The focus of this paper is on practical natural-history classes based on hands-on exercises, as opposed to theoretical classes based on explanations and textbooks. Footnote 7 This period coincided, on the one hand, with the proliferation of science teaching in secondary education at the European level, and, on the other hand, with the international pedagogical renewal movements of the first thirty years of the twentieth century. This essay provides a historical account of the development of secondary education in Portugal, in what concerns the study of nature (zoology, botany, geology and mineralogy – traditionally called natural history Footnote 6) in liceus, during the nineteenth and twentieth centuries, paying particular attention to the period between 18, an epoch that encompassed a constitutional monarchy (1820–1910), a republic (1910–1926) and a dictatorship (1926–1933). Consequently, the effort to institute science subjects in the secondary-school curriculum was simultaneous with the establishment of a national secondary-school network. Science was central to the endeavour of modernizing the country and developing the nation. Footnote 5 As far as science is concerned, this first decree clearly reflected the growing interest in science education by the official authorities. Footnote 4 Liceus, the counterparts of the French lycées or the German Gymnasien, were built in each capital district over the following decades. Footnote 3 In 1836, a decree on education became a turning point in the creation of a modern educational system in Portugal. Portugal was no exception to this scenario and, in fact, the foundation of its secondary schools embodied ‘the idea of the secondary school in nineteenth-century Europe’. Footnote 2 However, because of local political, economic and social contexts the underlying model of what is now meant by secondary education developed differently in each country. Footnote 1 Countries observed each other's educational policies, taking them into account when reforming their own systems. Journalize the six adjusting entries required at August 31, based on the data presented.The idea that public and secular institutions were needed to prepare citizens for higher education proliferated throughout Europe during the nineteenth century, following French and German examples. Wages accrued but not paid at August 31,$3,100. Depreciation of equipment during year,$3,300. Selected account balances before adjustment for Heartland Realty at August 31, 2014, the end of the current year, are as follows:ĭebits Credits Accounts Receivable $ 80,000 Equipment 150,000 Accumulated Depreciation - Equipment $ 28,000 Prepaid Rent 6,000 Supplies 3,000 Wages Payable − Unearned Fees 10,500 Fees Earned 410,000 Wages Expense 190,000 Rent Expense − Depreciation Expense − Supplies Expense − \begin\\Īccounts Receivable Equipment Accumulated Depreciation - Equipment Prepaid Rent Supplies Wages Payable Unearned Fees Fees Earned Wages Expense Rent Expense Depreciation Expense Supplies Expense Debits $ 80,000 150,000 6,000 3,000 190,000 − − − Credits $ 28,000 − 10,500 410,000 ĭata needed for year-end adjustments are as follows:
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