Reasons against government interference in education. By an observer of the results of a centralized system of education during thirteen years' residence in France, Volume 41843 |
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Reasons Against Government Interference in Education. by an Observer of the ... Reasons No preview available - 2018 |
Reasons Against Government Interference in Education. by an Observer of the ... . Reasons No preview available - 2015 |
Common terms and phrases
Adam Smith appears assertion authority Ayr Advertiser believe Board body Britain catholic cation cause central government centralized system chiefly College of France colleges considerable number Deists doctrines doubt duty educa education in France educational liberty England English enlightened errors establishment evident evil exist fact George Combe give government interference hitherto human improvements inspectors institutions intellectual interference in education kind knowledge labour Lancasterian system Lord Brougham majority matter means ment methods mind minister of public moral Napoleon National Education natural never object opinion parish party philosophers Phrenology political poor popular education possess present principle private teachers professors prospered prove Prussia Prussian system public instruction public teachers religion religious republican right of teaching salaries says schoolmaster Scotland self-government seminaries shew Sophocles State-paid superintendence taught thing tion true truth unity University of Glasgow whole words youth
Popular passages
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.
Page 46 - His interest is, in this case, set as directly in opposition to his duty as it is possible to set it.