03285cam a22003733u 450000100060000000300070000600500170001300600020003000700050003200800410003701000130007804000110009104100170010205000070011910000370012624500360016326400510019930000470025033600260029733700260032333800360034949000440038550000310042950506930046050801850115352013440133853400450268265300250272765300140275270000390276683000440280585600430284999900190289260832UtSlPG20260610134413.0mcr n260607r2019||||utu|||||o|||||||||||||| d  a32030086  aUtSlPG 7aen2iso639-1 4aLA1 aQuick, Robert Hebert,d1831-189110aEssays on Educational Reformers 1aSalt Lake City, UT :bProject Gutenberg,c2019  a1 online resource :bmultiple file formats  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier1 aInternational Education Series, Vol. 17  aRelease date is 2019-12-020 aEffects of the Renascence -- Renascence tendencies -- Sturmius (1507-1689) -- Schools of the Jesuits -- Rabelais (1483-1553) -- Montaigne (1533-1592) -- Ascham (1515-1568) -- Mulcaster (1531(?)-1611) -- Ratichius (1571-1635) -- Comenius (1592-1671) -- The gentlemen of Port-Royal -- Some English writers before Locke -- Locke (1632-1704) -- Jean-Jacques Rousseau (1712-1778) -- Basedow and the Philanthropinum -- Pestalozzi (1746-1827) -- Friedrich Froebel (1783-1852) -- Jacotot, a Methodizer (1770-1840) -- Herbert Spencer -- Thoughts and suggestions -- The schoolmaster's moral and religious influence -- Conclusion -- Appendix: Class matches. Words and things. Books for teachers, &c.  aProduced by Turgut Dincer and the Online Distributed
Proofreading Team at http://www.pgdp.net (This file was
produced from images generously made available by The
Internet Archive)  a"Essays on Educational Reformers" by Robert Hebert Quick is a scholarly work that forms part of the International Education Series, written in the late 19th century. This collection of essays explores the contributions and philosophies of notable educational reformers throughout history, aiming to analyze their impacts on modern educational systems. The book highlights how various figures have challenged existing norms and methodologies in education, ultimately seeking to inspire more effective teaching practices.  The opening of the book sets a historical context, emphasizing the significance of the Renaissance period in shaping educational ideals that persist today. Quick discusses how the revival of classical literature and the associated shift in educational paradigms influenced not just classrooms but the very notion of what it means to be educated. He critiques the limitations imposed by a curriculum overly focused on classical studies at the expense of practical knowledge and the development of critical thinking in students. This critical examination lays the groundwork for a discussion about reformative figures in education, who have sought to balance the admirable aspects of classical learning with an awareness of the needs and potentials of contemporary learners. (This is an automatically generated summary.)  nOriginal publication data not identified  aEducation -- History  aEducators1 aHarris, William Torrey,d1835-1909 0aInternational Education Series, Vol. 1740uhttps://www.gutenberg.org/ebooks/60832  c101658d101658