Education quotes
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"That excitement about Kossuth, consider how characteristic, but superficial, it was!--only another kind of politics or dancing. Men were making speeches to him all over the country, but each expressed only the thought, or the want of thought, of the multitude. No man stood on truth. They were merely banded together, as usual one leaning on another, and all together on nothing."
"I could not undertake to form a nucleus of an institution for the development of infant minds, where none already existed. It would be too cruel."
"We hear and apprehend only what we already half know."
"Many college text-books, which were a weariness and stumbling-block when I studied, I have since read a little with pleasure and profit."
"Even the poor student studies and is taught only political economy, while that economy of living which is synonymous with philosophy is not even sincerely professed in our colleges. The consequence is, that while he is reading Adam Smith, Ricardo, and Say, he runs his father in debt irretrievably."
"The child should have the advantage of ignorance as well as of knowledge, and is fortunate if he gets his share of neglect and exposure."
"We saw one school-house in our walk, and listened to the sounds which issued from it; but it appeared like a place where the process, not of enlightening, but of obfuscating the mind was going on, and the pupils received only so much light as could penetrate the shadow of the Catholic church."
"Those things for which the most money is demanded are never the things which the student most wants. Tuition, for instance, is an important item in the term bill, while for the far more valuable education which he gets by associating with the most cultivated of his contemporaries no charge is made."
"I love man-kind, but I hate the institutions of the dead unkind. Men execute nothing so faithfully as the wills of the dead, to the last codicil and letter. They rule this world, and the living are but their executors. Such foundation too have our lectures and our sermons, commonly."
"When the State wishes to endow an academy or university, it grants it a tract of forest land: one saw represents an academy, a gang, a university."
"The schools begin with what they call the elements, and where do they end?"
"Can there be any greater reproach than an idle learning? Learn to split wood, at least."
"Men and boys are learning all kinds of trades but how to make men of themselves. They learn to make houses; but they are not so well housed, they are not so contented in their houses, as the woodchucks in their holes."
"As with our colleges, so with a hundred "modern improvements"; there is an illusion about them; there is not always a positive advance. The devil goes on exacting a compound interest to the last for his early share and numerous succeeding investments in them."
"What avail all your scholarly accomplishments and learning, compared with wisdom and manhood? To omit his other behavior, see whata work this comparatively unread and unlettered man wrote within six weeks. Where is our professor of belles-lettres, or of logic and rhetoric, who can write so well?"
"American democracy is a chess-game in which pawns imagine themselves to be free individuals with wills of their own: that delusion is one of the rules of the game, without which the game could not continue. I doubt anyone, no matter how sharp and sharp-tongued, could succeed in getting across to high school students how vital an acute mind is for just keeping a grip on one's life and earnings in our mendacious politics and economics. No wonder our school system is devoutly dedicated to demoralizing and blunting such minds."
"The approach of intellect or noesis will forever be an effete and limited sort of thing by contrast with the vigor and color of gnosis; but in academia there is virtually nothing but noetic minds to be found, and the very idea of gnosis is alien and untranslatable, not to mention discreditable."
"One can hardly appreciate how academia has perverted its highest tasks and "ideals" without pondering long and hard the implications of Jacques Barzun's House of Intellect and its Hegelian/Bergsonian contrast between rigidified "intellect" and always-growing "intelligence." This fundamentally Hegelian distinction, needless to say, cuts to the quick of the contrast between Platonic and Aristotelian forms of philosophy."
"Education in philosophy is energy speaking to energy, a higher perspective of spirit that is trying to awaken its next natural generation to something beyond the stupid appearances of things."
"There's nothing a well-regulated child hates so much as regularity. I believe a really healthy boy would thoroughly enjoy Greek Grammar--if only he might stand on his head to learn it!"
