Essays on Educational Reformers

Robert Hebert Quick

Series: Education in a Competitive and Globalizing World
BISAC: BIO019000



Volume 10

Issue 1

Volume 2

Volume 3

Special issue: Resilience in breaking the cycle of children’s environmental health disparities
Edited by I Leslie Rubin, Robert J Geller, Abby Mutic, Benjamin A Gitterman, Nathan Mutic, Wayne Garfinkel, Claire D Coles, Kurt Martinuzzi, and Joav Merrick


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The educational reformers are the men above all others who stimulate us to think about education. Every one of these was an extremist, and erred in his judgment as to the value of the methods which prevailed in his time, and also overestimated the effects of the new education that he proposed in the place of the old. But thought begins with negations, and originality shows itself first not in creating something new, but in removing the fettering limitations of its existing environment.
(Imprint: SNOVA)

Chapter I.—Effects of the Renascence
Chapter II.—Renascence Tendencies
Chapter III.—Sturmius. (1507-1589)
Chapter IV.—Schools of the Jesuits
Chapter V.—Rabelais. (1483-1553.)
Chapter VI.—Montaigne. (1533-1592.)
Chapter VII.—Ascham. (1515-1568.)
Chapter VIII.—Mulcaster. (1531(?)-1611.)
Chapter IX.—Ratichius. (1571-1635.)
Chapter X.—Comenius. (1592-1671.)
Chapter XI.—The Gentlemen of Port-Royal
Chapter XII.—Some English Writers before Locke
Chapter XIII.—Locke. (1632-1704.)
Chapter XIV.—Jean-Jacques Rousseau. (1712-1778.)
Chapter XV.—Basedow and the Philanthropinum
Chapter XVI.—Pestalozzi. (1746-1827.)
Chapter XVII.—Friedrich Froebel. (1783-1852.)
Chapter XVIII.—Jacotot, a Methodizer. (1770-1840.)
Chapter XIX.—Herbert Spencer
Chapter XX.—Thoughts and Suggestions
Chapter XXI.—The Schoolmaster’s Moral and Religious Influence
Chapter XXII.—Conclusion
Appendix. Class Matches. Words and Things. Books for Teachers

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