Abstract
THE recent correspondence in The Times on the question of “compulsory Greek” at Oxford chiefly refers to academic expediency and the establishment of a modus vivendi between the Oxford tradition and the claims of scientific students. But the vital and ultimate question is not this detail of practical politics; it is the question of the fundamental principles of education. The recrudescence of the “Greek controversy” is important, as showing how social evolution is gradually forcing education—however unconscious educationists may be of the fact—along the lines of progress.
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CRAWLEY, A. Classic and Science in Education . Nature 83, 161–162 (1910). https://doi.org/10.1038/083161a0
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DOI: https://doi.org/10.1038/083161a0