By Don Berliner
This can be the background of air racing from its beginnings in 1909 at Reims, France, to the tip of the 2008 racing season at Reno, Nevada. The heritage of air racing is particularly a lot the background of aviation, with glamorous pilots, a few of army status (e.g., Jimmy Doolittle) and developers (e.g., Glenn Curtiss), machines that captivated the nationwide mind's eye, and plenty of particularly unknown tinkerers and architects. This booklet follows air racing from pre-World warfare I eu races, throughout the interwar years whilst renowned air races encouraged army layout, and the booms and struggles of the postwar years earlier than racing chanced on an enduring domestic within the Nevada wilderness.
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However, in the main, he belongs primarily to one institution and secondarily to many others. He belongs to the institutions to which he is committed through his profession, although he rarely ceases to be also a member of a family, a citizen of a state, a tax-payer, a mailer of letters and a traveler. I have set forth now what I mean by an individual in the biological sense, and what I mean by an institution in the sociological sense. It remains to show the nature of the interaction between them.
What a university ought to be Robert Hutchins of the University of Chicago deserves credit for having advertised in his country the fundamental question of what a university ought to be. His answer was wrong, but American education owes him this: any other answer will have to be made at the high level of the question he asked. Fortunately, the question had already been answered in Europe. A university ought to be a community of capable teachers who are trained enthusiasts, 31 backed by productive scholars.
In a period of relative stability such as the heart of the Middle Ages when knowledge was considered absolute, education was a comparatively simple affair; but in a period such as our own when the knowledge of the physical sciences is escalating with unpredictable speed, education becomes more and more difficult. Knowledge does not always involve belief, however; it may mean only understanding. Consider the history of philosophy. Here we have a chronological succession of conflicting theories of reality (metaphysics) and of how knowledge is acquired (epistemology).