Education, Scientific and Technical; Or, How the Inductive Sciences are Taught and how They Ought to be Taught

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Trübner, 1881 - Science - 462 pages

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Page 90 - Thoughts of great deeds were mine, dear Friend, when first The clouds which wrap this world from youth did pass. I do remember well the hour which burst My spirit's sleep : a fresh May-dawn it was, When I walked forth upon the glittering grass, And wept, I knew not why ; until there rose From the near schoolroom, voices, that, alas 1 Were but one echo from a world of woes — The harsh and grating strife of tyrants and of foes.
Page 90 - Which poured their warm drops on the sunny ground. So, without shame, I spake : — " I will be wise, And just, and free, and mild, if in me lies Such power ; for I grow weary to behold The selfish and the strong still tyrannize Without reproach or check.
Page 356 - The world little knows how many of the thoughts and theories which have passed through the mind of a scientific investigator have been crushed in silence and secrecy by his own severe criticism and adverse examination ; that in the most successful instances not a tenth of the suggestions, the hopes, the wishes, the preliminary conclusions have been realized.
Page 194 - The second, to divide each of the difficulties under examination into as many parts as possible, and as might be necessary for its adequate solution. The third, to conduct my thoughts in such order that, by commencing with objects the simplest and easiest to know, I might ascend by little and little, and as it were step by step, to the knowledge of the more complex...
Page 120 - For instance, a great memory, as I have already said, does not make a philosopher, any more than a dictionary can be called a grammar. There are men who embrace in their minds a vast multitude of ideas, but with little sensibility about their real relations towards each other. These may be antiquarians, annalists, naturalists ; they may be learned in the law ; they may be versed in statistics ; they are most useful in their own place; I should shrink from speaking dircspect fully of them; still,...
Page 96 - Niirnberg out of wood and leather, foster the growth of anything; much more of mind, which grows, not like a vegetable (by having its roots littered with etymological compost), but like a spirit, by mysterious contact of spirit; thought kindling itself at the fire of living thought?
Page 168 - I acquired perfectly my own, and never to go to a second thing, till I had entirely accomplished the first. Many of my competitors read as much in a day as I read in a week ; but, at the end of twelve months my knowledge was as fresh as on the day it was acquired, while theirs had glided away from their recollection.
Page 350 - The philosopher should be a man willing to listen to every suggestion, but determined to judge for himself. He should not be biased by appearances ; have no favorite hypothesis ; be of no school ; and in doctrine have no master. He should not be a respecter of persons, but of things. Truth should be his primary object. If to these qualities be added industry, he may indeed hope to walk within the veil of the temple of nature.
Page 120 - The \ enlargement consists, not merely in the passive reception \ into the mind of a number of ideas hitherto unknown to | it, but in the mind's energetic and simultaneous action I upon and towards and among those new ideas, which are / rushing in upon it. It is the action of a formative power, reducing to order and meaning the matter of our acquirements...
Page 165 - Curiosity is as much the parent of attention, as attention is of memory ; therefore the first business of a teacher — first, not only in point of time, but of importance — should be to excite, not merely a general curiosity on the subject of the study, but a particular curiosity on particular points in that subject. To teach one who has no curiosity to learn, is to sow a field without ploughing it. And this process saves a student from being (as many are) intellectually damaged by having a very...

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