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academic accept activity adult education answer Aristotle bad education beauty becomes boys and girls chapter colleges of further comprehensive school contribution course culture curriculum demands democracy educa efficiency environment experience feel field foster Fred Clarke further education give grammar school human important intellectual intelligent child interest interpretation John Ruskin kind knowledge learner learning leave school leisure lessons living matter Matthew Arnold ment method Michael Sadler mind modern school nature needs never occupation opportunity organised perhaps physical Plato professional pupils Quadrivium qualities questions realise recognised religion Robert Bridges Samuel Butler secondary modern school sense significance sixth form social spiritual stage street subjects T. H. Huxley task taught teacher teacher's education teaching technical techniques technological age things thinker thought tion true type of intelligence values wants whole worship young worker
JSTOR: The Education of Good Men