Lay Sermons, Addresses, and ReviewsD. Appleton, 1874 - 378 pages |
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Page 5
... school to learn ; our " Staticks , Mechanicks , Magneticks , Chymicks , and Natural Experiments " con- stitute a mass of physical and chemical knowledge , a glimpse at which would compensate Galileo for the doings of a score of ...
... school to learn ; our " Staticks , Mechanicks , Magneticks , Chymicks , and Natural Experiments " con- stitute a mass of physical and chemical knowledge , a glimpse at which would compensate Galileo for the doings of a score of ...
Page 29
... schools might not well be made to supply knowledge , as well as gentlemanly habits , a strong class feeling , and eminent proficiency in cricket . They seem to think that the noble foundations of our old universities are hardly ...
... schools might not well be made to supply knowledge , as well as gentlemanly habits , a strong class feeling , and eminent proficiency in cricket . They seem to think that the noble foundations of our old universities are hardly ...
Page 35
... schools , and what is taught in them . A child learns : - 1. To read , write , and cipher , more or less well ; but in a very large proportion of cases not so well as to take pleasure in reading , or to be able to write the commonest ...
... schools , and what is taught in them . A child learns : - 1. To read , write , and cipher , more or less well ; but in a very large proportion of cases not so well as to take pleasure in reading , or to be able to write the commonest ...
Page 36
... school in England in which hangs a map of the hundred in which the village lies , so that the children may be practically taught by it what a map means . 5. A certain amount of regularity , attentive obedience , respect for others ...
... school in England in which hangs a map of the hundred in which the village lies , so that the children may be practically taught by it what a map means . 5. A certain amount of regularity , attentive obedience , respect for others ...
Page 39
... schools , but that the higher schools , at any rate , must be allowed to give a liberal education . In fact , they professedly sacrifice everything else to this object . Let us inquire into this matter . What do the higher schools ...
... schools , but that the higher schools , at any rate , must be allowed to give a liberal education . In fact , they professedly sacrifice everything else to this object . Let us inquire into this matter . What do the higher schools ...
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Abiogenesis admitted Agamogenesis Ancon animalcules animals anthropomorphic appear arguments believe biology body called carbonic carbonic acid cause chalk changes character Comte Comte's Comtism conception consciousness cretaceous Crustacea Darwin demonstrated Descartes Devonian distinct doctrine doubt earth epoch evidence existence experiments fact favour Flourens force forms 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 object observation offspring ordinary organisms Origin of Species paleontology particles Pébrine peculiar phænomena Philosophie Positive physical science physiology plants possess practical present Prof Professor protoplasm prove question reason 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 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 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 and existence? No. Commit it then to the flames: for it can contain nothing but sophistry and illusion.
Page 146 - In itself it is of little moment whether we express the phenomena of matter in terms of spirit, or the phenomena of spirit in terms of matter ; matter may be regarded as a form of thought, thought may be regarded as a property of matter — each statement has a certain relative truth. But with a view to the progress of science, the materialistic terminology is in every way to be preferred.
Page 32 - 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. It is important to remember that, in strictness, there is no such thing as an uneducated man. Take an extreme case. Suppose that an adult man, in the full...
Page 249 - Mathematics may be compared to a mill of exquisite workmanship, which grinds you stuff of any degree of fineness ; but, nevertheless, what you get out depends on what you put in ; and as the grandest mill in the world will not extract wheat-flour from peascods, so pages of formulae will not get a definite result out of loose data.
Page 34 - And a liberal education is an artificial education which has not only prepared a man to escape the great evils of disobedience to natural laws, but has trained him to appreciate and to seize upon the rewards, which Nature scatters with as free a hand as her penalties.