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Various. Cambridge Essays on Education
Cambridge Essays on Education
Table of Contents
PREFACE
INTRODUCTION
I
THE AIM OF EDUCATIONAL REFORM
By J.L. PATON
High Master of Manchester Grammar School
II
THE TRAINING OF THE REASON
By W.R. INGE
Dean of St. Paul's
III
THE TRAINING OF THE IMAGINATION
BY A.C. BENSON
Master of Magdalene College, Cambridge
IV
RELIGION AT SCHOOL
By W.W. VAUGHAN
The Master of Wellington College
V
CITIZENSHIP
By A. MANSBRIDGE
Founder of the Workers' Educational Association
I. DIRECT TRAINING FOR CITIZENSHIP
THE DIRECT STUDY OF CITIZENSHIP
II. INDIRECT TRAINING FOR CITIZENSHIP
SOME BOOKS ON CITIZENSHIP
VI
THE PLACE OF LITERATURE IN EDUCATION
By NOWELL SMITH
Head Master of Sherborne School
VII
THE PLACE OF SCIENCE IN EDUCATION
By W. BATESON
Director of the John Innes Horticultural Institution
VIII
ATHLETICS
By F.B. MALIM
Master of Haileybury College
IX
THE USE OF LEISURE
By J.H. BADLEY
Head Master of Bedales School
X
PREPARATION FOR PRACTICAL LIFE
By SIR J.D. McCLURE
Head Master of Mill Hill School
I
II
III
XI
TEACHING AS A PROFESSION
By FRANK ROSCOE
Secretary of the Teachers Registration Council
Отрывок из книги
Various
Published by Good Press, 2019
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And growth it must be, not building. The body is not built up on the skeleton, the skeleton is secreted by the growing body. The hope of education is in the living principle of hope and enthusiasm, which stretches out towards perfection. One distrusts instinctively at the present time anything schematic. There are men, able enough as organisers, who will be ready to sit down and produce at two days' notice a full cut-and-dried scheme of educational reconstruction. They will take our present resources, and make the best of them, no doubt, re-arranging and re-manipulating them, and making them go as far as they can. They will shape the whole thing out in wood, and the result will be wooden. It will be static and stratified, with no upward lift. But that is not the way. Education is a thing of the spirit, it is instinct with life, [Greek: thermon ti pragma] as Aristotle would say, drawing upon resources that are not its own, "unseen yet crescive in its faculty" and in its growth taking to itself such outward form as it needs for the purpose of its inward life. Six years at least it will take for the new spirit to work itself out into the definite larger forms.
That does not mean that it will come without hard purposeful thinking and much patient effort. Education does not "happen" any more than "art happens,"—and just as with the arts of the middle ages, so the well-being of education depends not on the chance appearance of a few men of genius but on the right training and love of the ordinary workman for his work. Education is a spiritual endeavour, and it will come, as the things of the spirit come, through patience in well-doing, through concentration of purpose on the highest, through drawing continually on the inexhaustible resources of the spiritual world. The supreme "maker" is the poet, the man of vision. For the administrator, the task is different from what it has been. It is for him to watch and help experiments, to prevent the abuse of freedom, not to preserve uniformities but to select variations. But he is handling a power which, as George Meredith says, "is a heaven-sent steeplechaser, and takes a flying leap of the ordinary barriers."
