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The Project Gutenberg eBook, Cambridge Essays on Education, by Various, Edited by Arthur Christopher Benson This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.net Title: Cambridge Essays on Education Author: Various Release Date: September 28, 2004 [eBook #13548] Language: English Character set encoding: ISO-646-US (US-ASCII) ***START OF THE PROJECT GUTENBERG EBOOK CAMBRIDGE ESSAYS ON EDUCATION*** E-text prepared by Ted Garvin, Leah Moser, and the Project Gutenberg Online Distributed Proofreading Team 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 attemp
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