Collected Essays: Science and education

Front Cover
 

What people are saying - Write a review

We haven't found any reviews in the usual places.

Contents

II
38
III
66
IV
76
VI
134
VII
160
VIII
189
X
262
XII
303
XIII
323
XIV
347
XVI
404
XVII
427

Other editions - View all

Common terms and phrases

Popular passages

Page 424 - his village to be ignorant of the existence of other countries and other civilisations, and of a great past, stretching back to the furthest limits of the oldest nations in the world. By the study of what other book could children be so much humanised and made to feel that each figure
Page 164 - advocated by the representatives of the Humanists in our day, gives no inkling of all this. A man may be a better scholar than Erasmus, and know no more of the chief causes of the present intellectual fermentation than Erasmus did. Scholarly and pious persons, worthy of all respect, favour us with allocutions upon the sadness of the
Page 157 - the materials which suffice for the construction of such a criticism. I think that we must all assent to the first proposition. For culture certainly^ means something quite different from learning or technical skill. It implies the possession of an ideal, and the habit of critically estimating the value of things by comparison with a theoretic standard. Perfect
Page 158 - scope of physical science, it is not at all evident. Considering progress only in the " intellectual and spiritual sphere," I find myself wholly unable to admit that either nations or individuals will really advance, if their common outfit draws nothing from the stores of physical science. I should say that an army, without weapons of precision and with no particular
Page 113 - his head, or laugh. But what then ? Would such a catastrophe destroy the parallel ? What, think you, would Cicero, or Horace, say to the production of the best sixth form going ? And would not Terence stop his ears and run out if he could be present at an English performance of his own plays ? Would
Page 166 - Humanists to the possession of the monopoly of culture and to the exclusive inheritance of the spirit of antiquity must be abated, if not abandoned. But I should be very sorry that anything I have said should be taken to imply a desire on my part to depreciate the-" value of classical education, as it might be and
Page 164 - interpretations of natural fact are more or less imperfect and symbolic, and bids the learner seek for truth not among words but among things. It warns us that the assertion which outstrips evidence is not only a blunder but a crime. The purely classical
Page 150 - practical force before the time to which I refer. timidly whispered, until now, the advocates of scientific education have met with opposition of two kinds. On the one hand, they have been pooh-poohed by the men of business who pride themselves on being the representatives of
Page 248 - What each day needs, that shalt thou ask ; Each day will set its proper task. Give others' work just share of praise ; Not of thine own the merits raise. Beware no fellow man thou hate : And so in God's hands leave thy fate.
Page 148 - remember, I had the privilege of addressing a large assemblage of the inhabitants of this city, who had gathered together to do honour to the memory of their famous townsman, Joseph Priestley ; * and, if any satisfaction attaches to posthumous glory, we may hope that the manes of the burnt-out philosopher were then finally appeased. No

Bibliographic information