Readings in the History of Education: A Collection of Sources and Readings to Illustrate the Development of Educational Practice, Theory, and Organization (Google eBook)

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Houghton Mifflin, 1920 - Education - 684 pages
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Contents

Educational Maxims from
41
Saint Paul to the Romans
42
Saint Paul to the Athenians
43
a Octavius The Roman Point of View
44
The Persecution of the Christians as Disloyal Citizens of the Empire a Pliny to Trajan
45
6 Trajan to Pliny
47
Edicts of Diocletian against the Christians
48
The Empire and Christianity in Conflict
49
The Edict of Toleration of Galerius
50
The Faith of Catholic Christians
51
How the Catechumens are to be in structed
52
Catechumenal Schools of the Early Church
53
Christians should abstain from All Heathen Books
54
Extracts from the Rule
56
A Monk in a Scriptorium
58
Enforcing Lenten Reading in the Monasteries
59
New Peoples in the Empire Introduction to the Readings of the Chapter
64
The Hunting Germans and their Fighting Ways
65
The Germans and their Domestic Habits
66
Effect on the Roman World of the News of the Sacking of Rome by Alaric
67
Fate of the Old Roman Towns
68
The Invaders and what they brought
69
The German Migrations
70
General Form for a Grant of Immunity to
72
Powers and Immunities granted to the Mon astery of Saint Marcellus
73
Education during the Early Middle Ages I Condition and Preservation of Learning Introduction to the Readings of the Chapter
75
Three Old Monastic Forms a Form for offering a Cnild to a Monastery
77
A Medieval Writer
82
Alfred the Great
94
NinthCentury Plan of the Monastery of Saint Gall Switzerland
98
Education during the Early Middle Ages
99
Interior of a Norman School Twelfth Century
101
A School of Mendicant Monks
103
A Lesson in Logic
108
A Medleval School m
111
Requirements for the Professional Degrees
116
Influences tending toward a Revival of Learn ing Introduction to the Readings of the Chapter
127
The Moslem Civilization in Spain
129
Learning among the Moslems of Spain
131
Works of Aristotle known by 1300 a d
135
On Aristotles Greatness
136
How Aristotle was received at Oxford
137
How Aristotle was received at Paris a Decree of Church Council 1210 a d
138
a From the Introduction
139
The Great Work of the Schoolmen
140
The Early Mediaeval Town a To the Eleventh Century
142
A Typical Medleval Town
143
b By the Thirteenth Century
144
An English Town Charter
145
London Oath of a New Freeman in a Mediaeval Town
146
Ordinances of the WhiteTawyers Guild
147
Report on School of Guild of Saint Nicholas
149
An Indenture of Apprenticeship
150
The Rise of the Universities Introduction to the Readings of the Chapter
152
a In Theology 172
153
Table of Dates of University Foundations before 1600
154
Privileges for Students who travel for Study
156
Privileges granted the Students at Paris
157
Charter of the University of Heidelberg
159
Exemption of Masters and Students from Taxation at Paris
162
Cost to a City of maintaining a University
164
A Cessatio at Oxford
165
Early Licensing of Professors to teach
166
A University License to teach
167
Books required for the Arts Degree
168
Books required for the Arts Degree
169
The Camp of Wisdom
170
Books required for the Arts Degree
171
d In Medicine
174
On the Teaching of Theology
175
Books left by Will to the University at Paris
176
The Scarcity of Books on Morals
177
Methods of Instruction in the Arts Faculty at Paris
178
TimeTable of Lectures 1309 a d
179
Value and Influence of the Mediaeval University
182
A University Disputation
183
The Revival of Learning Introduction to the Readings of the Chapter
186
On copying a Work of Ciceros
187
Boccaccios Visit to the Library of Monte Cassino
188
Finding of Quintilians Institutes of Oratory at Saint Gall
189
a Letter of Poggio Bracciolini on the Find
190
b Reply of Lionardo Bruni
191
A Copied Manuscript
192
Founding of the Medicean Library at Florence
193
Founding of the Ducal Library at Urbino
194
Founding of the Vatican Library at Rome
197
The New Learning at Oxford
199
The New Taste for Books
201
Educational Results of the Revival of Learning Introduction to the Readings of the Chapter
203
On teaching the Classical Authors
205
The College de Guyenne at Bordeaux
207
Course of Study at Strassburg
210
Johann Sturm 150789
211
Statutes for Saint Pauls School London a Religious Observances
213
6 Admission of Children
214
c The Course of Study
215
On Queen Elizabeths Learning
216
Bequest for Sevenoaks Grammar School
217
Bequest for a Chantry Grammar School
218
An English School
219
A City GrammarSchool Foundation
221
Course of Study in 1560
222
Course of Study in a Country Grammar School
223
The Degeneracy of Classical Instruction
224
John Wycliffe 132084
228
Martin Luther 14831546
231
4
236
A German FifteenthCentury School
238
Philipp Melanchthon 14971560
247
A German Schoolroom in the Sixteenth Century
253
Educational Results of the Protestant Revolts
272
Family Instruction in the Bible
274
A Dutch School of the Sixteenth Century
278
39 J B de la Salle 16511719
283
Educational Results of the Protestant Revolt
285
The Mayflower
289
The Rise of Scientific Inquiry
316
On Scientific Progress
324
The New Scientific Method and the Schools Introduction to the Readings of the Chapter
328
On the Nature of Education
330
Statement of the Aim and Purpose of Education
331
His Program for Study 332
332
Discontent of the Nobility with the Schools 335
335
Ridicule of the Humanistic Pedants
336
His Conception of Education
337
Extracts from his Thoughts on Education
339
Plan for WorkingSchools for Poor Children
343
TitlePage of the Great Didactic
346
On the Teaching of Latin
364
On the Bible as a Reading Book
365
Two Early Spelling Books
366
Description of PreRevolutionary Schools
368
Teachers in Gotha in 1741
369
An EighteenthCentury Swedish Peoples School
370
Schools of FrankfurtamMain in Eighteenth Cen tury
371
A Swiss Teachers Examination in 1793
372
The English DameSchool de scribed
374
A ParochialSchool Teachers Agreement
377
CharitySchool Organization and Instruction a Qualifications for the Master
379
a Books proper to be used in CharitySchools
381
6 Lewiss Exposition of the Christian Catechism
382
A CharitySchool Subscription Form
383
The CharitySchool of Saint Johns Parish
384
The Eighteenth a Transition Century
392
The Beginnings of National Education
408
An EighteenthCentury Indenture of Apprentice ship 385
415
Plan for organizing Education in Virginia
427
Instruction in Basedows Philanthropinum
436
A Visit to Pestalozzi at Yverdon
442
372
455
Organizing Work of Frederick William I
456
The School Code of 1763
458
The Silesian School Code of 1765
466
The School Code of 1774
473
Addresses to the German Nation
479
The Prussian Elementary Teacher and his Training
480
Prussian Schools and Teachers as he found them
484
Report on Education in Prussia
485
The Military Aspect of Prussian Education
487
National Organization in France Introduction to the Readings of the Chapter
490
Founding of the School of Arts and Trades
491
Refounding of the Superior Normal School
492
Recommendations for Education in France
493
Address on the Law of 1833
497
Principles underlying the Law of 1833
499
Letter to the Primary Teachers of France
501
Guizots Work as Minister of Instruction
503
A Lay School for a Lay Society
504
Moral and Civic Instruction replaces the Religious
506
The Struggle for National Organization in England Introduction to the Readings of the Chapter
508
CharitySchool Education described
509
Cost and Support of CharitySchools
512
Description of the Gloucester Sunday School
514
Organization Support and Work of a Ragged School
516
On the Instruction of the Common People
518
On National Education
521
The School of Lancaster described
522
Automatic Character of the Monitorial Schools
525
The First Parliamentary Grant for Educa tion
527
On the Duty of the State to provide Education
528
Evils of apprenticing Children of Paupers
529
Typical Reasoning in Opposition to Free Schools
531
The Duke of Newcastle Commission Report
532
The Elementary Education Act of 1870
534
Abolition of Religious Tests for Degrees at the English Universities
535
The Educational Traditions of England
536
Awakening an Educational Consciousness in the United States Introduction to the Readings of the Chapter
542
The Schools of Boston about 17901815
543
Petition for Free Schools 1799
546
Rules and Regulations for the Schools in 1820
548
A Memorial for Better Schools 1837
549
Beginnings of Public Education in New York City
551
Advantages of the Monitorial System
553
Establishment of Primary Schools in Boston
554
The ElementarySchool System in 1823
555
Report of WorkingMens Committee on Schools
558
The American Battle for Free State Schools Introduction to the Readings of the Chapter
561
The Ground of the FreeSchool System
562
Repeal of the Connecticut School Law
565
On the Repeal of the Connecticut School Law
567
The Struggle for Free Schools in Norwich Connecti cut
568
The State and Education
570
A RateBill and a Warrant for Collection
573
On Religious Instruction in the Schools
575
Petition for a Division of the School Funds
576
CounterPetition against Division
578
Act of Incorporation of Norwich Free Academy
579
Establishment of the First American High School
580
The SecondarySchool System in 1823
583
The HighSchool Law of 1827
585
An Example of the Opposition to High Schools
586
The Kalamazoo Decision
587
Program of Studies at the University 184344
591
Education becomes a National Tool Introduction to the Readings of the Chapter
593
Constitutional Provisions as to Education and Religious Freedom
594
The Basic Documents of Japanese Education a Preamble to the Education Code of 1872
595
c Instructions as to Lessons on Morals
596
The Transformation of China by Education
597
The Recent Progress of Science
600
Scientific Knowledge must precede Invention
603
Lack of Intercommunication illustrated
604
The Struggle for National Realization
605
The French Teacher and the National Spirit
608
The German Emphasis on National Ends
612
Landing of the Pilgrims at Manilla
614
New Conceptions of the Educational Pro cess Introduction to the Readings of the Chapter
617
The German Seminaries for Teachers
618
A German Teachers Seminary described
619
A French Normal School described
621
Beginnings of Teacher Training in England
623
The PupilTraining System described 626 349 Clinton Recommendations for TeacherTraining Schools
627
Organizing the First State Normal Schools a The Organizing Law
628
Importance of the Normal School
630
Examples of Instruction from a Davenport History of the United States
631
Elements of Geography Map
632
Elements of Geography Text
633
A Typical Teachers Contract 633 353 Bache The Elementary Schools of Berlin in 1838
634
Grading the Schools of
636
Herbarts Educational Ideas
639
Herbarts Ideas applied
641
Herbart and Modern Psychology
644
Froebels Educational Views
645
English and German Universities contrasted
648
MidNineteenth Century Elementary Education in England
651
MidNineteenth Century Secondary Education in England
653
What Knowledge is of Most Worth?
655
Conclusions as to the Importance of Science
659
The Old and New Psychology contrasted
661
Difficulties in Transforming the School a Relating Education to Life
663
b The Old Teacher and the New System
664
New Tendencies and Expansions Introduction to the Readings of the Chapter
667
The Environmental Influence of the State
668
German Secondary Schools and Ger man National Needs
669
The University and the State
672
The German System of Vocational Educa
675

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Page 331 - The end, then, of learning is to repair the ruins of our first parents by regaining to know God aright and out of that knowledge to love him, to imitate him, to be like him as we may the nearest by possessing our souls of true virtue, which being united to the heavenly grace of faith makes up the highest perfection.
Page 92 - Awake, O north wind; and come, thou south; Blow upon my garden, That the spices thereof may flow out. Let my beloved come into his garden, And eat his pleasant fruits.
Page 420 - America, it is declared, that the PRESIDENT AND FELLOWS OF HARVARD COLLEGE, in their corporate capacity, and their successors in that capacity, their officers and servants, shall have, hold, use, exercise, and enjoy, all the powers, authorities, rights, liberties, privileges, immunities, and franchises, which they now have, or are entitled to have, hold, use, exercise, and enjoy; and the same are hereby ratified and confirmed unto them, the said president and fellows of Harvard College, and to...
Page 596 - ... your benevolence to all, pursue learning and cultivate arts, and thereby develop intellectual faculties and perfect moral powers; furthermore, advance public good and promote common interests; always respect the constitution and observe the laws; should emergency arise, offer yourselves courageously to the state; and thus guard and maintain the prosperity of our Imperial Throne coeval with heaven and earth.
Page 425 - It shall be the duty of the General Assembly, as soon as circumstances will permit, to provide, by law, for a general system of education, ascending in a regular gradation from township schools to a State University, wherein tuition shall be gratis, and equally open to all.
Page 534 - It shall not be required, as a condition of any child being admitted into or continuing in the school, that he shall attend or abstain from attending any Sunday school or any place of religious worship...
Page 263 - Eighth, by the grace of God King of England, France and Ireland, Defender of the Faith, and of the Church of England and also of Ireland in earth the supreme head...
Page 44 - Then Paul stood in the midst of *Mars' Hill, and said, " Ye men of Athens, I perceive that in all things ye are too superstitious.'' ** For as I passed by, and beheld your "devotions, I found an altar with this inscription, TO THE UNKNOWN GOD. Whom therefore ye ignorantly* worship, him declare I unto you.
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Page 257 - AB do declare that it is not lawful upon any pretence whatsoever to take arms against the king and that I do abhor that traitorous position of taking arms by his authority against his person or against those that are commissioned by him...

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