Contributions to Education, Issue 33Columbia University, 1910 |
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absolute activity ancient animal Aristotle asserts attitude body century classical clearly Comenius complete Comte conceived conception consciousness Descartes Diderot dualism energy enlightened Erasmus Essay ethical evolution existence experience external world facts feeling Fichte forces forms function Greek harmony Hegel Hence human nature humanistic Ibid ideal ideas individual influence instinct intellectual intelligence interest intuitive knowledge Kant Latin learning Leibniz Leucippus literature man's mankind material means mechanical mental metaphysical method mind monads moral motion natural laws natural science natural selection naturalistic Novum Organum objects organic origin Petrarch philosophy physical Plato positive science principle problem Protagoras psychology purely rational reality reason regard relation Renaissance reveals Rousseau Schelling schools scientific knowledge sensations sense social soul speculation Spencer sphere spirit supreme sympathy teleological theory things thought tion truth ultimate universe urges vast Vergerius Vittorino da Feltre Voltaire whole world-view
Popular passages
Page 155 - Such an one and no other, I conceive, has had a liberal education; for he is, as completely as a man can be, in harmony with nature. He will make the best of her, and she of him. They will get on together rarely; she as his ever beneficent mother; he as her mouthpiece, her conscious self, her minister and interpreter.
Page 154 - To prepare us for complete living is the function which education has to discharge ; and the only rational mode of judging of any educational course is, to judge in what degree it discharges such function.
Page 78 - The conditions of the possibility of experience in general are at the same time conditions of the possibility of the objects of experience, and have, for that reason, objective validity in an a priori synthetical judgement.
Page 155 - In other words, education is the instruction of the intellect in the laws of Nature, under which name I include not merely things and their forces, but men and their ways; and the fashioning of the affections and of the will into an earnest and loving desire to move in harmony with those laws.
Page 75 - It seems to me that the only objects of the abstract sciences or of demonstration are quantity and number, and that all attempts to extend this more perfect species of knowledge beyond these bounds are mere sophistry and illusion.
Page 21 - Truth is within ourselves ; it takes no rise From outward things, whate'er you may believe. There is an inmost centre in us all, Where truth abides in fulness ; and around, Wall upon wall, the gross flesh hems it in, This perfect, clear perception— which is truth.
Page 113 - Owing to this struggle, variations, however slight and from whatever cause proceeding, if they be in any degree profitable to the individuals of a species, in their infinitely complex relations to other organic beings and to their physical conditions of life, will tend to the preservation of such individuals, and will generally be inherited by the offspring.
Page 153 - If there needs any further evidence of the rude, undeveloped character of our education, we have it in the fact that the comparative worths of different kinds of knowledge have been as yet scarcely even discussed — much less discussed in a methodic way with definite results.
Page 29 - The end of our foundation is the knowledge of causes, and secret motions of things; and the enlarging of the bounds of human empire, to the effecting of all things possible.
Page 157 - There is, therefore, really no question between Professor Huxley and me as to whether knowing the great results of the modern scientific study of nature is not required as a part of our culture, as well as knowing the products of literature and art. But to follow the processes by which those results are reached, ought, say the friends of physical science, to be made the staple of education for the bulk of mankind. And here there does arise a question between those whom Professor Huxley calls with...