The Development of Modern Education, in Theory, Organization, and PracticePrentice-Hall, 1952 - 719 strani |
Iz vsebine knjige
Zadetki 1–3 od 96
Stran 126
... Latin was not so much in evidence as it had been . Third , classical Latin had to be learned in the schools . Imagine small boys five and six years of age trying to learn to speak Latin by memorizing the rules of Latin grammar ! Most ...
... Latin was not so much in evidence as it had been . Third , classical Latin had to be learned in the schools . Imagine small boys five and six years of age trying to learn to speak Latin by memorizing the rules of Latin grammar ! Most ...
Stran 187
... Latin school or gymnasium . According to Comenius , the Latin school was not a special educational route which only the learned or higher classes may travel . The Schola Latina was designed as the institution for development in the ...
... Latin school or gymnasium . According to Comenius , the Latin school was not a special educational route which only the learned or higher classes may travel . The Schola Latina was designed as the institution for development in the ...
Stran 268
... Latin Grammar school . The ideas of John Brinsley affected the elementary and Latin schools of England . While the course of study remained much the same , its character underwent a change , especially in that Latin ceased to be the ...
... Latin Grammar school . The ideas of John Brinsley affected the elementary and Latin schools of England . While the course of study remained much the same , its character underwent a change , especially in that Latin ceased to be the ...
Vsebina
Conditions that Caused the Northern Revolt and Reformation I | 1 |
The Northern Response to the Italian Renaissance | 32 |
Protestant Educational Reformers | 62 |
Avtorske pravice | |
23 preostalih delov ni prikazanih
Druge izdaje - Prikaži vse
The Development of Modern Education in Theory, Organization, and Practice Frederick Eby,Charles Flinn Arrowood Prikaz kratkega opisa - 1934 |
The Development of Modern Education, in Theory, Organization, and Practice Frederick Eby Prikaz kratkega opisa - 1952 |
The Development of Modern Education, in Theory, Organization, and Practice Frederick Eby Prikaz kratkega opisa - 1952 |
Pogosti izrazi in povedi
17th century academies activities American Aristotle arts attention became boys Calvinistic Catholic chief child Christian church civil Comenius culture curriculum Descartes Dewey doctrine educa elementary school England English established experience followed France French Froebel function Gerhard Groote German grammar school Greek Herbart Herbartian high school higher human humanistic Ibid ideal ideas individual influence institutions instruction interest Jesuit knowledge language Latin grammar Latin language Latin schools learning literature living Luther mathematics ment mental method mind moral movement nature Netherlands objects organization Pestalozzi philosophy physical Physiocrats Pietists practice principles progress Protestant Protestantism Prussia psychology pupils reason reform religion religious Revolution Rousseau Schiller Scholasticism scientific Scriptures sense social society spirit Stanley Hall Synod of Dort taught teachers teaching theory thought tion towns University vernacular vocational writing York young youth