Lay Sermons, Addresses, and ReviewsD. Appleton, 1880 - 378 pages |
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Page 9
... all , but toys , possessing an accidental value ; and natural know- ledge creates multitudes of more subtle contrivances , the praises of which do not happen to be sung because 1. ] ADVISABLENESS OF IMPROVING NATURAL KNOWLEDGE . 9.
... all , but toys , possessing an accidental value ; and natural know- ledge creates multitudes of more subtle contrivances , the praises of which do not happen to be sung because 1. ] ADVISABLENESS OF IMPROVING NATURAL KNOWLEDGE . 9.
Page 30
... to spend more time in disentangling , or rather in showing up the knots in , the ravelled skeins of our neighbours . Much more to the purpose is it to ask if we possess any clue 30 [ III . LAY SERMONS , ADDRESSES , AND REVIEWS .
... to spend more time in disentangling , or rather in showing up the knots in , the ravelled skeins of our neighbours . Much more to the purpose is it to ask if we possess any clue 30 [ III . LAY SERMONS , ADDRESSES , AND REVIEWS .
Page 31
Thomas Henry Huxley. purpose is it to ask if we possess any clue of our own which may guide us among these entanglements . And by way of a beginning , let us ask ourselves - What is education ? Above all things , what is our ideal of a ...
Thomas Henry Huxley. purpose is it to ask if we possess any clue of our own which may guide us among these entanglements . And by way of a beginning , let us ask ourselves - What is education ? Above all things , what is our ideal of a ...
Page 63
... possessing a grasp of the general character of science , and without having been disciplined , more or less , in the ... possess , is " physical geography . " The Germans have a better , " Erdkunde , " ( " earth knowledge " or " geology ...
... possessing a grasp of the general character of science , and without having been disciplined , more or less , in the ... possess , is " physical geography . " The Germans have a better , " Erdkunde , " ( " earth knowledge " or " geology ...
Page 69
... possess- ing any criterion of beauty , so that we may distinguish between the Godlike and the devilish , is left aside as of no moment . I think I do not err in saying that if science were made the foundation of education , instead of ...
... possess- ing any criterion of beauty , so that we may distinguish between the Godlike and the devilish , is left aside as of no moment . I think I do not err in saying that if science were made the foundation of education , instead of ...
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Abiogenesis admitted Agamogenesis Ancon animalcules animals anthropomorphic appear believe biology body called carbonic carbonic acid cause chalk changes character Comte Comte's Comtism conception consciousness cretaceous Crustacea Darwin demonstrated deposits Descartes Devonian distinct doctrine doubt earth epoch evidence existence experiments fact favour Flourens force forms genera geological speculation geologists germs give rise globe Globigerina hand heat human Hyæna hypothesis kind laws less living matter lobster logical mass mathematics means ment Mesozoic method mind modern modification natural knowledge natural selection naturalist notion object observation offspring ordinary organisms Origin of Species paleontology particles Pébrine peculiar phænomena Philosophie Positive physical science physiological physiology plants possess practical present protoplasm prove question reason regard result rocks scientific selection sense Silurian sort structure substance suppose teaching Teleology theory things thought tion true truth Uniformitarianism universe whole Xenogenesis
Popular passages
Page 34 - That man, I think, has had a liberal education, who has been so trained in youth that his body is the ready servant of his will, and does with ease and pleasure all the work, that, as a mechanism, it is capable of...
Page 32 - The chessboard is the world, the pieces are the phenomena of the universe, the rules of the game are what we call the laws of Nature. The player on the other side is hidden from us. We know that his play is always fair, just and patient. But also we know, to our cost, that he never overlooks a mistake, or makes the smallest allowance for ignorance.
Page 351 - Out of the eater came forth meat, and out of the strong came forth sweetness.
Page 35 - ... her operations; one who, no stunted ascetic, is full of life and fire, but whose passions are trained to come to heel by a vigorous will, the servant of a tender conscience; who has learned to love all beauty, whether of nature or of art, to hate all vileness, and to respect others as himself. 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...
Page 145 - If we take in our hand any volume; of divinity or school metaphysics, for instance; let us ask: Does it contain any abstract reasoning concerning quantity or number? No. Does it contain any experimental reasoning concerning matter of fact or existence? No. Commit it then to the flames; for it can contain nothing but sophistry and illusion.
Page 12 - As when in heaven the stars about the moon Look beautiful, when all the winds are laid, And every height comes out, and jutting peak And valley, and the immeasurable heavens Break open to their highest, and all the stars Shine, and the Shepherd gladdens in his heart...
Page 340 - I protest that if some great Power would agree to make me always think what is true and do what is right, on condition of being turned into a sort of clock and wound up every morning before I got out of bed, I should instantly close with the offer.
Page 142 - ... the extension of the province of what we call matter and causation, and the concomitant gradual banishment from all regions of human thought of what we call spirit and spontaneity.
Page 32 - ... and of the will into an earnest and loving desire to move in harmony with those laws. For me education means neither more nor less than this. Anything which professes to call itself education must be tried by this standard, and if it fails to stand the test, I will not call it education, whatever may be the force of authority, or of numbers, upon the other side.
Page 31 - Suppose it were perfectly certain that the life and fortune of every one of us would, one day or other, depend upon his winning or losing a game of chess. Don't you think that we should all consider it to be a primary duty to learn at least the names and the moves of the pieces ; to have a notion of a gambit, and a keen eye for all the means of giving and getting out of check...