge and morality must be ...
Side 20
... morality consists in right knowledge and made no distinction between the knowl- edge of an action and the impulse to perform it , he strove through his methods of developing knowledge to har- monize the individual welfare with that of ...
... morality consists in right knowledge and made no distinction between the knowl- edge of an action and the impulse to perform it , he strove through his methods of developing knowledge to har- monize the individual welfare with that of ...
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academies Alcuin American Aristotle awakening became began boys Burgdorf cation chap Christian Church cities classes classical colleges colonies Comenius common schools Connecticut course curriculum doctrines early educa eighteenth century elementary education elementary schools Emile England English established Europe formal France Froebel furnished German gild gradually greatly Greek Herbart Herbartian History of Education humanism humanistic ideals ideas individual infant schools influence institutions instruction intellectual Jesuit kindergarten knowledge largely later Latin learning Macmillan Massachusetts ment methods Middle Ages modern monasticism monitorial system Montessori Method moral movement natural nineteenth century normal schools organization period Pestalozzi philosophy physical Plato practical principles Prussia public education public schools pupils realism Realschule reform religious Renaissance Roman Rousseau scholasticism school system sciences scientific secondary schools social social realism society spread subjects SUPPLEMENTARY READING Graves taught teachers teaching tendency Text-book theory tion tional town treatises United universal education various Yverdon