How much longer are we to continue teaching nothing more than what was taught two or three centuries ago? or, Ought not our highest education to embrace the whole range of our present knowledge?: and, ought not the education of all classes to have a direct reference to the wants of our free, busy, and enlightened age?
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
London
J. Hatchard and Son
1850
|
| Schlagworte: | |
| Online-Zugang: | BSB01 FHI01 IOS01 LCO01 SBR01 UBA01 UBM01 UBR01 UBT01 UEI01 UER01 Volltext |
| Beschreibung: | Authorship attributed to F. Barham Zincke in NUC pre-1956. - Goldsmiths'-Kress no. 37039. - OCLC, 19340639. - Reproduction of original from Goldsmiths' Library, University of London |
| Beschreibung: | 42 p. |
| Format: | Full text online |
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| spelling | Zincke, Foster Barham 1817-1893 Verfasser (DE-588)124574777 aut How much longer are we to continue teaching nothing more than what was taught two or three centuries ago? or, Ought not our highest education to embrace the whole range of our present knowledge? and, ought not the education of all classes to have a direct reference to the wants of our free, busy, and enlightened age? by M.E Ought not our highest education to embrace the whole range of our present knowledge? London J. Hatchard and Son 1850 42 p. txt rdacontent c rdamedia cr rdacarrier Authorship attributed to F. Barham Zincke in NUC pre-1956. - Goldsmiths'-Kress no. 37039. - OCLC, 19340639. - Reproduction of original from Goldsmiths' Library, University of London Online-Ausgabe Farmington Hills, Mich Thomson Gale The Making of the Modern World Sonstige Standardnummer des Gesamttitels: 22382495 Available via the World Wide Web Full text online aEducation zGreat Britain Erziehung Education Great Britain Großbritannien Reproduktion von Zincke, Foster Barham, 1817-1893 How much longer are we to continue teaching nothing more than what was taught two or three centuries ago? or, Ought not our highest education to embrace the whole range of our present knowledge? 1850 http://nl.sub.uni-goettingen.de/id/19010336802900?origin=/collection/nlh-mme Volltext |
| spellingShingle | Zincke, Foster Barham 1817-1893 How much longer are we to continue teaching nothing more than what was taught two or three centuries ago? or, Ought not our highest education to embrace the whole range of our present knowledge? and, ought not the education of all classes to have a direct reference to the wants of our free, busy, and enlightened age? aEducation zGreat Britain Erziehung Education Great Britain |
| title | How much longer are we to continue teaching nothing more than what was taught two or three centuries ago? or, Ought not our highest education to embrace the whole range of our present knowledge? and, ought not the education of all classes to have a direct reference to the wants of our free, busy, and enlightened age? |
| title_alt | Ought not our highest education to embrace the whole range of our present knowledge? |
| title_auth | How much longer are we to continue teaching nothing more than what was taught two or three centuries ago? or, Ought not our highest education to embrace the whole range of our present knowledge? and, ought not the education of all classes to have a direct reference to the wants of our free, busy, and enlightened age? |
| title_exact_search | How much longer are we to continue teaching nothing more than what was taught two or three centuries ago? or, Ought not our highest education to embrace the whole range of our present knowledge? and, ought not the education of all classes to have a direct reference to the wants of our free, busy, and enlightened age? |
| title_exact_search_txtP | How much longer are we to continue teaching nothing more than what was taught two or three centuries ago? or, Ought not our highest education to embrace the whole range of our present knowledge? and, ought not the education of all classes to have a direct reference to the wants of our free, busy, and enlightened age? |
| title_full | How much longer are we to continue teaching nothing more than what was taught two or three centuries ago? or, Ought not our highest education to embrace the whole range of our present knowledge? and, ought not the education of all classes to have a direct reference to the wants of our free, busy, and enlightened age? by M.E |
| title_fullStr | How much longer are we to continue teaching nothing more than what was taught two or three centuries ago? or, Ought not our highest education to embrace the whole range of our present knowledge? and, ought not the education of all classes to have a direct reference to the wants of our free, busy, and enlightened age? by M.E |
| title_full_unstemmed | How much longer are we to continue teaching nothing more than what was taught two or three centuries ago? or, Ought not our highest education to embrace the whole range of our present knowledge? and, ought not the education of all classes to have a direct reference to the wants of our free, busy, and enlightened age? by M.E |
| title_short | How much longer are we to continue teaching nothing more than what was taught two or three centuries ago? or, Ought not our highest education to embrace the whole range of our present knowledge? |
| title_sort | how much longer are we to continue teaching nothing more than what was taught two or three centuries ago or ought not our highest education to embrace the whole range of our present knowledge and ought not the education of all classes to have a direct reference to the wants of our free busy and enlightened age |
| title_sub | and, ought not the education of all classes to have a direct reference to the wants of our free, busy, and enlightened age? |
| topic | aEducation zGreat Britain Erziehung Education Great Britain |
| topic_facet | aEducation zGreat Britain Erziehung Education Great Britain Großbritannien |
| url | http://nl.sub.uni-goettingen.de/id/19010336802900?origin=/collection/nlh-mme |
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