Présentation de l'éditeur
HiSTORT of Education should explain how educational doctrines are related to the intellectual and social tendencies of the times in which they originated, should expound these doctrines, and should indicate how they a fect educational practice. This work does not profess to be aH istory of Education; it confines itself to an exposition of the doctrines of a limited number of representative educators. It does not deal with their lives. In one respect this is a dlsadvanb, in another an advantfe. It is a disadvantage in so far as the lives of the authors frequently help to elucidate their doctrines; it is an advantage in so far as it enables us to avoid the argumentum ad homimm fallacy which is frequently exemplified inH istories of Education. Students of Education are advised to read the texts of the authors along with the chapters on the doctrines here given. For the doctrines of educators only incidentally mentioned in these pages, or entirely omitted from them, they are referred to such aH istory of Education eis Monroe sT ext-B ook. Other readers will find the chapters designed to give a general idea of the doctrines of the great educators without recourse to other works. kx3026 o,.,,..
(Typographical errors above are due to OCR software and don't occur in the book.)
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