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

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