CONTENTS 1. Discontent with our educational system; the classics as scapegoats; yet the predominance of classical (b) to our university system doing little, in 5. Object of this book PAGE PHYSICAL SCIENCE AND THE HUMANITIES 1. Two views of education criticised; (4) the ordinary (6) the extreme scientist's view; Sir Edward Schäfer on science as the basis of secondary edu- 26 2. The function of the humanities in education : (a) They are an account of human nature, seen from different sides by literature, history and philo- 3. This explains their place in education; physical science, though indispensable, cannot do their 2. Fallacy of the theory that classical education is a 3. We study Ancient Greece: (a) as containing, with Rome, the history of our 55 (b) for its literature, art and life; evidence of their value from (a) modern poets, (B) the trenches, (7) the British Museum, (8) the effect of Greece on the world at different epochs ; meaning of Greek life to the Renaissance; its (c) as a pattern of creative intelligence; her achievement; Greek literature full of the key thoughts on which intellectual life depends: pro- ducts of creative intelligence working on theology, literature, ethics, science; fallacy of the idea that 65 77 Summary; Greek literature as the Bible of the 1. Reasons for position of Latin in education less clear; 2. But Rome represents 'character,' and thus supple- 3. Some typical Romans; Cato the Censor; signifi- 5. The use of the classics (4) avoids the disadvantages (6) gives independent standarts by which to judge ourselves; Hazlitt's views. 6. Greek as an introduction to modern problems : (c) In politics: Greek criticisms of democracy; Plato and Aristotle as an introduction to politics; 2. Justification of the teaching of Greek and Latin 3. Justification of Proses: their value (4) as tests of 4. |