Of a Liberal Education in General

William Whewell

J. W. Parker, 1850

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OF THE SUBJECTS OF EDUCATIONAL STUDY	1

Of Permanent Educational Studies	8

SECT 4	22

Art 97	25

Art	26

And to Cambridge	27

Classical authors not to be superseded	28

And Greek and Latin Grammar	30

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

Geometry cannot be superseded	31

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 22 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

Analysis not valuable in Education 52 As the Mathematical element	52

Analysis evades difficulties 54 Standard Geometrical Demonstrations to be used 55 With Questions 56 And Problems	53

Geometry necessary as introductory to Analysis	57

Analysis ill understood disgusts students	58

Faculties which Analysis cultivates	59

Hence Analysis worthless as discipline	60

Art	61

Belongs to Geometry	62

Is lost in Analysis	63

Hence the educational value is lost	64

Geometrical Mathematicians solve problems better	65

Recapitulation SECT 6 Of Progressive Mathematics as an Educational Study	66

And Mathematical in particular	68

Latin long the language of literature As an accomplishment Writing Latin verse	90

Writing Greek prose	92

And Greek verse	93

Not necessary for good scholarship	102

Greek not to supersede Latin	103

OF THE RECENT AND PRESENT CONDITION OF MATHEMATICAL AND CLASSICAL EDUCATION	107

AT CAMBRIDGE	108

Of Mr Lyells Remarks on the English Univer	117

PAGE	118

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	131

He does not condemn our peculiarities 133 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 teaching 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 may occur	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

Advantages of Oral Examinations	162

Their alleged disadvantages	164

Of recent changes in the Educational System of Cambridge	169

Grace of 1838	170

Arithmetic to be learnt at School	179

System in 1772 Moderators notices	192

Disputations	193

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

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

Of Establishing the Progressive Sciences in	224

Tendency of the changes Classes abolished	225

Reason of this	226

Time extended for Examinees 228 And for Examiners	227

Time added to Questions from Books	229

Knowledge of Principles aimed	230

Want of Standard Books	231

Resulting evils	232

Art	233

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

SECT 8	8

ALTERATIONS in the Questionists Examination	14

Alleged advantage of it for the New Triposes 314 Philosophy of Classical Scholars 315 Is it common? 316 Testimony of a Medallist	25

To the effect of Classical reading 318 Its effect on Lectures	34

Paper of Questions in Ancient History 325 What is Ancient Philosophy? 326 Want of modern English books on this 327 Such should precede the ch...	39

The Moral Sciences Tripos	43

Its Plan 337 To be settled by practice 338 Civil Law Lectures	45

Acceptance of this by Professors 1849	46

Value of this study 340 To be ascertained before further change 341 Is this hard on the Faculty? 342 Connection of this with Moral Sciences 343 A ...	50

The Natural Sciences Tripos	52

ᎪᎡᎢ SECT 5 The Mathematical Tripos	55

Standard of Elementary Mathematics 353 A Standard Book desirable	57

Oscillations	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

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

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? Translations are valuable in Literature	92

Capital works in Classical Literature	94

Cannot be superseded by private teaching	95

Writing Latin to be practised PAGE	96

Alterations in the Previous Examination 1849	98

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? PAGE	108

The memory is to be used in cultivating the reason	109

Schoolboy ridicule of cramming	110

Common ridicule of technicalities	111

Rules to be learnt before reasons	112

Value of new methods of teaching	113

Old methods to be respected	114

Mathematics and Classics both necessary	115

And usefully 95	118

First of Classical Teaching 120 Teaching at School	120

College Lectures	121

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

Its Plan 347 Difficulty of execution 348 Limitation of the subjects 349 Are experiments c necessary? 350 Zoology omitted 351 No Board needed	130

The First Three Sections	131

Hydrostatics 243 Optics 244 Astronomy 245 Differential Calculus	132

Examinations viva 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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Of a Liberal Education in General
William Whewell
Uten tilgangsbegrensning - 1850

Vanlige uttrykk og setninger

acquaintance acquired Algebra already amination analytical ancient answers appear apply Arithmetic attention Calculus Cambridge candidates cation classes Classical Authors classical studies Classical Tripos College Lectures conceive Conic Sections course degree Differential Calculus difficulty Dr Wood's Educa Educational Studies effect Elementary English Euclid evils exercise Geometry given Grace Greek and Latin higher intellectual Junior Optimes knowledge labour language Latin language Liberal Education literature Lyell mathe mathematical education Mathematical Honours Mathematical Studies mathematicians matical matter means Mechanics methods mind mode modern nation Newton's Permanent Studies persons Philosophy Placeat vobis Polloi portions of Mathematics present Private Tutors Professor Progressive Mathematical progressive sciences proof proposed propositions pupils Questionists questions racter reasoning regard remarks require scholars Schools standard subjects Syndicate teachers teaching thematics thought tical tion translations Treatises Trigonometry truth Universities of Oxford University of Cambridge versity Vice-Chancellor vivá vivá voce writing

Bibliografisk informasjon

Tittel	Of a Liberal Education in General Of a Liberal Education in General, William Whewell Of a Liberal Education in General: And with Particular Reference to the Leading Studies of the University of Cambridge, William Whewell
Forfatter	William Whewell
Utgave	2
Utgiver	J. W. Parker, 1850
Original fra	University of Illinois i Urbana/Champaign
Digitalisert	7. okt 2014

Eksporter sitat	BiBTeX EndNote RefMan

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