The Development of Modern Education in Theory, Organization, and PracticePrentice-Hall, Incorporated, 1934 - 922 strani |
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Zadetki 1–3 od 81
Stran 130
... became intensely Protestant and , in the end , set up the Dutch Republic . This transition to Protestantism in the Netherlands came later than in Germany . In spite of these withering experiences , the culture of the Netherlands ...
... became intensely Protestant and , in the end , set up the Dutch Republic . This transition to Protestantism in the Netherlands came later than in Germany . In spite of these withering experiences , the culture of the Netherlands ...
Stran 181
... became the property of the state ; pastors became , in a large measure , civil servants ; and the religion of the prince was the faith of all his subjects . The school became a civil institution , established and con- trolled by the ...
... became the property of the state ; pastors became , in a large measure , civil servants ; and the religion of the prince was the faith of all his subjects . The school became a civil institution , established and con- trolled by the ...
Stran 537
... became Washington College , now Washington and Lee Uni- versity ; Hamilton Oneida Academy became Hamilton Col- lege ; Hampden - Sidney Academy became Hampden - Sidney College ; and Davidson Academy became the University of Nashville ...
... became Washington College , now Washington and Lee Uni- versity ; Hamilton Oneida Academy became Hamilton Col- lege ; Hampden - Sidney Academy became Hampden - Sidney College ; and Davidson Academy became the University of Nashville ...
Vsebina
INTRODUCTION BY E GEORGE PAYNE | 1 |
The Medieval Curriculum Allegorically Represented | 18 |
THE NORDIC REVOLT AND RECONSTRUCTION | 29 |
Avtorske pravice | |
52 preostalih delov ni prikazanih
Druge izdaje - Prikaži vse
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 |
The Development of Modern Education, in Theory, Organization, and Practice Frederick Eby Prikaz kratkega opisa - 1952 |
Pogosti izrazi in povedi
18th century academies activities American ancient Aristotle arts became boys Calvinistic Catholic child Christian church civil classes classical colonies Comenius culture curriculum Descartes doctrine educa elementary schools England English established Europe experience France French Froebel German girls grammar schools Greek Herbart Herbartian higher human humanistic Ibid ideal ideas important individual influence institutions instruction interest Jean Jacques Rousseau Jesuit John John Amos Comenius John Locke knowledge language later Latin language Latin schools learning literature Locke Luther mathematics ment method mind modern moral movement nature Netherlands organization period Pestalozzi Peter Ramus philosophy Physiocrats Pietism practice principles Protestant pupils reason reform religion religious Revolution Rousseau scholars Scholasticism school system schoolmasters scientific Scriptures sense social society taught teachers teaching theory thought Thoughts Concerning Education tion towns University vernacular Virginia Vives writing York