William Henry Stone

Summary

William Henry Stone,  Popular Science Monthly (1881)

“ For, whereas, in the first forty years of the present century, the dead languages, especially Latin and Greek, history, logic, and metaphysics, fairly held their own against the computative sciences of mathematics, mechanics, physics, and chemistry, and the systematic or classificatory subjects of botany, geology, and zoology as topics of teaching and examination, they seem at the end of the second forty to have been all but superseded. No doubt in the main the revolution, great as it undoubtedly is, has proved salutary. ”
Source: Wikisource

William Henry Stone,  Popular Science Monthly (1881)

“ The teaching of science has tended to give an impulse to the computative, to the disadvantage of the judicial and appreciative functions of students' minds. Indeed, the computative faculty, so highly developed at times in men not otherwise liberally educated, is not the widest in intellectual scope, nor the fittest preparation for some branches of life-work. Men in after-life are called upon to use their imaginative powers, to sift evidence, and to weigh symptoms, as well as to solve problems. ”
Source: Wikisource

William Henry Stone,  Popular Science Monthly (1881)

“ The problems themselves are often open to comment, as partaking of the nature of enigmas, or riddles, rather than as fair tests of knowledge. Like riddles, moreover, they exercise a kind of fascination on their concocters, and are very liable to figure in papers of questions. The writer, for instance, has seen in a paper on physics a question which involved an indeterminate equation, and of which the solutions were infinite in number. ”
Source: Wikisource

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