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Ian Reid 《History of education》2013,42(1):15-37
The conservativeness of Georgian grammar schools used to be emphasised; however, as the case of geography teaching shows, this picture is complex with the growth of British trade and empire and the requirements of polite society and culture fostering a demand for ‘modern’ subjects. Drawing on work in the history of education, Georgian society and culture and the history of geography, this paper argues that there was considerable change and development in geographical teaching in some grammar schools stimulated by changes in the nature and perceptions of ‘classical’ education and increasing demands for ‘modern’ subjects. It contends that Robert Mayhew’s emphasis on the continuity of the early‐modern humanist textual geographical tradition within grammar schools does not sufficiently account for changes in teaching practices that occurred in these institutions. It explores how and why geographical subjects were introduced in grammar schools, including the role of teachers such as John Clarke and John Holmes, institutional government and external bodies, and assesses the importance of opposition to this process. 相似文献
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Melanie Keene 《History of education》2013,42(4):521-542
In 1804, John Wallis published a game that converted learning about astronomy into a race to the Royal Observatory, Greenwich. This essay uses Science in Sport to explore the cultures of Georgian recreative science, analysing how the rules and conventions of playing a game affected the gaining of natural knowledge. New familial audiences and markets, a ‘public culture’ of science, and a vogue for rational amusement led to a boom in the publishing of instructive pastimes around 1800, of which Wallis’s firm was a leading innovator. Revised and approved by author and educator Margaret Bryan, Science in Sport sought to inculcate accurate ideas about the heavens in a domestic setting, and through the penalties and rewards of an entertainment. By investigating the story of The Pleasures of Astronomy the author demonstrates the ideas, actions, morals and experiences that were brought into play when astronomical education became a game. 相似文献
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Jane Dove 《Paedagogica Historica: International Journal of the History of Education》2017,53(4):347-363
Children in Georgian and Victorian times were expected to be familiar with the geography of England and Wales. This study analyses some of the resources then available which taught children this information. John Aikin’s England Delineated is evaluated as a geographical text and then compared with less formal games and puzzles, then on the market, which were also designed to teach the geography of these countries. Three further textbooks, which adopted contrasting approaches to teaching children the geography of England and Wales, are then also analysed and compared with Aikin’s approach. The study found that different resources associated towns and cities with different features, some by their notable products, others by their historic buildings, or their connection to historic events. Where places were defined by product, however, there was a high degree of consistency between product and place across the resources. Some resources describe places objectively, others subjectively. Of the resources analysed, England Delineated was considered the most geographical in content and in approach to that content. Games and puzzles were found to be valuable in complementing the Aikin text. Suggestions for future research are made in the conclusions. 相似文献
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玛林娜·吉布拉泽 《南京师范大学文学院学报》2002,(4):132-139
本意在比较汉语与格鲁吉亚语语音系统并从格鲁吉亚语的语音特点出发审视格鲁吉亚鲁吉亚学生的汉语教学。本通过汉语与格鲁吉亚语语音的比较，认为格鲁吉亚学生学汉语语音的基本难点在于汉语元音和声调及少数辅音的发音上，指出了发音困难的原因，并提出了解决困难的办法。 相似文献
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