The Cambridge System of Education in its Intellectual Results

Summary

Kρ ε ί τ τ ο ν γ ά ρ π ο ν σ μ ιkρ ò ν ε ν ή π ο λ ν μ ή ίkα ν ώ ς π ε ρ ά ν α ι

Plato, Theat. 187, E.

There are some subjects in treating of which we can plunge in medias res. The subject of this chapter is not such a one. We must, in discussing it, bear in mind the Frenchman's advice, to “begin at the beginning.” Before investigating the merits of any particular scheme of education, we must understand clearly what we mean by education, and what we consider to be the object of it. This going back to first principles is, doubtless, a great bore in many cases, as where the Congressman, recorded by Sands, began his speech on a question of paving Pennsylvania Avenue with a historical dissertation on the Constitution of the United States; and such an announcement made formally at this stage of a book is very like admonishing the adventurous reader who has travelled so far that now is the time for him to repose after his labors. Nevertheless, it is very necessary on some occasions, if he would avoid that satisfactory state of things which is called in Latin controversial, and in English cross purposes. For the term education is a tolerably comprehensive one, covers a great deal of ground, and may be taken in a great many different acceptations.