The Meaning of Education: And Other Essays and AddressesMacmillan, 1898 - 230 pages |
Autres éditions - Tout afficher
The Meaning of Education, and Other Essays and Addresses Nicholas Murray Butler Affichage du livre entier - 1907 |
The Meaning of Education, and Other Essays and Addresses Nicholas Murray Butler Affichage du livre entier - 1898 |
The Meaning of Education: And Other Essays and Addresses Nicholas Murray Butler Affichage du livre entier - 1898 |
Expressions et termes fréquents
adjustment æsthetic Algebra American college American university animal Aristotle called cation century character chemistry child civilization classical Committee conferences coöperate course of study culture curriculum democracy Descartes educa educational theory element elementary school ence English exist fact faculty Foreign Languages Formal grammar geography geometry German or French given grammar Greek gymnasium human ideal important institutions instruction intellectual intelligence interest knowledge Latin Leibniz liberal education lycée mathematics means ment mental methods mind modern language National Educational Association natural science ness NICHOLAS MURRAY BUTLER oligarchy ondary school organization period of infancy philosophy physical training Plato point of view political practice principles Professor programmes psychology pupil questions reason reflex actions relation religious scientific inheritance scientific method secondary school sense spirit spoils system study of education taught teachers teaching thought tion tional Trigonometry United versity weekly periods wholly York
Fréquemment cités
Page 65 - Binds it, and makes all error : and, to KNOW, Rather consists in opening out a way Whence the imprisoned splendor may escape, Than in effecting entry for a light Supposed to be without.
Page 56 - Accuse not nature, she hath done her part; Do thou but thine, and be not diffident Of wisdom; she deserts thee not, if thou Dismiss not her, when most thou need'st her nigh, By attributing overmuch to things Less excellent, as thou thyself perceiv'st.
Page 62 - Science desires not isolation, but freely combines with every effort toward the bettering of man's estate. Single-handed, and supported not by outward sympathy, but by inward force, it has built at least one great wing of the many-mansioned home which man in his totality demands.
Page 63 - The world embraces not only a Newton,' but a Shakespeare — not only a Boyle, but a Raphael — not only a Kant, but a Beethoven — not only a Darwin, but a Carlyle. Not in each of these, but in all, is human nature whole. They are not opposed, but supplementary — not mutually exclusive, but reconcilable.
Page 65 - 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 147 - Denn nur der große Gegenstand vermag Den tiefen Grund der Menschheit aufzuregen; Im engen Kreis verengert sich der Sinn, Es wächst der Mensch mit seinen größern Zwecken.
Page 72 - Hence it is evident that the state is a creation of nature, and that man is by nature a political animal. And he who by nature and not by mere accident is without a state, is either above humanity, or below it; he is the "Tribeless, lawless, hearthless one...
Page 220 - At the same time, it is obviously desirable that the colleges and scientific schools should be accessible to all boys or girls who have completed creditably the secondary school course.
Page 86 - So an abstract psychological training may develop the will, the intellect, the imagination, or the memory, but without leading to an exercise, of acquired power in the interests of civilization. The game of chess would furnish a good course of study for the discipline of the powers of attention and calculation of abstract combinations, but it would give its possessor little or no knowledge of man or nature. The psychological ideal which has prevailed to a large extent in education has in the old...
Page 195 - ... best method of teaching this subject throughout the school course? " (10) Can any description be given of the best mode of testing attainments in this subject at college admission examinations ? " (11) For those cases in which colleges and universities permit a division of the admission examinations into a preliminary and a final examination, separated by at least a year, can the best limit between the preliminary and final examinations be approximately defined?