The Development of Modern Education in Theory, Organization, and PracticePrentice-Hall, Incorporated, 1941 - 922 strani |
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Zadetki 1–3 od 83
Stran 17
... became fa- mous as a teacher , as did some of his pupils , who themselves became bishops and abbots . After this period , it was cus- tomary to have in every chapter , a schoolmaster who was known as the scholasticus , magister ...
... became fa- mous as a teacher , as did some of his pupils , who themselves became bishops and abbots . After this period , it was cus- tomary to have in every chapter , a schoolmaster who was known as the scholasticus , magister ...
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 ...
Vsebina
CHAPTER | 1 |
Education among the Romans | 10 |
Schools in the Middle Ages | 16 |
Avtorske pravice | |
51 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,Charles Flinn Arrowood Prikaz kratkega opisa - 1934 |
The Development of Modern Education, in Theory, Organization, and Practice Frederick Eby Prikaz kratkega opisa - 1952 |
Pogosti izrazi in povedi
17th century academies ancient Aristotle arts August Hermann Francke authorities became boys Calvinistic Cambridge catechism Catholic child Christian church civil classes classical colonies Comenius culture curriculum Descartes discipline doctrine educa elementary England English Erasmus established Europe France French German girls grammar schools Greek human humanistic Ibid ideas important influence institutions instruction interest Jesuit John John Amos Comenius John Locke knowledge language later Latin language Latin schools learning literature Locke Luther mathematics medieval Melanchthon ment method mind moral movement nature Netherlands organization pastors Peter Ramus philosophy Pietism political practice principles Protestant pupils Ramus Ratich rational reason Reformation religion religious revolution Roman Roman Curia Rousseau scholars Scholasticism schoolmasters Scriptures social society Sturm Synod of Dort taught teachers teaching theology Thoughts Concerning Education tion tongue towns translation University vernacular Vives writing wrote York