Abstract
REPEATEDLY in these columns we have urged a revision of traditional philsophies of education. We have own that, as a resu1t of the transition from a non-solentific to a scientific basis of city sation, vast powers have been placed in hands—powers by which life can be freed from ufmecessary toil, and denuded of the harmful mysticisms, superstitions, and pruderies which cramp its social, political, and ethical qualities. Far from making recommendations which would tend to a system of education built merely upon an arid, mechanical efficiency, we have insisted that a knowledge of the truth of the natural world as shown through physics, chemistry, astronomy, and like subjects, and a knowledge of the truth of man's place and relationships in the scale of life as shown through subjects such as biology, is not incompatible with, but the sound basis of, an appreciation of beauty whether enshrined in literature, art, or an ordered state which understands race experience sufficiently to be able consciously to control its future experience.
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Technical Education and Industry. Nature 120, 681–683 (1927). https://doi.org/10.1038/120681a0
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DOI: https://doi.org/10.1038/120681a0