Education and National ProgressMacmillan and Company, 1906 - 269 pages |
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Academy Admiralty applications Aristotle battleships boys brain-power branches Britain British Association century charters chemistry civilised commercial committee consider Council course depends duties educa elementary enable endowment engineering England examination existence fact follows France funds future Germany Government Guild gunnery higher education Huxley important increase industry institution instruction knowledge laboratories learning Léon Foucault lieutenants Lord Lord Playfair Lord Rosebery matter Maurice Lévy ment mind Minister modern nation natural Naval navigation Navy needs number of students officers opinion organisation peace practical present Prince Consort Professor progress promotion Prussia pure science question R. B. HALDANE recognised referred regard Royal Marine Royal Society scheme science and art scientific education scientific methods scientific spirit secondary school ship subjects taught teachers teaching technical things tion torpedo United United Kingdom University of Birmingham utilised
Popular passages
Page 53 - Promote, then, as an object of primary importance, institutions for the general diffusion of knowledge. In proportion as the structure of a government gives force to public opinion, it is essential that public opinion should be enlightened.
Page 177 - To give a stronger impulse and a more systematic direction to scientific inquiry, — to promote the intercourse of those who cultivate Science in different parts of the British Empire, with one another, and with foreign philosophers, — to obtain a more general attention to the objects of Science, and a removal of any disadvantages of a public kind which impede its progress.
Page 142 - We have long and fully resolved with Ourself to extend not only the boundaries of the Empire, but also the very arts and sciences. Therefore we look with favour upon all forms of learning, but with particular grace we encourage philosophical studies, especially those which by actual experiments attempt either to shape out a new philosophy or to perfect the old.
Page 142 - II., by the grace of God, King of England, Scotland, France and Ireland, Defender of the Faith, etc., to all to whom these present Letters shall come, greeting. We have long and fully resolved with Ourself to extend not only the boundaries of the Empire, but also the very arts and sciences.
Page 261 - To discover the exceptional man in every department of study whenever and wherever found, inside or outside of schools, and enable him to make the work for which he seems specially designed his life work.
Page 248 - State which may take and claim the benefit of this act, to the endowment, support, and maintenance of at least one college where the leading object shall be, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts, in such manner as the legislatures of the States may respectively prescribe, in order to promote the liberal and practical education of the industrial classes in the...
Page 38 - Now the master does not teach, and the boy in nine cases out of ten has no opportunity of grasping the whole of the art or mystery at all. Many of you will begin to think that you are listening to the play of Hamlet...
Page 178 - It is a struggle between organized species — nations— not between individuals or any class of individuals. It is, moreover, a struggle in which science and brains take the place of swords and sinews, on which depended the result of those conflicts which, up to the present, have determined the history and fate of nations. The school, the university, the laboratory and the workshop are the battlefields of this new warfare.
Page 248 - Not more than two complete townships to be given perpetually for the purposes of a University, to be laid off by the purchaser or purchasers, as near the center as may be, so that the same shall be of good land, to be applied to the intended object by the legislature of the State.
Page 203 - But even more wonderful than these examples is the " intellectual effort " made by Japan, not after a war, but to prepare for one. The question is, Shall we wait for a disaster and then imitate Prussia and France ; or shall we follow Japan and thoroughly prepare by