Of a Liberal Education in General; and with Especial Reference to the University of Cambridge ...

William Whewell

J.W. Parker, 1850

Innhold

• t: 1
• Ethnography and Geology 25 Permanent Studies most: 7
• being: 8
• Their alleged disadvantages PAGE 164 The time required for them is great: 11
• Of Progressive Educational Studies: 15
• essential: 20
• Of English Education: 22
• The above views applicable to it 27 And to Cambridge: 27
• Classical authors not to be superseded: 28
• The authors themselves to be studied: 29
• And Greek and Latin Grammar: 30
• Geometry cannot be superseded: 31
• Value of Geometry: 32
• Arithmetic to be learnt: 33
• Conic Sections 35 Mechanics and Hydrostatics: 34
• Newtons Principia: 36
• Astronomy: 37
• Optics 39 The Higher Mathematics are Progressive Studies SECT 5 Of Analytical Mathematics as an Educational Study: 38
• Meaning of Analysis 41 Merits of Analysis: 41
• Analysis compared with Geometry: 42
• Is not an exercise of the Reason: 43
• Does not exemplify the usual kind of reasoning: 44
• Does not depend on the matter reasoned: 45
• Exemplified in Proportion: 46
• In Trigonometry: 47
• In Conic Sections: 48
• In Statics 50 In Dynamics 51 In Astronomy: 49
• Latin long the language of literature As an accomplishment: 61
• Historical interest of Mathematics 62 Belongs to Geometry: 62
• Is lost in Analysis: 63
• Hence the educational value is lost: 64
• Geometrical Mathematicians solve problems better: 65
• Recapitulation: 66
• And Mathematical in particular: 68
• List of such subjects: 69
• But Analysis does not supersede Geometry: 71
• Division of Mathematical writings: 72
• Capital Works to be studied: 73
• List of them restricted: 74
• Original Investigations not to be required: 75
• To be admitted in practical problems: 76
• Systematic Treatises to be read: 77
• Elementary Treatises: 78
• Not to be rapidly changed: 79
• To be selected by authority: 80
• Not to supersede Geometry: 81
• English and Foreign Mathematics: 82
• The study of Newton not an evil: 83
• Chance of a school of English Mathematicians: 84
• We require Mathematics as an Education: 85
• Of Classical Educational Studies Permanent and Progressive: 86
• Necessity of Latin as a Permanent Study 87 And of Greek: 87
• Latin and Greek as Progressive Studies: 88
• Progressive cannot supersede Permanent Studies: 89
• Latin more necessary than Greek: 90
• May translations supersede Latin and Greek: 91
• Do Translations perplex Examinations: 92
• Translations are valuable in Literature: 93
• Capital works in Classical Literature: 94
• Cannot be superseded by private teaching: 95
• Writing Latin to be practised: 96
• Not necessary for good scholarship: 102
• Greek not to supersede Latin: 103
• Objections urged against Permanent Studies 105 They do not narrow the mind: 105
• On account of their excellence: 106
• Though read with Commentators: 107
• Are such like the Aristotelian Commentators: 108
• The memory is to be used in cultivating the reason: 109
• Schoolboy ridicule of cramming: 110
• Common ridicule of technicalities: 111
• Rules to be learnt before reasons: 112
• Value of new methods of teaching: 113
• Old methods to be respected: 114
• Mathematics and Classics both necessary: 115
• Have been united generally: 116
• And usefully: 118
• sities: 128
• They occur in his Travels in America 129 Ascribed to me opinions opposite to what I have expressed: 129
• Pretending to seek my views: 130
• Our College system agrees with Mr Lyells Pro fessorial: 131
• He does not condemn our peculiarities: 132
• He condemns me for recommending respect: 133
• What will Mr Lyell do with unwilling students: 134
• Lectures will not secure attention: 135
• Hence Examinations instituted: 136
• Mr Lyells confusion about a critical spirit: 137
• Mode of teaching the Philosophy of Science: 138
• How do men learn to think for themselves: 139
• Progressive Sciences may be introduced at Cam bridge: 140
• Is the College System new in our Universities: 141
• It is as old as the Reformation: 142
• It is established by the Statutes: 143
• Is it desirable to have only a few College Tutors: 144
• Present faults of the College System: 145
• Mr Lyells remedies not effective: 146
• Examinations are means of teaching 148 May be separated from Lectures: 148
• But are then not a good Education: 149
• Examinations and Lectures must agree: 150
• College Examinations: 151
• Difference of Examinations and Lectures: 152
• Examinations will then govern all: 153
• And Private Tutors will be sought: 154
• Evil consequences of this: 155
• Incurred in mere Paper Examinations: 156
• And with changing Examiners: 157
• These evils to be avoided: 158
• A Standard course requisite: 159
• Case when the Lecturers are the Examiners: 160
• Cannot be general in the University: 161
• Advantages of Oral Examinations: 162
• The Examiners must be accomplished: 165
• The Examinees must be prompt: 166
• Are Oral Examinations fit for School only: 167
• Oral Examinations with Diagrams: 168
• CHAPTER II: 169
• Difficulty of reviving them: 170
• Examiners may propose difficulties: 171
• We must have Paper as well as Oral Examina tions: 172
• Paper Answers should be made public: 173
• Fairness of Paper Examinations: 174
• Is Education Information: 175
• Use of Special Examinations: 176
• Danger of General Examinations: 177
• Arithmetic to be learnt at School: 179
• Rules to be learnt before reasons: 180
• Which gives interest to demonstrations: 181
• Mensuration to be learnt at School And use of Logarithms: 182
• Classics and Mathematics to be read 184 Elementary before higher subjects: 184
• Permanent before Progressive Mathematical sub jects 1: 186
• Examination at beginning of residence: 187
• Prizes out of the common course: 188
• Those principles applicable to Cambridge: 189
• OF THE METHOD OF TEACHING IN CLASSICS AND MATHEMATICS: 191
• System in 1772 Moderators notices: 192
• Disputations: 193
• Compliments of Moderators: 194
• Examinations of Questionists: 195
• Subjects: 196
• Problems: 197
• Hours: 198
• Examination by Fathers of Colleges: 200
• Junior Optimes: 201
• Proctors Senior Optimes: 202
• Medallists: 203
• The Polloi: 204
• Advantages of the Disputations: 205
• Causes of Change: 206
• Annual Examination Syndicate of 1773: 208
• Graces of 1779 Arrangements of Classes: 210
• The Law better than the present practice: 211
• Grace of 1792 for the better attendance of Schools: 212
• Grace of 1808 A day added to the Examination: 213
• Books then current in the University: 214
• Introduction of Analysis: 215
• Inconvenient result: 216
• Tendency to innovate: 217
• Inconveniences felt: 218
• Grace of 1827 New Plan of Examination: 219
• Grace of 1828 The Polloi: 220
• Graces of 1831 1832 Further alterations: 221
• Graces of 1836 1837 Alterations for the Polloi: 222
• Grace of 1838 Alterations for the Honours 224 Grace of 1840 Syndicate reappointed: 224
• Tendency of the changes Classes abolished: 225
• Reason of this: 226
• Time extended for Examinees: 227
• And for Examiners: 228
• Time added to Questions from Books: 229
• Knowledge of Principles aimed: 230
• Want of Standard Books: 231
• Resulting evils: 232
• The Remedies 234 A Standard Course of Study: 234
• To be drawn up by a Board: 235
• Subjects not to be treated analytically Conic: 236
• Sections: 2
• 110: 25
• To the effect of Classical reading 318 Its effect on Lectures: 34
• Paper of Questions in Ancient History 325 What is Ancient Philosophy ? 326 Want of modern English books on this 327 Such should precede the ch...: 39
• The Moral Sciences Tripos: 43
• Its Plan 337 To be settled by practice 338 Civil Law Lectures: 45
• Value of this study 340 To be ascertained before further change 341 Is this hard on the Faculty ? 342 Connection of this with Moral Sciences 343 A ...: 50
• Analysis not valuable in Education 52 As the Mathematical element: 52
• Analysis evades difficulties: 53
• Standard Geometrical Demonstrations to be used: 54
• With Questions: 55
• And Problems: 56
• Geometry necessary as introductory to Analysis: 57
• Analysis ill understood disgusts students: 58
• Faculties which Analysis cultivates: 59
• Hence Analysis worthless as discipline: 60
• Newtons Principia: 88
• First of Classical Teaching 120 Teaching at School: 120
• College Lectures: 121
• Their difference from Professorial Lectures: 122
• Previous knowledge required: 123
• Difference of students capacity: 124
• Size of Classes: 125
• Professorial Lectures necessary: 126
• Their advantages and disadvantages: 127
• Its Plan 347 Difficulty of execution 348 Limitation of the subjects 349 Are experiments c necessary ? 350 Zoology omitted 351 No Board needed: 130
• The First Three Sections: 131
• 245 Differential Calculus: 132
• Examinations vivâ voce to be restored 247 The possibility of this 248 The character which they should have 249 They must be vigorous 250 Paper ...: 137
• Examination for Higher Honours 254 Answers to be published 255 Reason why Cambridge should improve Exami nations: 139

Populære avsnitt

Side 89 - Telescopes. The elementary parts of Astronomy ; so far as they are necessary for the explanation of the more simple phenomena, without calculation.

Side 171 - Opponentium, primus, secundus, or tertius, denoting the order in which the three opponents are to appear. One of these papers is sent to each opponent. When one Moderator has thus given out the exercises for a week, or five acts, (exercises being held for five days in a week during term,) the other proceeds according to the same method for the following week.

Side 31 - I have on a former occasion said*, the student is rendered familiar with the most perfect examples of strict inference ; he is compelled habitually to fix his attention on those conditions on which the cogency of the demonstration depends ; and in the mistakes and imperfect attempts at demonstration made by himself and others, he is presented with examples of the more natural fallacies, which he sees exposed and corrected.

Side 96 - Studies ; whose duty it shall be to consult together from time to time on all matters relating to the actual state of Mathematical Studies and Examinations in the University ; and to prepare annually and lay before the Vicechancellor a Report, to be by him published to the University in the Lent or Easter Term of each year.

Side 129 - Accordingly, on the first day (Friday), the questions from books extended to such parts of pure Mathematics and Natural Philosophy as do not require the Differential Calculus, and on the Saturday were added parts of Natural Philosophy somewhat more advanced, and the simpler applications of the Calculus. On Monday, the first and second classes were examined together, and the third and fourth together, in questions from books and in Problems ; and on Tuesday, the second and third were examined together,...

Side 92 - That all students, who, being candidates for the degree of BA, or for the honorary degree of MA, are not candidates for honors, shall, in addition to what is now required of them, have attended before they be admitted to examination for their respective degrees, the lectures delivered during one term at least, by one or more of...

Side 56 - ... logarithms. The elementary parts of Plane Trigonometry, so far as to include the solution and properties of triangles. The elementary parts of Conic Sections, treated geometrically, but not excluding the method of orthogonal projections ; curvature.

Side 43 - Board. 4. It shall be the duty of the said Board to consult together from time to time on all matters relating to the state of the Previous, General...

Side 116 - University," beg leave to commence their Report with a brief account of the present state of instruction in that department of study. IN the Previous Examination and in the Ordinary Examination for the BA degree, the University requires an acquaintance with one of the Gospels and the Acts of the Apostles in the original Greek, with Paley's Evidences and Paley's Moral Philosophy. The other encouragements and aids to Theological studies offered at present by the University (in addition to what is done...

Side 94 - Downing Professor of Medicine, Professor of Mineralogy, Professor of Political Economy; and shall have obtained a certificate of having passed an examination satisfactory to one of the professors whose lectures they have chosen to attend.

Bibliografisk informasjon

• Tittel: Of a Liberal Education in General; and with Especial Reference to the University of Cambridge ...; Volumer 1-2 av Of a Liberal Education in General; and with Especial Reference to the University of Cambridge, William Whewell
• Forfatter: William Whewell
• Utgave: 2
• Utgiver: J.W. Parker, 1850
• Original fra: University of California
• Digitalisert: 5. des 2007