I am absent altogether too much to be a suitable instructor for a law-student. When a man has reached the age that Mr. Widner has,and has already been doing for himself, my judgment is, that he reads the books for himself without an instructor. That is precisely the way I came to the law.
One country ... one ideology, one system is not sufficient. It is helpful to have a variety of different approaches ... We can then make a joint effort to solve the problems of the whole of humankind.
Let us make education brave and preventive. Politics is an afterwork, a poor patching. We are always a little late... We shall one day learn to supercede politics by education... We must begin higher up, namely in Education.
It is, in fact, nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom; without this it goes to wrack and ruin without fail. It is a grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty.
The same things are best both for individuals and for states, and these are the things which the legislator ought to implant in the minds of his citizens.
Most teachers waste their time by asking question which are intended to discover what a pupil does not know whereas the true art of questioning has for its purpose to discover what pupils knows or is capable of knowing.
The point is to develop the childlike inclination for play and the childlike desire for recognition and to guide the child over to important fields for society. Such a school demands from the teacher that he be a kind of artist in his province.
What we call education and culture is for the most part nothing but the substitution of reading for experience, of literature for life, of the obsolete fictitious for the contemporary real.