Idols of Education: Selected and AnnotatedDoubleday, Page, 1910 - 179 pages |
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academic accepts the fallacy activity Ameri American university Argos Aristotle army athletics bachelor's degree Bandar-log better CAPRICE AND QUICK cent child cism classics course curriculum delusion demic democracy discipline educa elective enter equivalence of studies examinations fads Feminization fessional football Froebel funda graduate greatest number hence high school Honour humanities ical ideal idol of Play idol of Quick ignorance Incidental Issues industrial Inevitable Grace instructors intellectual invented the thesis jungle jurisprudence knowledge learning less liberal education liberal studies Literae Humaniores master means ment mental mentation methods modern moral Mowgli never non-academic overdid patriotism Pedantry philology physical poetry political practical preparation prescribed profession professional public schools pupils pursuit Quick Returns rational reform Renaissance Rousseau rubbish scholarship specialist spirit systems of study teach teachers theology theory things tion to-day vate versities voca vocational student West Point worship youth
Popular passages
Page 169 - The ideal college education seems to me to be one where a student learns things that he is not going to use in after life, by methods that he is going to use.
Page 13 - ... canvassing the girls for votes, spending hours at sorority houses for votes — spending hours at sorority houses for sentiment; talking rubbish unceasingly, thinking rubbish, revamping rubbish— rubbish about high jinks, rubbish about low, rubbish about rallies, rubbish about pseudo-civic honor, rubbish about girls; — what margin of leisure is left for the one activity of the college, which is study?
Page 59 - Those of mankind that are predestinated unto life, God before the foundation of the world was laid, according to his eternal and immutable purpose, and the secret counsel and good pleasure of his will, hath chosen in Christ unto everlasting glory, out of his mere free grace and love, without any foresight of faith or good works, or perseverance in either of them, or any other thing in the creature, as conditions or causes moving him thereunto, and all to the praise of his glorious grace.
Page 134 - He heads his class at raffia work And also takes the lead At making dinky paper boats — But I wish that he could read. They teach him physiology And, oh, it chills our hearts .To hear our prattling innocent Mix up his Inward parts. He also learns astronomy And names the stars by night — Of course he's very up-to-date, But I wish that he could write. They teach him things botanical They teach him how to draw; He babbles of mythology And gravitation's law; And the discoveries of science With him...
Page 70 - He that will write well in any tongue, must follow this counsel of Aristotle, to speak as the common people do, to think as wise men do : and so should every man understand him, and the judgment of wise men allow him.
Page 95 - The knowledge of the history of institutions and of art depends upon a knowledge of the classics. The knowledge of philosophy depends upon a knowledge of the classics. Equipment for liberal scholarship of any kind depends upon a knowledge of the classics. No better training in logical processes was ever devised than the philological discipline of the classics. No discipline more thoroughly systematized, more uniform, more definite, more rigorous. No better training in the use of one's own language...
Page 37 - One-sidedly prepared, or not prepared at all, he goes through college accumulating courses, but not education; desperately selecting studies least foreign to his slender capability for assimilation, [37] or most easy to slur, or most likely to turn to superficial ends. He is by no means always lazy, nor oblivious that now is the chance of his life; but he has no core of knowledge to which the facts he fumbles may cling, no keen-edged linguistic or scientific tools with which to cut to the heart...
Page 36 - ... sorry showing, from whatever standpoint it is viewed. . . . Many of these young men secured their nominations through competitive examinations; and few, if any, could have been taken haphazard, with no regard to qualification and antecedents; while all could have been employed some nine months in private preparation. That 314 youths, nearly all trained in our costly public schools, with an average of almost ten years...
Page 18 - Those nodes ccenceque deum of history and poetry and philosophical discourse, to the memory of which the older generation reverts with rapture, have faded in this light of common day. In the hurry of mundane pursuit the student rarely halts to read, rarely to consider; rarely to discuss the concerns of the larger life. President Schurman has recently said that there has been no decline of scholarship in the people's universities, but only in the older institutions of the East, to which rich parents...
Page 28 - ... of a profession, it not only misses the liberal equipment necessary for the ultimate mastery of life, but indirectly diverts the general scope of education from its true ideals. The spirit of the Renaissance, says a modern historian of poetry, is portrayed in a picture by Moretto. It is of a young Venetian noble.