The Development of Modern Education in Theory, Organization, and Practice

18th century academies according activities American arts attention authority became beginning boys called century chief child Christian church civil classes colonies Comenius common complete course culture direct doctrine early effect efforts elementary England English established Europe experience fact followed French German grammar Greek higher human ideal ideas important individual influence institutions instruction interest Italy John knowledge language later Latin learning literature living Locke mathematics matter means ment method Michigan mind moral movement nature needs objects organization original period Pestalozzi philosophy political practice present principles progress pupils reason reform relation religion religious result Rousseau schools sense significant social society taught teachers teaching theory things thought tion towns understand United University writing York young