This study is an investigation of the life of Benjamin Hallowell (1799-1877) a significant contributor to the spread of useful knowledge in the middle (1824-1877) of the nineteenth century. During this period the advancement of knowledge, once the domain of the landed gentry, became the province of the middle class citizen. The majority of studies of individuals influential in the spread of knowledge center on persons who had a national influence or on those who were active in the northeastern United States where the leading educational efforts flourished. Using historical research, a methodical, critical gathering and interpretation of knowledge from past and present records, we examine Hallowell's work in establishing learning institutions. Hallowell's life work was examined in the light of his use of adult education as a means of furthering his goals, and how he used his Quaker educational and scientific networks to found and operate institutions, such as his boarding school in Alexandria (1824), the Alexandria Lyceum (1834), the Maryland Agricultural College (1859) the predecessor of the University of Maryland, and Swarthmore College (1867). This study contributes to the growing body of knowledge about middle class citizens so important to the dissemination of knowledge and the formation of the nation in the middle of the nineteenth century. Hallowell's extensive correspondence was significant as he established his scientific reputation and as he worked in support of the disenfranchised. This is especially evident in his work as an advocate for slaves rights, in his progress towards women's equality in education, and in his work with the Indians. Hallowell used adult education techniques such as lecturing, group discussion and decision making in forming the Lyceum, Swarthmore College, and the Alexandria Water Works. Self reading and self-directed learning were important parts of his personal improvement process from his earliest years. He was an intense man of wide interests who shared his knowledge with all. He participated actively in the growth and spread of knowledge especially in the mid-Atlantic states of Maryland, Pennsylvania, and Virginia. / Ed. D.

This dissertation addresses the place of music in circuit chautauqua, the place of circuit chautauqua in American culture, and the role of music in defining that place. It takes into account the perception of chautauqua as a conduit by which higher culture and urban intellectual discourse could reach rural Americans, and the implications of this perception on musical programming. The heyday of the circuit chautauqua movement (1904-1932) occurred during a time of considerable interaction between, and discussion of, entertainment and education in the United States. Music was important to the self-image of those involved in the entertainment and education industries, and especially to those who could not easily be labeled as either entertainers or educators. Chautauqua performers, and the chautauqua movement itself, held an uneasy position on the continuum between pleasing crowds and bettering audience members’ lives. Music helped to define circuit chautauqua, both as an edifying factor and as an empty diversion. Popular music attracted crowds, while art music enhanced chautauqua’s image as a valid outlet for high culture. Music’s role in defining chautauqua’s identity was often more complex, however, as the lines between art and popular music, and thus between education and entertainment, were rarely clearly defined. Much of the programming billed as cultural outreach would have been more accurately labeled as novelty, while the popular music often espoused patriotism, loyalty, piety, and other sentiments that would cause audiences and critics to deem such music as edifying, if not purely educational. This dissertation seeks to clarify music’s role in establishing and maintaining circuit chautauqua’s reputation as a cultural conduit, an educational force, and an American institution.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

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The main aim of this thesis is to design a school educational programme for physics education at a combined lyceum. The thesis first gives a brief overview of the development of curriculum documents in the Czech lands from the 18th century to the present day and summarizes three trends in the philosophy of education regarding curriculum documents in order to base this design on an awareness of the broader context of trends in education. As the pupil's opinions are also important to us, the results of a Q-methodology study conducted on 22 pupils of a combined lyceum are also presented. They were asked to express their viewpoint for physics topics from the framework educational programme. Pupils of a Prague grammar school were also asked to the same thing, so we can compare their views with pupils of the combined lyceum. Moreover, future teachers were asked to try to estimate the views of the pupils of this lyceum. The school educational programme for physics education at the combined lyceum was designed at the end. We based this design on the previous parts of the thesis, the current revision of the framework educational programme for the combined lyceum, the wishes of the school management and the opinions and preferences of the current pupils of this school.

Christopher Degelmann nachvollzieht in seinem Artikel die Geschichte des Torbogens des Chemnitzer Lyceums am Neuen Rathaus.

Objects are designed on the edge of the designed park, in it’s southern part near the Ostravice river. Object, in which the elementary school is located, lyceum and the sports hall are located on the edge of this park. The kindergarden object is located separately few meters south. The school is rated for 270 children attending the elementary school and for 120 students of the high school. The kindergarden can be attended by up to 75 children.

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This dissertation thesis deals with a comparison of teaching of economic subjects at secondary special schools of economics in the Czech republic nad Germany. The thesis focuses on a different usage of conceptions and organizational forms of teaching that undoubtedly have a great impact on a teaching process. I also investigate other parameters such as the contentual aspect of education, didactic principles or the usage of didactic technics during the teaching process. It is a teacher, above all, who impacts the instruction by making a choice between traditional and problem-based teaching, and therefore fundamentally affects the teaching process, the extent to which students are involved in their lessons, as well as students' activity and motivation. The goal of my thesis is to compare teaching of economic subjects in the Czech Republic and Germany. The comparison is focused on an affirmation of differentiated instruction, on its impact on different levels of activity and motivation of students and the extent to which students are involved in their lessons. I would also like to refer to the fact that using of the problem-based teaching method leads to an assurance of meeting requested results grounded in crucial and professional competences of general educational programmes. To compare the types of teaching processes I have chosen to use a direct observation method that I have realised by making inspections of classes at business colleges, economic lyceums in the Czech Republic and at business grammar schools in two Federal Republics.

I see free "green" plot next to Černá louka like the most suitable place for my solution of the project. the most important point of my concept was to divide dirty services and cleen services of the complex of educational buildings. The "dirty" parts are located to the main road with trams, cars and pedestrian path. "Clean" one is oriented to the river Ostravice and green more quiet location. From the aspect of functions, the complex is divided to three main parts (kindergarten, the primary school and technical lyceum) and additional functions also offered for public (gym and school canteen). The kindergarten is separated from the service and volume of the main hall of primary and secondary school, because of the special needs and private of the small kids. The main hall for the primary school and technical lyceum is huge hall with concrete folded plate roof. This space has universal use like social connecting place, playground, education, cultural events.