There is a time in every man's education when he arrives at the conviction that envy is ignorance; that imitation is suicide; that he must take himself for better, for worse, as his portion; that though the wide universe is full of good, no kernel of nourishing corn can come to him but through his toil bestowed on that plot of ground which is given to him to till. The power which resides in him is new in nature, and none but he knows what that is which he can do, nor does he know until he has tried.
When it comes to the budget, we know that we shouldn't be cutting more on core investments, like education, that are going to help us grow in the future. And we've already seen the deficit cut in half. It's going down faster than any time in the last 60 years. So why would we make more cuts in education, more cuts in basic research? Nobody thinks that's a good idea.
There is a certain wisdom of humanity which is common to the greatest men with the lowest, and which our ordinary education oftenlabors to silence and obstruct.
It is our American habit if we find the foundations of our educational structure unsatisfactory to add another story or wing. We find it easier to add a new study or course or kind of school than to recognize existing conditions so as to meet the need. strangled the holy curious of inquiry. It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty.
It is in fact a part of the function of education to help us escape, not from our own time - for we are bound by that - but from the intellectual and emotional limitations of our time.
Education is the constraining and directing of youth towards that right reason, which the law affirms, and which the experience of the best of our elders has agreed to be truly right.
Personality and mind, like moustaches, belong to a certain age. They are a deformity in a child.... Leave his sensibilities, his emotions, his spirit, and his mind severely alone. There is the devil in mothers, that they must provoke personalresponse from their infants.
Can rules or tutors educate
The semigod whom we await?
He must be musical,
Tremulous, impressional,
Alive to gentle influence
Of landscape and of sky
And tender to the spirit-touch
Of man's or maiden's eye.
It is in fact a part of the function of education to help us escape, not from our own time - for we are bound by that - but from the intellectual and emotional limitations of our time.