The Danish People S High School Including A General Account Of The Educational System Of Denmark

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Excerpt from The Danish People's High School: Including a General Account of the Educational System of Denmark The education Of girls seems to have been less specialized. At an early age they engaged in the industries Of the home - sewing, em broidery, spinning, and weaving. They participated in various amusements and mingled freely with the people at festivals and pub lic meetings. Their intellectual training was not entirely neglected, however, for women busied themselves also with poetry. But chiefly by work, play, and free activity were trained the mothers of a sturdy race. The Middle A yes - With the introduction Of Christianity schools were immediately established. The first Christian school is re ported to have been erected in the beginning Of the ninth century by the Apostle of the North, St. Ansgar, for 12 young children whom he, together with his assistants, instructed in Christian learn ing. 1 Throughout Europe during this period there were three chief types Of schools - monastic, cathedral, and burgher schools. Monastic schools were kept by the monks and consisted of two divi sions, an interior school for novices who were to become monks and an exterior department for the boys Of the community who desired an education chiefly for secular purposes. The studies pursued were religion, reading, writing, singing, and the subjects Of the trivium and quadrivium. For the novices there was, in addition, instruction in the rules of the order and some Of the principles Of canonical law. Cathedral schools were established in connection with the cathedral chapters and were training schools chiefly for the priest hood. 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.

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1916 edition. Excerpt: ...it concerned with increasing love of country by giving Information about its language and literature, nature, and history, its conditions in the past and present. In addition, however, it does not lay less stress on giving students love for and knowledge of agriculture. With this aim the subjects of instruction can not be the same as those required for the "preliminary examination," nor the emphasis the same. With reference to method, too, the school must be different from the ordinary type. To be sure, it does not minimize the value of positive knowledge and a training of the intellect in keenness and clarity of thought; its purpose, however, is essentially educative, the development of feeling and the will being considered more significant than the training of memory or intellect. It desires to do for the life of the people what the church desires for the Christian life. Therefore it must lay emphasis on the concrete, the living, the stimulating. An hour of Instruction in which it has been possible to arouse appreciation for the higher and nobler elements in human life, or to stimulate to effective and active service in their behalf, is of much greater importance in the work of the people's high school than an hour which has added to one's store of knowledge or In which the intellect has learned to understand a new grammatical exposition or a mathematical conclusion. These forms of instruction are also included, but merely to serve the chief purpose. Instruction is given, not for school, but for life. What we wish for our students is that they might leave us with a desire to participate In the work of the world, the spiritual as well as the material, and with capacity to use the means which life offers. What they may lack in...

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This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.