The importance of a knowledge of the history of education was never so fully recognized as at the present time. Normal schools and teachers' colleges give this subject a prominent place in their professional courses, superintendents require candidates for certificates to pass examination in it, and familiarity with it is an essential part of the equipment of every well-informed teacher. The history of education portrays the theories and methods of the past, warns of error and indicates established truth, shows difficulties surmounted, and encourages the teacher of to-day by examples of heroism and consecration on the part of educators whose labors for their fellow-men we discuss. To the teacher this study is a constant help in the schoolroom, the trials of which are met with the added strength and inspiration from contact with great teachers of the past.No text-book can be said to contain the last word upon any subject. Least of all can such a claim be made for a history of education, which aims to trace the intellectual development of the human race and to indicate the means and processes of that evolution. Any individuals or factors materially contributing thereto deserve a place in educational history. As to which of these factors is the most important, that is a question of choice, upon which, doubtless, many will differ with the author. Some educators, whose claims to consideration are unquestioned, have been reluctantly omitted on account of the limitations of this work.
General Introduction, Nature and importance of the history of economic thought, The origin and Tardy development of economic thoght, Economic thought before the science of economics, Economic thought of the ancients, Economic thought of the Hebrews and hindus, Economic thought of the Athenian philosophers, Roman economic thought, Medieval economic thought, The dawn of modern economic thoughtm Mercantilism, Kameralism, The evolution of economics as a science, The founders, The physiocrats and the revolution in social philosophy, Adam smith, his immediate predecessors, and the revolution in industry, The earlier followers, Pessimistic tendencies, Malthus and the theory of population, Ricardo and the theory of distribution especially the rent doctrine, Optimistic tendencies, Carey and the american school, Bastiat and the french optimists,
Since 1870-1, when J. E. Austen Leigh1 published his Memoir of Jane Austen, considerable additions have been made to the stock of information available for her biographers. Of these fresh sources of knowledge the set of letters from Jane to Cassandra, edited by Lord Brabourne, has been by far the most important. These letters are invaluable as mémoires pour servir;although they cover only the comparatively rare periods when the two sisters were separated, and although Cassandra purposely destroyed many of the letters likely to prove the most interesting, from a distaste for publicity.Some further correspondence, and many incidents in the careers of two of her brothers, may be read in Jane Austen's Sailor Brothers, by J. H. Hubback and Edith C. Hubback; while Miss Constance Hill has been able to add several family traditions to the interesting topographical information embodied in her Jane Austen: Her Homes and Her Friends. Nor ought we to forget the careful research shown in other biographies of the author, especially that by Mr. Oscar Fay Adams.
The books in the reprint series have been carefully selected for their contemporary usefulness as well as their historical importance within the intellectual.We reconstruct the book with slight enhancements made for better presentation, without affecting the contents of the original edition.
¿ Education as a Necessity of Life¿ Education as a Social Function¿ Education as Direction¿ Education as Growth¿ Preparation, Unfolding, and Formal Discipline¿ Education as Conservative and Progressive¿ The Democratic Conception in Education¿ Aims in Education¿ Natural Development and Social Efficiency as Aims¿ Interest and Discipline¿ Experience and Thinking¿ Thinking in Education¿ The Nature of Method¿ The Nature of Subject Matter¿ Play and Work in the Curriculum¿ The Significance of Geography and History¿ Science in the Course of Study¿ Educational Values¿ Labor and Leisure¿ Intellectual and Practical Studies¿ Physical and Social Studies: Naturalism and Humanism¿ The Individual and the World¿ Vocational Aspects of Education¿ Philosophy of Education¿ Theories of Knowledge¿ Theories of Morals
Ends and processes, Two levels of educational experience, Educational experience upon the playlevel, The worklevel, The place of ideas in workexperience, Where education can be accomplished, Scientific method in curriculummaking, Training for occupational efficiency, Purposes of vocational training, Specialized technical training, The specialized training of group workers, Social aspects of occupational training, Education for citizenship, The nature of the good citizen, The development of enlightened largegroup consciousness, Moral and religious education, Education for physical efficiency, The fundamental task of physical training, Physical training, The social factors of physical efficiency, Education for leisure occupations, The function of play in human life, Reading as a leisure occupation, Education for social intercommunication, The mothertongue, Training in foreign languages, Some concluding considerations
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