Inaugural address, delivered to the University of St. Andrewslongmans Green, 1867 - 99 páginas |
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Inaugural Address: Delivered to the University of St. Andrews, Feb. 1st, 1867 John Stuart Mill Visualização completa - 1867 |
Inaugural Address: Delivered to the University of St. Andrews, Feb. 1st, 1867 John Stuart Mill Visualização completa - 1867 |
Inaugural Address: Delivered to the University of St. Andrews, Feb. 1st, 1867 John Stuart Mill Visualização completa - 1867 |
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acquired age to age ancient Archbishop Whately Aristotle beauty better character chiefly classical composition conception conscience consists cultivated Demosthenes doctrines duty English Universities exercise experience experimental science express facts faculties familiar feelings give greater Greek Greeks and Romans habit helps higher human mind human nature important improvement induction instruction intellectual intelligent knowledge language and literature Latin laws less liberal education literary logic Lord Bacon mankind mathematics matters means ment merely mode modern nations never objects observation opinions ourselves perfection philosophical physical sciences physiology Plato poetry Political Economy politics practice principles and rules profes profession pupil purely purpose pursuit Quintilian ratiocination reasoning reformers religion rence require schools scientific Scotland Scottish Universities sense shew Sir William Hamilton Tacitus taught teacher teaching things thought Thucydides tion true truth understand valuable whole words writings wrong
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Página 6 - Men are men before they are lawyers, or physicians, or merchants, or manufacturers; and if you make them capable and sensible men, they will make themselves capable and sensible lawyers or physicians. What professional men should carry away with them from a University, is not professional knowledge, but that which should direct the use of their professional knowledge, and bring the light of general culture to illuminate the technicalities of a special pursuit.
Página 7 - Education makes a man a more intelligent shoemaker, if that be his occupation, but not by teaching him how to make shoes ; it does so by the mental exercise it gives, and the habits it impresses.
Página 75 - The moral or religious influence which a university can exereise, consists less in any express teaching, than in the pervading tone of the place. Whatever it teaches, it should teach as penetrated by a sense of duty ; it...
Página 31 - To question all things ; never to turn away from any difficulty ; to accept no doctrine, either from ourselves or from other people, without a rigid scrutiny by negative criticism, letting no fallacy or incoherence or confusion of thought slip by unperceived ; above all, to insist upon having the meaning of a word clearly understood before using it, and the meaning of a proposition before assenting to it ; these are the lessons we learn from the ancient dialecticians.
Página 15 - If a boy learnt Greek and Latin on the same principle on which a mere child learns with such ease and rapidity any modern language, namely, by acquiring some familiarity with the vocabulary by practice and repetition, before being troubled with grammatical rules — those rules being acquired with tenfold greater facility when the cases to which they apply are already familiar to the mind; an average schoolboy, long before the age at which schooling terminates, would be able to read fluently and...
Página 30 - To question all things; — never to turn away from any difficulty; to accept no doctrine either from ourselves or from other people without a rigid scrutiny by negative criticism; letting no fallacy, or incoherence, or confusion of thought, step by unperceived; above all, to insist upon having the meaning of a word clearly understood before using it, and the meaning of a proposition before assenting to it; — these are the lessons we learn from
Página 52 - ... say, even if limited to that of mere ratiocination, the theory of names, propositions, and the syllogism, that there is no part of intellectual education which is of greater value, or whose place can so ill be supplied by anything else. Its uses, it is true, are chiefly negative ; its function is, not so much to teach us to go right, as to keep us from going wrong. But in the operations of the intellect it is so much easier to go wrong than right ; it is so utterly impossible for even the most...
Página 95 - ... the irksomeness surpasses the interest ; having turned the point beyond which what was once a task becomes a pleasure; in even the busiest after-life, the higher powers of your mind will make progress imperceptibly, by the spontaneous exercise of your thoughts, and by the lessons you will knowhow to learn from daily experience.
Página 90 - Who does not feel a better man after a course of Dante, or of Wordsworth, or, I will add, of Lucretius or the Georgics, or after brooding over Gray's Elegy, or Shelley's Hymn to Intellectual Beauty ? I have spoken of poetry, but all the other modes of art produce similar effects in their degree.
Página 16 - What the results would show in the other case, I will not attempt to anticipate. But I• ^' will say confidently, that if the two classical languages were properly taught, there would be no need whatever for ejecting them from the school course, in order to have sufficient time for everything else that need be included therein.