關於此書
我的圖書館
Google Play 圖書
13110
of Educational Thought and Progress
EDITED BY R. B. LATTIMER
VOL. VIII
LIBRARY
JULY. TO...DECEMBER
UAZERSITY
LONDON
JOHN MURRAY, ALBEMARLE STREET, W.
"To prepare us for complete living is the function which Education has to discharge."-HERBErt Spencer.
Practice and Precept
50a Albemarle Street, W.
June 28, 1907.
Ir would appear that Baron Kikuchi's lectures
on education in Japan under the Martin White
benefaction have not aroused any general interest
outside professional circles and only among teachers
to a limited extent. Perhaps any one so thoroughly
acquainted with a subject in all its branches is hardly
the best exponent to those who are entirely ignorant.
However, it may be noted that the inaugural lecture
delivered at London University was printed in the
June number of the Nineteenth Century, and the
last Annual Report of the Minister of Education,
which has just reached this country, leaves an
impression deserving of mention. In Japan, educa-
tion seems to be more closely interwoven into the
national life than it is in this country. The Minister
is able to report greater intercourse every year
between the technical and commercial schools
and the men of business. Visits are exchanged,
experiments conducted for purposes of comparison,
and every opportunity taken by co-operation to
advance the industrial welfare of the country.
There is evidence of the same spirit in other depart-
ments of public life. The pupils of the Higher
Normal School for girls held their athletic sports
in the enclosure of the Toyama Military School for
the amusement of the invalid soldiers. Perhaps the
students of Whitelands College would offer to crown
the May Queen for the entertainment of the Chelsea
Pensioners.
Pensioners. Or again, where is there a public
library erected as a memorial of the victories in the
Boer War? But to the Japanese it was quite
natural to found many after the war in order to
strengthen the educational system of the country.
No doubt a large share of the credit for spreading
and strengthening this general interest in education
must be given to the educational societies which
exist for that purpose in almost every locality.
It will probably not be until the English people
feel a genuine concern about the welfare of education
itself that controversy carried on in its name will
cease, for it will then be generally recognised that
there can be no real progress while energies are
being wasted in constant warfare.
We have often remarked that the lot of the school- master is not an ideal one in the matter of his outlook upon life, and we are sure that the majority of those engaged in teaching will be