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Excerpt from Educational Periodicals During the Nineteenth Century This study includes consideration of periodicals for the promotion of public-school education, those which deal with the history or scientific study of education, or the technique of schoolroom work, improvement of teachers and general school news. It excludes, at least from all attempt at comprehensive treatment, college and nor mal school papers; religious, church, and Sunday school publica tions; periodicals devoted to Indian or Negro education, private or parochial schools, and institutions or the interests of defectives; those designed to promote business college or commercial education, voice culture, and elocution; school papers issued by or for local city school systems, and mere advertising sheets. The principal source of information, fully indicated in the bibliography, has been the periodicals themselves, of which about volumes have been examined, two-thirds of this number being studied in detail. Very few of the articles which have attempted to treat the history of individual groups of this class of publications can be depended upon as to the accuracy of their facts; they have been of great assistance in finding material, and when corroborated byother independently derived evidence it has seemed safe in a few cases to accept their statements. For convenience the term school journal will be used quite frequently in discussion, with the recognition at the outset that in content, purpose, and general character, the periodicals included by it are by no means a uniform class. Such variations as occurred are part of the subject matter of the study, and there need be no occasion for misunderstanding if Barnard's American Journal of Education, the School Review, the Indiana School Journal, and the Normal Instructor should be referred to as educational periodicals, journals of education, or school journals. As a rule, in general ref erences to a periodical as a series, only the date of its origin is given in the text; by means of the chronological list at the close of the study any publication may be more fully identified. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
The American Educational History Journal is a peer?reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well?articulated argument that deals substantively with questions of educational history.
Sheila Cordner traces a tradition of literary resistance to dominant pedagogies in nineteenth-century Britain, recovering an overlooked chapter in the history of thought about education. This book considers an influential group of writers - all excluded from Oxford and Cambridge because of their class or gender - who argue extensively for the value of learning outside of schools altogether. From just beyond the walls of elite universities, Jane Austen, Elizabeth Barrett Browning, Thomas Hardy, and George Gissing used their position as outsiders as well as their intimate knowledge of British universities through brothers, fathers, and friends, to satirize rote learning in schools for the working classes as well as the education offered by elite colleges. Cordner analyzes how predominant educational rhetoric, intended to celebrate England's progress while simultaneously controlling the spread of knowledge to the masses, gets recast not only by the four primary authors in this book but also by insiders of universities, who fault schools for their emphasis on memorization. Drawing upon working-men's club reports, student guides, educational pamphlets, and materials from the National Home Reading Union, as well as recent work on nineteenth-century theories of reading, Cordner unveils a broader cultural movement that embraced the freedom of learning on one's own.
Listen, Copy, Read: Popular Learning in Early Modern Japan endeavors to elucidate the mechanisms by which a growing number of men and women of all social strata became involved in acquiring knowledge and skills during the Tokugawa period. It offers an overview of the communication media and tools that teachers, booksellers, and authors elaborated to make such knowledge more accessible to a large audience. Schools, public lectures, private academies or hand-copied or printed manuals devoted to a great variety of topics, from epistolary etiquette or personal ethics to calculation, divination or painting, are here invoked to illustrate the vitality of Tokugawa Japan’s ‘knowledge market’, and to show how popular learning relied on three types of activities: listening, copying and reading. With contributions by: W.J. Boot, Matthias Hayek, Annick Horiuchi, Michael Kinski, Koizumi Yoshinaga, Peter Kornicki, Machi Senjūrō, Christophe Marquet, Markus Rüttermann, Tsujimoto Masashi, and Wakao Masaki.
Victorian Alphabet Books and the Education of the Eye shows how the familiar genre went beyond mere reading instruction to offer nineteenth-century British writers, illustrators, and publishers a site for representing and re-thinking literacy itself. This interdisciplinary study traces how individuals throughout the Victorian era deployed alphabet books to promote visual literacy or oral culture as a vital complement to textual literacy. Their strategies ranged from puns and political allusions to elaborate designs that addressed adult audiences alongside or even instead of children. As the format became more familiar in the first part of Victoria's reign, George Cruikshank, William Makepeace Thackeray, Henry Cole, and Edward Lear were quick to recognize its critical potential. This history pivots around the mid-1860s and 1870s, when the production of illustrated alphabet books exploded thanks to evolving printing technology and national education reform. Case studies of individual works and makers show how a revolution in picture books reflected and responded to laws assuring children's access to schooling. On the one hand, Socialist artist Walter Crane was able to develop alphabetical illustration from a utilitarian mid-century product into an aesthetically rich, yet accessibly priced "education of the eye." On the other hand, Kate Greenaway, Hablot Knight Browne (Phiz), and their publishers tended to leverage commercialized nostalgia against pedagogy. This survey concludes by showing how market-oriented trends and the development of photographic reproduction toward the end of the century fed into interpretations of the alphabet, including works by Rudyard Kipling and Hilaire Belloc, that reflected growing ambivalence about industrialized print culture.
This is the most comprehensive account to date of literary politics in Nazi Germany and of the institutions, organizations and people who controlled German literature during the Third Reich. Barbian details a media dictatorship-involving the persecution and control of writers, publishers and libraries, but also voluntary assimilation and pre-emptive self-censorship-that began almost immediately under the National Socialists, leading to authors' forced declarations of loyalty, literary propaganda, censorship, and book burnings. Special attention is given to Nazi regulation of the publishing industry and command over all forms of publication and dissemination, from the most presitigious publishing houses to the smallest municipal and school libraries. Barbian also shows that, although the Nazis censored books not in line with Party aims, many publishers and writers took advantage of loopholes in their system of control. Supporting his work with exhaustive research of original sources, Barbian describes a society in which everybody who was not openly opposed to it, participated in the system, whether as a writer, an editor, or even as an ordinary visitor to a library.