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Reasons Against Government Interference in Education. by an Observer of the ...
No preview available - 2018
according allowed already appears attend authority believe better Board body Britain called catholic cause centralization colleges concern considerable considered course direction doctrines doubt duty endowed England English errors establishment evident evil examine exertions exist fact France French give grant hand hour human importance improvements individual institutions intellectual interference Italy kind knowledge known labour least less liberty look majority matter means methods mind minister of public moral natural never object official once opinion parish party philosophers political poor possess present principle professors prove Prussia public instruction question reason receive religious remain says schoolmaster schools shew short speak taught teachers teaching thing tion true truth unity University whole wishes
Page 47 - The greater part of universities have not even been very forward to adopt those improvements, after they were made; and several of those learned societies have chosen to remain, for a long time, the sanctuaries in which exploded systems and obsolete prejudices found shelter and protection, after they had been hunted out of every other corner of the world.
Page 43 - Your pretended fear lest error should step in is like the man who would keep all the wine out of the country lest men should be drunk. It will be found an unjust and unwise jealousy to deprive a man of his natural liberty upon a supposition he may abuse it. When he doth abuse it, judge.
Page 43 - Are you troubled that Christ is preached ? Is preaching so exclusively your function? Doth it scandalize the Reformed Kirks, and Scotland in particular ? Is it against the Covenant ? Away with the Covenant, if this be so ! I thought the Covenant and these professors of it...
Page 46 - Have those public endowments contributed in general to promote the end of their institution ? Have they contributed to encourage the diligence, and to improve the abilities of the teachers ? Have they directed the course of education towards objects more useful, both to the individual and to the public, than those to which it would naturally have gone of its own accord ? It should not seem very difficult to give at least a probable answer to each of those questions.
Page 47 - A private teacher could never find his account in teaching, either an exploded and antiquated system of a science acknowledged to be useful, or a science universally believed to be a mere useless and pedantic heap of sophistry and nonsense.
Page 35 - Tis liberty alone that gives the flower Of fleeting life its lustre and perfume ; And we are weeds without it. All constraint, Except what wisdom lays on evil men, Is evil ; hurts the faculties, impedes Their progress in the road of science ; blinds The eyesight of Discovery ; and begets, In those that suffer it, a sordid mind Bestial, a meagre intellect, unfit To be the tenant of man's noble form.
Page 46 - The endowments of schools and colleges have necessarily diminished, more or less, the necessity of application in the teachers. Their subsistence, so far as it arises from their salaries, is evidently derived from a fund, altogether independent of their success and reputation in their particular professions.
Page 45 - That in the University of Oxford, the greater part of the public professors have for these many years given up altogether even the pretence of teaching.
Page 46 - It is the interest of every man to live as much at his ease as he can ; and if his emoluments are to be precisely the same, whether he does or does not perform some very laborious duty, it is certainly his interest, at least as interest is vulgarly understood, either to neglect it altogether, or, if he is subject to some authority which will not suffer him to do this, to perform it in as careless and slovenly a manner as that authority will permit.