A Brief Course in the History of EducationMacmillan, 1907 - 409 pages |
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Page ix
Paul Monroe. ว Transitional forces . The demands upon education Y The sophists Resulting change in education In content In method The results of the new education . THE GREEK EDUCATIONAL THEORISTS The problem of the educational theorists ...
Paul Monroe. ว Transitional forces . The demands upon education Y The sophists Resulting change in education In content In method The results of the new education . THE GREEK EDUCATIONAL THEORISTS The problem of the educational theorists ...
Page xiii
... results 192 Humanistic content · 193 Institutional effects · 194 SOME REFORMATION EDUCATORS • 194 Martin Luther • 195 Philip Melanchthon 197 TYPES OF RELIGIOUS SCHOOLS The universities Protestant control of humanistic secondary schools ...
... results 192 Humanistic content · 193 Institutional effects · 194 SOME REFORMATION EDUCATORS • 194 Martin Luther • 195 Philip Melanchthon 197 TYPES OF RELIGIOUS SCHOOLS The universities Protestant control of humanistic secondary schools ...
Page xv
... Education from fifteen to twenty . • 289 SOME PERMANENT RESULTS OF ROUSSEAU'S INFLUENCE · 291 The education of natural interests vs. the education of effort • 291 Conception of education as a process PAGE • · 293 Table of Contents XV.
... Education from fifteen to twenty . • 289 SOME PERMANENT RESULTS OF ROUSSEAU'S INFLUENCE · 291 The education of natural interests vs. the education of effort • 291 Conception of education as a process PAGE • · 293 Table of Contents XV.
Page 1
... result of education are more readily seen readily discovered . By such a study one may arrive at a better comprehension of later more complex stages of educational activity . - PRACTICAL EDUCATION . The training in the processes of ...
... result of education are more readily seen readily discovered . By such a study one may arrive at a better comprehension of later more complex stages of educational activity . - PRACTICAL EDUCATION . The training in the processes of ...
Page 2
... result of the work . In the art representations of their social activities left by primitive people , there are to be found no evidences of any conscious training of the young by the adult . And in the study of those forms of primitive ...
... result of the work . In the art representations of their social activities left by primitive people , there are to be found no evidences of any conscious training of the young by the adult . And in the study of those forms of primitive ...
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Common terms and phrases
activities æsthetic Alcuin Aristotle Bacon basis became Cassiodorus cation character chief child Christian Church Cicero classical Comenius conception of education culture curriculum disciplinary discipline dominant early educa elements emphasis England established experience formal Froebel fundamental German grammar Greek Greek language gymnasien Hence Herbart Herbartian human humanistic education ideal ideas importance individual influence institutions instruction intellectual interest Jesuit knowledge language later Latin learning literary literature logical material means ment method Middle Ages mind modern monasteries monastic monasticism monitorial system moral movement nature nineteenth century organization palæstra period Pestalozzi Petrarch philosophical physical Plato political possessed practical principles public schools pupils Quintilian realistic Reformation religion religious Renaissance result rhetorical Roman Roscellinus Rousseau Saracen scholasticism schoolroom sciences scientific seventeenth social society sociological Socrates spirit subject-matter subjects teachers teaching tendency theory thought tion tional universities vernacular virtue writings
Popular passages
Page 205 - It being one chief project of that old deluder, Satan, to keep men from the knowledge of the Scriptures, as in former times, keeping them in an unknown tongue, so in these latter times, by persuading from the use of tongues...
Page 346 - To prepare us for complete living is the function which education has to discharge ; and the only rational mode of judging of any educational course is, to judge in what degree it discharges such function.
Page 346 - How to live? — that is the essential question for us. Not how to live in the mere material sense only, but in the widest sense. The general problem which comprehends every special problem is — the right ruling of conduct in all directions under all circumstances. In what way to treat the body; in what way to treat the mind; in what way to manage our affairs; in what way to bring up a family; in what way to behave as a citizen; in what way to utilize all those...
Page 365 - A popular government without popular information or the means of acquiring it is but a prologue to a farce or a tragedy, or, perhaps, both. Knowledge will forever govern ignorance; and a people who mean to be their own governors must arm themselves with the power which knowledge gives.
Page 162 - We call those studies liberal which are worthy of a free man; those studies by which we attain and practice virtue and wisdom,- that education which calls forth, trains, and develops those highest gifts of body and mind which ennoble men and which are rightly judged to rank next in dignity to virtue only...
Page 257 - ... of shifting. All other considerations and accomplishments should give way and be postponed to this. This is the solid and substantial good, which tutors should not only read lectures, and talk of; but the labour and art of education should furnish the mind with, and fasten there, and never cease till the young man had a true relish of it, and placed his strength, his glory, and his pleasure in it.
Page 350 - ... whose mind is stored with a knowledge of the great and fundamental truths of Nature and of the laws of her operations; one who, no stunted ascetic, is full of life and fire, but whose passions are trained to come to heel by a vigorous will, the servant of a tender conscience; who has learned to love all beauty, whether of Nature or of art, to hate all vileness, and to respect others as himself.
Page 350 - I am quite prepared to allow, that education entirely devoted to these omitted subjects might not be a completely liberal education. But is an education which ignores them all a liberal education ? Nay, is it too much to say that the education which should embrace these subjects and no others would be a real education, though an incomplete one; while an education which omits them is really not an education at all, but a more or less useful course of intellectual gymnastics ? For what does the middle-class...
Page 259 - ... are improved and made useful to us, just after the same manner as our bodies are.
Page 364 - Whether this desirable object will be best promoted by affording aids to seminaries of learning already established ; by the institution of a national university; or by any other expedients, will be well worthy of a place in the deliberations of the legislature.