A History of Education in Modern Times"Supplementary reading" at end of each chapter. |
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academies activities American awakening Barnard bartianism Basedow became began Burgdorf cation Chap charity schools child church cities classes colleges colonies common schools coöperation course curriculum doctrines educa eighteenth century elemen elementary education elementary schools Emile England especially estab established Fellenberg France Froebel furnished geography Germany greatly Hence Henry Barnard Herbart Herbartian History of Education Horace Mann ideals ideas improved individual infant schools influence institutions instruction intellectual interest Jean Jacques Rousseau Kindergarten largely later lished lycées manual Massachusetts ment methods middle modern education monitorial system moral movement nineteenth century normal schools organization pedagogical Pestalozzi physical poor practice principles progress Prussia psychological public education public schools pupils reform religious result Robert Raikes Rousseau School Society school system scientific secondary education secondary schools social subjects taught teachers teaching tendency theory tion tional town United universal education various York Yverdon
Popular passages
Page 330 - 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...
Page 84 - 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"!
Page 331 - 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.
Page 334 - ... 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...
Page 231 - 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.
Page 10 - Everything is good as it comes from the hands of the Author of Nature; but everything degenerates in the hands of man.
Page 229 - The child, the boy, man, indeed, should know no other endeavor but to be at every stage of development wholly what this stage calls for. Then will each successive stage spring like a new shoot from a healthy bud ; and, at each successive stage, he will with the same...
Page 204 - 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.
Page 125 - 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.
Page 335 - Nor is it thus only that true science is essentially religious. It is religious too, inasmuch as it generates a profound respect for, and an implicit faith in, those uniform laws which underlie all things.