Search

Copy specific notes

Bookplate inserted; inscribed on front endpaper in blue ink: “The Rt. Hon. R.G. Menzies with compliments from the author”; written in pencil above inscription: “ack. 19/1/60”. Many passages in text highlighted in pencil including: [p.4] “We have to live in a material universe inhabited by men, and to live intelligently we must know something of both. The keys to a knowledge of the material world are commonly called (not very happily) science, and so some knowledge of it is an essential part of education. But in planning our curriculum we should distinguish between scientists, doctors, engineers, and others, who require exact knowledge of science in their occupation, and those who do not. For the needs of these two classes are not the same. The former class must have specialist knowledge of the science which they require for their life’s work. The need of the others is different. It is less important to teach them chemistry or physics or biology than to give them an idea of the meaning of the changes that came in human affairs about 600 B.C., when some Greeks realized that there was more in the universe than the senses could perceive, and began looking and laws, and science was born: and, again, when in a later day other men conceived that through such knowledge nature could be controlled as well as understood, and science gave birth to her child, technology.”; [p. 18] “Science concentrates on nature and ignores man: the humanities concentrate on man and ignore nature”; [p. 19] “The true remedy is to see that the education of scientists includes such training in the humanities as will enable them to play their full part in national life, not merely as superior technicians or expert specialists, but as citizens and directors of policy.”; [p. 35] “Countless books are written on education, some of them not very interesting, some in an English which is more difficult than most foreign languages.” Additionally pages 23, 35, 42, 128 earmarked.