CONTENTS. PAGE Sect. 1. Of the Distinction of Practical and Specula- Sect. 2. Of the Effect of Practical Teaching on the Sect. 4. Of the Learned Languages as Subjects of Sect. 5. Of the Necessity of combining Classical and Sect. 1. Of the Necessity of Discipline Sect. 3. Of College Punishments Sect. 4. Of Attendance at College Lectures Sect. 5. Of Attendance at College Chapel APPENDIX. ON THE PRINCIPLES OF ENGLISH UNIVERSITY EDUCATION. PREFATORY REMARKS. THE considerations which I here offer to the public on the subject of Education, have been suggested by a long and somewhat laborious course of researches on the principles and history of science, and by many years' experience as a tutor in a principal College of the University of Cambridge. I trust, therefore, that I shall stand absolved from all suspicion of approaching so important a subject without due thought and preparation. I have for some time intended, on the first occasion of comparative leisure, to state my views on the points here treated of; and I should have done so, in the same manner, and probably nearly at the same time as I have done, whether or not other pamphlets on questions connected with the English Universities had appeared. I request the reader, therefore, not to mix me up in his thoughts with any controversies which may happen to be going on at this time. I mean not to express any disrespect to persons B engaged in such controversies; but I must take the liberty of saying, that I have neither sought nor shunned the discussion of any questions on which they may happen to have touched. There is another controversy, to which some part of the following pages may appear to have reference ;the question of the comparative value of Mathematics, and of certain other studies which have been termed Philosophy, as instruments of Education. An Edinburgh reviewer, in a criticism upon a former publication of mine, maintained that the study of mathematics is, for such a purpose, useless or prejudicial; and recommended the cultivation of "philosophy" in its place. In a letter to the Editor of the Review, (which I published,) I expressed my willingness to discuss the sub ject at a future time; and, referring to the mathematical course of this University, as my example of mathematical education, I requested to be informed, by description, or by reference to books, what that "philosophy" was, which the reviewer was prepared to contend for, as a better kind of education. I considered this as a proceeding, in the courtesy of literary combat, equivalent to sending my opponent the measure of my weapon, and begging to be furnished with the dimensions of his. When, therefore, the reviewer, in reply, flatly refused* 66 to perplex the question by a compliance with Mr. Whewell's misplaced request," I certainly considered myself as freed from any call to continue the controversy. No adherent of the reviewer could expect me to refute a proposition which the author himself * Edin. Rev. No. CXXVII. |