Of a Liberal Education in General

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J. W. Parker, 1850 - 382 sider

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31_Geometry cannot be superseded 32 Value of Geometry
32
Arithmetic to be learnt
33
Conic Sections 35 Mechanics and Hydrostatics
34
Newtons Principia
36
Astronomy
37
Optics 39 The Higher Mathematics are Progressive Studies Sect 5 Of Analytical Mathematics as an Educational Study
38
Meaning of Analysis 41 Merits of Analysis
41
Analysis compared with Geometry
42
Is not an exercise of the Reason
43
Does not exemplify the usual kind of reasoning
44
Does not depend on the matter reasoned
45
Exemplified in Proportion
46
In Trigonometry
47
In Conic Sections
48
In Statics 50 In Dynamics 51 In Astronomy
49
Latin long the language of literature 98 As an accomplishment
61
Historical interest of Mathematics 62 Belongs to Geometry
62
Is lost in Analysis
63
Hence the educational value is lost
64
Geometrical Mathematicians solve problems better
65
Recapitulation 63 Sect 6 Of Progressive Mathematics as an Educational Study
66
And Mathematical in particular
68
List of such subjects
69
But Analysis does not supersede Geometry
71
Division of Mathematical writings
72
Capital Works to be studied
73
List of them restricted
74
Original Investigations not to be required
75
To be admitted in practical problems
76
Systematic Treatises to be read
77
Elementary Treatises
78
Not to be rapidly changed
79
To be selected by authority
80
Not to supersede Geometry
81
English and Foreign Mathematics
82
The study of Newton not an evil
83
Chance of a school of English Mathematicians
84
We require Mathematics as an Education
85
Writing Latin verse
90
Writing Greek prose
92
And Greek verse
93
Not necessary for good scholarship
102
Greek not to supersede Latin
103
Objections urged against Permanent Studies 105 They do not narrow the mind
105
On account of their excellence
106
Though read with Commentators
107
Are such like the Aristotelian Commentators
108
The memory is to be used in cultivating the reason
109
117 And naturally 118 And usefully CHAPTER II
110
PAGE
118
Their difference from Professorial Lectures
122
Previous knowledge required
123
Difference of students capacity
124
Size of Classes
125
Professorial Lectures necessary
126
Their advantages and disadvantages
127
Of Mr Lyells Remarks on the English Univer sities
128
They occur in his Travels in America 129 Ascribed to me opinions opposite to what I have expressed
129
Pretending to seek my views
130
Our College system agrees with Mr Lyells Pro fessorial
131
He does not condemn our peculiarities
132
He condemns me for recommending respect
133
What will Mr Lyell do with unwilling students
134
Lectures will not secure attention
135
Hence Examinations instituted
136
Mr Lyells confusion about a critical spirit
137
Mode of teachủng the Philosophy of Science
138
How do men learn to think for themselves
139
Progressive Sciences may be introduced at Cam bridge
140
Is the College System new in our Universities
141
It is as old as the Reformation
142
It is established by the Statutes
143
Is it desirable to have only a few College Tutors
144
Present faults of the College System
145
Mr Lyells remedies not effective
146
Examinations are means of teaching 148 May be separated from Lectures
148
But are then not a good Education
149
Examinations and Lectures must agree
150
College Examinations
151
Difference of Examinations and Lectures
152
Examinations will then govern all
153
And Private Tutors will be sought
154
Evil consequences of this
155
And with changing Examiners
157
These evils to be avoided
158
A Standard course requisite
159
Case when the Lecturers are the Examiners
160
Cannot be general in the University
161
Examiners may propose difficulties
171
We must have Paper as well as Oral Examina tions
172
Paper Answers should be made public
173
Fairness of Paper Examinations
174
Is Education Information
175
Use of Special Examinations
176
Danger of General Examinations
177
Arithmetic to be learnt at School
179
Rules to be learnt before reasons
180
Which gives interest to demonstrations
181
Mensuration to be learnt at School And use of Logarithms
182
Classics and Mathematics to be read 184 Elementary before higher subjects
184
Permanent before Progressive Mathematical sub jects
185
And in Classics 187 Examination at beginning of residence
187
Prizes out of the common course
188
Those principles applicable to Cambridge
189
Compliments of Moderators
194
Examinations of Questionists
195
Subjects
196
Problems
197
Hours
198
Examination by Fathers of Colleges
200
Junior Optimes
201
Proctors Senior Optimes
202
Medallists
203
The Polloi
204
Advantages of the Disputations
205
Causes of Change
206
Annual Examination Syndicate of 1773
208
Graces of 1779 Arrangements of Classes
210
The Law better than the present practice
211
Grace of 1792 for the better attendance of Schools
212
Grace of 1808 A day added to the Examination
213
Books then current in the University
214
Introduction of Analysis
215
Inconvenient result
216
Tendency to innovate
217
Inconveniences felt
218
Grace of 1827 New Plan of Examination
219
Grace of 1828 The Polloi
220
Graces of 1831 1832 Further alterations
221
Graces of 1836 1837 Alterations for the Polloi
222
Grace of 1838 Alterations for the Honours 224 Grace of 1840 Syndicatè reappointed
224
Tendency of the changes Classes abolished
225
Reason of this
226
Time extended for Examinees
227
And for Examiners
228
Time added to Questions from Books
229
Knowledge of Principles aimed
230
Want of Standard Books
231
Resulting evils
232
The Remedies 234 A Standard Course of Study
234
To be drawn up by a Board
235
Subjects not to be treated analytically Conic Sections
236
Mechanics Dr Woods
237
Dr Whewells Mechanics
238
Oscillations
239
Newtons Principia
16
Analysis not valuable in Education 52 As the Mathematical element
52
Analysis evades difficulties
53
Standard Geometrical Demonstrations to be used
54
With Questions
55
And Problems
56
Geometry necessary as introductory to Analysis
57
Analysis ill understood disgusts students
58
Faculties which Analysis cultivates
59
Hence Analysis worthless as discipline
60
The Great Classical Schools
63
Their influence on the taste 362 Their influence at the University 363 Importance of improving them 364 Respect due to them 365 Mathematics sho...
65
Mensuration
67
Logarithms
71
The Stability of the University System
74
Caution needed in change 377 Number of recent changes 378 Their operation to be waited for 379 Mode of University Legislation
75
By means of Syndicates 381 Graces proposed by private persons 382 Constitution of the Caput 383 Its
80
Necessity of Latin as a Permanent Study 87 And of Greek
87
Latin and Greek as Progressive Studies
88
Progressive cannot supersede Permanent Studies
89
Latin more necessary than Greek
90
May translations supersede Latin and Greek?
91
Do Translations perplex Examinations
92
Translations are valuable in Literature
93
Capital works in Classical Literature
94
Cannot be superseded by private teaching
95
Writing Latin to be practised
96
The First Three Sections
131
245 Differential Calculus
132
Examinations vivâ voce to be restored 247 The possibility of this 248 The character which they should have 249 They must be vigorous 250 Paper ...
137
Examination for Higher Honours 254 Answers to be published 255 Reason why Cambridge should improve Exami nations
139

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Side 6 - BECKER'S GALLUS ; or, Roman Scenes of the Time of Augustus : with Notes and Excursuses illustrative of the Manners and Customs of the Ancient Romans.
Side 7 - Travels in the Track of the Ten Thousand Greeks; a Geographical and Descriptive Account of the Expedition of Cyrus and of the Retreat of the Ten Thousand, as related by Xenophon. By WF AINSWORTH, FGS, Surgeon to the late Euphrates Expedition.
Side 7 - MA 3 vols. 16s. each. Herodotus. By JW Blakesley, BD, late Fellow and Tutor of Trinity College, Cambridge. 2 vols. 32s. Hesiod. By FA Paley, MA 10».
Side 96 - Examiners for mathematical honours for the time being, as well as those of the two years immediately preceding, be constituted a Board of Mathematical Studies, whose duty it shall be to consult together, from time to time, on all matters relating to the actual state of mathematical studies and examinations in the University, and to prepare annually, and lay before the Vice-Chancellor, a report, to be by him published to the University in the Lent or Easter Term of each year.
Side 31 - I have on a former occasion said*, the student is rendered familiar with the most perfect examples of strict inference ; he is compelled habitually to fix his attention on those conditions on which the cogency of the demonstration depends ; and in the mistakes and imperfect attempts at demonstration made by himself and others, he is presented with examples of the more natural fallacies, which he sees exposed and corrected.
Side 56 - ... logarithms. The elementary parts of Plane Trigonometry, so far as to include the solution and properties of triangles. The elementary parts of Conic Sections, treated geometrically, but not excluding the method of orthogonal projections ; curvature.
Side 88 - The elementary parts of Astronomy, so far as they are necessary for the explanation of the more simple phenomena, without the use of spherical trigonometry ; astronomical instruments.
Side 43 - Board. 4. It shall be the duty of the said Board to consult together from time to time on all matters relating to the state of the Previous, General...
Side 107 - Classics. 2. That the appointment of the particular Gospel, and in regard to the classical subjects, the appointment both of the authors and of the portions of their works which it may be expedient...
Side 116 - University," beg leave to commence their Report with a brief account of the present state of instruction in that department of study. IN the Previous Examination and in the Ordinary Examination for the BA degree, the University requires an acquaintance with one of the Gospels and the Acts of the Apostles in the original Greek, with Paley's Evidences and Paley's Moral Philosophy. The other encouragements and aids to Theological studies offered at present by the University (in addition to what is done...

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