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

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Houghton Mifflin, 1920 - Education - 684 pages

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Contents

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
Catechumenal Schools of the Early Church
53
Christians should abstain from All Heathen Books
54
The Nicene Creed of 325 A D
56
Enforcing Lenten Reading in the Monasteries 45 Saint Jerome On the Education of Girls
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 50 Kingsley The Invaders and what they brought
69
General Form for a Grant of Immunity to 52 Charlemagne Powers and Immunities granted to the Mon astery of Saint Marcellus
73
EDUCATION DURING THE EARLY MIDDLE AGES I CONDITION AND PRESERVATION OF LEARNING
75
Three Old Monastic Forms a Form for offering a Child to a Monastery
76
6 The Monastic Vow
77
Work of a Monk in writing and copying Books
78
On Education in Early England
84
Letter to Charlemagne asking for Books 796 A D
94
INTERIOR OF A NORMAN SCHOOL TWELFTH CENTURY
101
A LESSON IN LOGIC
108
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
AbÚlards Sic et Non a From the Introduction
139
The Great Work of the Schoolmen
140
The Early MediŠval Town a To the Eleventh Century
142
A MEDIĂVAL SCHOOL
143
6 By the Thirteenth Century
144
An English Town Charter
145
Oath of a New Freeman in a MediŠval 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
162
at Paris
164
A Cessatio at Oxford 109 Henry III Invitation to Scholars to leave Paris 110 Gregory IX Early Licensing of Professors to teach III Nicholas IV The R...
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 MediŠval University
182
A LECTURE AT A MEDIĂVAL UNIVERSITY
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
6 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 CollŔge de Guyenne at Bordeaux
207
Course of Study at Strassburg
210
Statutes for Saint Pauls School London
213
a Religious Observances 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
221
Course of Study in 1560
223
The Degeneracy of Classical Instruction
224
THE REVOLT AGAINST AUTHORITY Introduction to the Readings of the Chapter
226
On the Enemies of Christ
227
Attack the Pope and the Practice of Indulgences
228
List of Church Abuses demanding Re form
230
Illustrations from his NinetyFive Theses
231
On the Treatment of Heresy
233
The English Act of Supremacy
235
EDUCATIONAL RESULTS OF THE PROTESTANT RE VOLTS I LUTHERANS AND ANGLICANS Introduction to the Readings of the Chapter
236
Diffusion of Education in MediŠval Times
237
A GERMAN FIFTEENTHCENTURY SCHOOL
238
Vernacular Style of the Translations of the Bible
239
Letter to the Mayors and Magistrates of Germany
241
On the Dignity and Importance of the Teachers Work
243
On the Duty of compelling School Attendance
244
An Example of a Lutheran Kirchenordnung
245
Saxony Plan of 1528
247
School System established in WŘrtemberg
249
The Schulemethode of SaxeCoburgGotha
251
A GERMAN SCHOOLROOM IN THE SIXTEENTH CENTURY
253
The Careful Supervision of the Teachers Acts and Religious Beliefs in England a Letter of Queens Council on
255
Penalties on NonConforming Schoolmasters
256
The Act of Conformity of 1662
259
GrammarSchool Statutes regarding Prayers
260
Effect of the Translation of the Bible into English
261
Ignorance of the Monks at Canterbury and Mes senden
263
Origin of the English Poor Law of 1601
267
The PoorRelief and Apprenticeship Law of 1601
268
EDUCATIONAL RESULTS OF THE PROTESTANT REVOLTS II CALVINISTS AND CATHOLICS Introduction to the Readings of the Chapter
272
Scheme of Christian Education adopted
273
FAMILY INSTRUCTION IN THE BIBLE
274
Work of the Dutch in developing Schools
276
Character of the Dutch Schools of 1650
279
J B DE LA SALLE 16511719
283
EDUCATIONAL RESULTS OF THE PROTESTANT REVOLT
285
THE MAYFLOWER
289
JOHN HARVARD 160738
291
Two SPECIMEN PAGES FROM THE NEW ENGLAND PRIMER
312
THE RISE OF SCIENTIFIC INQUIRY
316
NICHOLAS COPERNICUS 14731543
321
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
Discontent of the Nobility with the Schools
335
MICHEL DE MONTAIGNE 153392
337
The Struggle for National Realization lization
340
The French Teacher and the National Spirit
341
The German Emphasis on National Ends
342
Ridicule of the Humanistic Pedants 215 Montaigne His Conception of Education 216 Locke Extracts from his Thoughts on Education 217 Locke Pla...
343
TitlePage of the Great Didactic
346
Table of Contents of the Great Didactic
347
Plan for the Gymnasium at SarosPatak
348
Sample Pages from the Orbis Pictus
351
Two PAGES FROM THE ORBIS PICTUS
352
Place of Comenius in the History of Education
355
Need for Realschulen for the New Classes to be edu cated
356
A Cambridge Scheme of Study of 1707
357
How the Scientific Studies were begun at Cambridge
358
Table of Contents of his Positions
360
On the Teaching of Latin
364
On the Bible as a Reading Book
365
CharitySchool Organization and Instruction a Qualifications for the Master
379
A CHARITYSCHOOL GIRL IN UNIFORM SAINT Annes Soho
380
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
An EighteenthCentury Indenture of Apprentice ship
385
Learning the Trade of a Schoolmaster
386
The Schools of Germany before Pestalozzi
387
FreeSchool Rules 1734
389
A New Jersey School Lottery 386 387 389
390
THE EIGHTEENTH A TRANSITION CENTURY Introduction to the Readings of the Chapter
392
Ecclesiastical Tyranny in France
393
Relations of Church and State
395
The Social Contract a Political Inequality
396
6 Theological and Civil Intolerance
397
Changes in English Thinking in the Eighteenth Cen tury
398
Bill of Rights in
400
The Cahiers of 1789
403
The Declaration of the Rights of Man
405
256
408
The Farreaching Influence of Rousseaus Writings
409
Essay on National Education
410
Outline of Plan for organizing Public Instruction
412
Founding of the Polytechnic School at Paris
414
Work of the National Convention in France a Various Legislative Proposals
416
6 The Law of 1795 organizing Primary Instruction
418
Early Constitutional Provisions relating to Education
419
Educational Provisions of the First Constitution
423
Educational Provisions of the First Constitution
424
Early School Legislation in
425
Plan for organizing Education in Virginia
427
New THEORY AND SUBJECTMATTER FOR THE ELE MENTARY SCHOOL Introduction to the Readings of the Chapter
429
Instruction in Basedows Philanthropinum
436
A Page from the Elementarwerk
438
Explanation of his Work
439
A Visit to Pestalozzi at Yverdon
442
An Estimate of Pestalozzis Work
444
On Pestalozzi
445
Pestalozzi and Basedow compared
446
Hofwyl as seen by an American
449
NATIONAL ORGANIZATION IN PRUSSIA Introduction to the Readings of the Chapter
455
Organizing Work of Frederick William I
456
The School Code of 1763
458
A GERMAN LATE EIGHTEENTHCENTURY SCHOOL
462
The Silesian School Code of 1765
466
The SCHOOL OF A HANDWORKER
468
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
MONITOR INSPECTING WRITTEN WORK AT SIGNAL Show
523
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
THE FIRST SCHOOLHOUSE BUILT BY THE FREE SCHOOL SOCIETY
552
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
589
The Michigan State System of Public Instruction
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
THOMAS H HUXLEY 182595
601
Scientific Knowledge must precede Invention
603
Lack of Intercommunication illustrated
604
FERDINAND BUISSON b 1841
609
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
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
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 ngland
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
6 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
The New Problem of Child Labor
681
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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 44 - Then certain philosophers of the Epicureans, and of the Stoics, encountered him. And some said, "What will this babbler say?" other some, "He seemeth to be a setter forth of strange gods ; " because he preached unto them Jesus, and the resurrection.
Page 532 - 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, or that he shall attend any religious observance or any instruction in religious subjects in the school or elsewhere...
Page 290 - After God had carried us safe to New England, and we had builded our houses, provided necessaries for our livelihood, reared convenient places for God's worship, and settled the civil government, one of the next things we longed for and looked after was to advance learning and perpetuate it to posterity; dreading to leave an illiterate ministry to the churches, when our present ministers shall lie in the dust.
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 594 - Our good and faithful subjects, but render illustrious the best traditions of your forefathers. "The way here set forth is indeed the teaching bequeathed by Our Imperial Ancestors, to be observed alike by Their Descendants and Subjects, infallible for all ages and true in all places. It is Our wish to lay it to heart in all reverence, in common with you, Our subjects, that we may all thus attain to the same virtue.
Page 43 - ROMANS p)AUL, a servant of Jesus Christ, called to be an apostle, separated unto the gospel of God, (which he had promised afore by his prophets in the holy scriptures,) concerning his Son Jesus Christ our Lord, which was made of the seed of David according to the flesh, and declared to be the Son of .God with power, according to the spirit of holiness, by the resurrection from the dead...
Page 263 - In the name of God amen. The 1 st day of September in the 36th year of the reign of our sovereign lord Henry VIII 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, and in the year of our Lord God 1544.
Page 402 - ... of his vicinage, without whose unanimous consent he cannot be found guilty ; nor can he be compelled to give evidence against himself; that no man be deprived of his liberty except by the law of the land, or the judgment of his peers.

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