The Development of Modern Education in Theory, Organization, and PracticePrentice-Hall, Incorporated, 1934 - 922 strani |
Iz vsebine knjige
Zadetki 1–3 od 57
Stran 69
... entered the monasteries or cloisters where a living was assured . The rich and ambitious entered the secular services ... enter a convent , where a satisfactory living was assured . The vast number of such ecclesiastical livings can be ...
... entered the monasteries or cloisters where a living was assured . The rich and ambitious entered the secular services ... enter a convent , where a satisfactory living was assured . The vast number of such ecclesiastical livings can be ...
Stran 119
... enter the university . The curriculum was practically the same in both , but there was some distinction in regard to function . The Pädagogium trained more particularly those boys who intended to enter the learned professions , law ...
... enter the university . The curriculum was practically the same in both , but there was some distinction in regard to function . The Pädagogium trained more particularly those boys who intended to enter the learned professions , law ...
Stran 750
... entering upon the high school course . Instead of entering at from nine to twelve years of age , the pupils generally did not enter until after they had completed the eight grammar grades , or usually at fourteen or fifteen years of age ...
... entering upon the high school course . Instead of entering at from nine to twelve years of age , the pupils generally did not enter until after they had completed the eight grammar grades , or usually at fourteen or fifteen years of age ...
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