In other places, it refers to the opinions of the person in the street. We ascribe to reason two offices, or two degrees. The first is to judge of things self-evident; the second to draw conclusions that are not self-evident from those that are.
Scraps of information have nothing to do with it. What we should aim at producing is men who possess both culture and expert knowledge in some special direction. Their expert knowledge will give them the ground to start from, and their culture will lead them as deep as philosophy and as high as art.
We have to remember that the valuable intellectual development is self-development, and that it mostly takes place between the ages of sixteen and thirty. As to training, the most important part is given by mothers before the age of twelve.
A saying due to Archbishop Temple illustrates my meaning. Surprise was expressed at the success in after-life of a man, who as a boy at Rugby had been somewhat undistin-guished. In the history of education, the most striking phenomenon is that schools of learning, which at one epoch are alive with a ferment of genius, in a succeeding generation exhibit merely pedantry and routine.
The reason is, that they are overladen with inert ideas. Education with inert ideas is not only useless: Except at rare intervals of intellectual ferment, education in the past has been radically infected with inert ideas.
That is the reason why uneducated clever women, who have seen much of the world, are in middle life so much the most cultured part of the community. They have been saved from this horrible burden of inert ideas.
Every intellectual revolution which has ever stirred humanity into greatness has been a passionate protest against inert ideas. Then, alas, with pathetic ignorance of human psychology, it has proceeded by some educational scheme to bind humanity afresh with inert ideas of its own fashioning.
Let us now ask how in our system of education we are to guard against this mental dry rot. The child should make them his own, and should understand their application here and now in the circumstances of his actual life.
From the very beginning of his education, the child should experience the joy of discovery. The discovery which he has to make, is that general ideas give an understanding of that stream of events which pours through his life, which is his life.
By understanding I mean more than a mere logical analysis, though that is included. But if education is not useful, what is it? Is it a talent, to be hidden away in a napkin? Of course, education should be useful, whatever your aim in life.
It was useful to Saint Augustine and it was useful to Napoleon.Dear Twitpic Community - thank you for all the wonderful photos you have taken over the years. We have now placed Twitpic in an archived state. Hume Studies Volume 29, Number 2, November , pp. Book Reviews THOMAS REID.
Essays on the Intellectual Powers of Man. Edited by Derek Brookes. Free executive summary papers, essays, and research papers. A selection of philosophy texts by philosophers of the early modern period, prepared with a view to making them easier to read while leaving intact the main arguments, doctrines, and lines of thought.
Texts include the writings of Hume, Descartes, Bacon, Berkeley, Newton, Locke, Mill, Edwards, Kant, Leibniz, Malebranche, Spinoza, Hobbes, and Reid. Top 10% Absolutely Positively the Best 30 Death Penalty Websites on the Internet (Top 1%) Death Penalty Information Center Probably the single most comprehensive and authoritative internet rersource on the death penalty, including hundreds of anti-death penalty articles, essays, and quotes on issues of deterrence, cost, execution of the innocent, racism, public opinion, women, juveniles.
Essays on the Intellectual Powers of Man contains eight essays of rather unequal length, each (except the Introduction) concerning one of humankind’s intellectual powers or faculties.