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CAMBRIDGE ESSAYS ON EDUCATION

EDITED BY A.C. BENSON, C.V.O., LL.D. Master of Magdalene College

With an Introduction by the Right Hon. Viscount Bryce, O.M.

1919

PREFACE

The scheme of publishing a volume of essays dealing with underlying aims and principles of education was originated by the University Press Syndicate. It seemed to promise something both of use and interest, and the further arrangements were entrusted to a small Committee, with myself as secretary and acting editor.

Our idea has been this: at a time of much educational enterprise and unrest, we believed that it would be advisable to collect the opinions of a few experienced teachers and administrators upon certain questions of the theory and motive of education which lie a little beneath the surface.

To deal with current and practical problems does not seem the first need at present. Just now, work is both common as well as fashionable; most people are doing their best; and, if anything, the danger is that organisation should outrun foresight and intelligence. Moreover a weakening of the old compulsion of the classics has resulted, not in perfect freedom, but in a tendency on the part of some scientific enthusiasts simply to substitute compulsory science for compulsory literature, when the real question rather is whether obligatory subjects should not be diminished as far as possible, and more sympathetic attention given to faculty and aptitude.

We have attempted to avoid mere current controversial topics, and to encourage our contributors to define as far as possible the aim and outlook of education, as the word is now interpreted.

We have not furthered any educational conspiracy, nor attempted any fusion of view. Our plan has been first to select some of the most pressing of modern problems, next to find well equipped experts and students to deal with each, and then to give the various writers as free a hand as possible, desiring them to speak with the utmost frankness and personal candour. We have not directed the plan or treatment or scope of any essay; and my own editorial supervision has consisted merely in making detailed suggestions on smaller points, in exhorting contributors to be punctual and diligent, and generally revising what the New Testament calls jots and tittles. We have been very fortunate in meeting with but few refusals, and our contributors readily responded to the wish which we expressed, that they should write from the personal rather than from the judicial point of view, and follow their own chosen method of treatment.

We take the opportunity of expressing our obligations to all who have helped us, and to Viscount Bryce for bestowing, as few are so justly entitled to do, an educational benediction upon our scheme and volume.

A.C. BENSON

MAGDALENE COLLEGE, CAMBRIDGE August 18, 1917

CONTENTS

INTRODUCTION

By the Right Hon. VISCOUNT BRYCE, O.M.

I. THE AIM OF EDUCATIONAL REFORM

By JOHN LEWIS PATON, M.A., High Master of Manchester Grammar School; formerly Fellow of St John's College, Cambridge, Assistant Master at Rugby School, Head Master of University College School

II. THE TRAINING OF THE REASON

By the Very Rev. WILLIAM RALPH INGE, D.D., Dean of St Paul's, Honorary Fellow of Jesus College, Cambridge, and of Hertford College, Oxford; formerly Lady Margaret Professor of Divinity, Fellow of King's College, Cambridge, Assistant Master at Eton College, Fellow and Tutor of Hertford College, Oxford

III. THE TRAINING OF THE IMAGINATION

By ARTHUR CHRISTOPHER BENSON, C.V.O., LL.D., Master of Magdalene College, Cambridge; formerly Assistant Master at Eton College

IV. RELIGION AT SCHOOL

By WILLIAM WYAMAR VAUGHAN, M.A., Master of Wellington College; formerly Assistant Master at Clifton College, and Head Master of Giggleswick School

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