... knowledge must continually be renewed by ceaseless effort, if it is not to be lost. It resembles a statue of marble which stands in the desert and is continually threatened with burial by the shifting sand. The hands of service must ever be at work, in order that the marble continue to lastingly shine in the sun. To these serving hands mine shall also belong.
The coming peril is the intellectual, educational, psychological and artistic overproduction, which, equally with economic overproduction, threatens the well-being of contemporary civilisation. People are inundated, blinded, deafened, and mentally paralysed by a flood of vulgar and tasteless externals, leaving them no time for leisure, thought, or creation from within themselves.
This crippling of individuals I consider the worst evil of capitalism. Our whole educational system suffers from this evil. An exaggerated competitive attitude is inculcated into the student, who is trained to worship acquisitive success as a preparation for his future.
I am not willing to be drawn further into the toils. I cannot accede to the acceptance of gifts upon terms which take the educational policy of the university out of the hands of the Trustees and Faculty and permit it to be determined by those who give money.
If we suppose a sufficient righteousness and intelligence in men to produce presently, from the tremendous lessons of history, an effective will for a world peace - that is to say, an effective will for a world law under a world government - for in no other fashion is a secure world peace conceivable - in what manner may we expect things to move towards this end? . . . It is an educational task, and its very essence is to bring to the minds of all men everywhere, as a necessary basis for world cooperation, a new telling and interpretation, a common interpretation, of history.
In a society where some people are far more educated than others, in which public education is ill-funded - here I am speaking of the U.S. - while we build more and more prisons to incarcerate youth who ought to be in school, there is already a gap between those with education and those without. Those with educational privilege can be seen as arrogant, remote, alien - and very often they believe themselves superior.
THE TEACHER AS A NECESSARY EVIL. Let us have as few people as possible between the productive minds and the hungry and recipient minds! The middlemen almost unconsciously adulterate the food which they supply. It is because of teachers that so little is learned, and that so badly.
To attempt social reform, educational reform, industrial expansion, the moral improvement of the race without aiming, first and foremost, at political freedom is the very height of ignorance and futility.
The self taught man seldom knows anything accurately, and he does not know a tenth as much as he could have known if he had worked under teachers, and besides, he brags, and is the means of fooling other thoughtless people into going and doing as he himself has done.