What greater or better gift can we offer the republic than to teach and instruct our youth?
[Lat., Quod enim munus reiplicae afferre majus, meliusve possumus, quam si docemus atque erudimus juventutem?]
By academic freedom I understand the right to search for truth and to publish and teach what one holds to be true. This right implies also a duty: one must not conceal any part of what on has recognized to be true. It is evident that any restriction on academic freedom acts in such a way as to hamper the dissemination of knowledge among the people and thereby impedes national judgment and action.
The facilities for advanced education must be evened out and multiplied. No one who can take advantage of a higher education should be denied this chance. You cannot conduct a modern community except with an adequate supply of persons upon whose education, whether humane, technical, or scientific, much time and money have been spent.
Science in England, in America, is jealous of theory, hates the name of love and moral purpose. There's revenge for this humanity.What manner of man does science make? The boy is not attracted. He says, I do not wish to be such a kind of man as my professor is.
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.
They are the best physicians, who being great in learning most incline to the traditions of experience, or being distinguished in practice do not reflect the methods and generalities of art.
I think everyone should go to college and get a degree and then spend six months as a bartender and six months as a cabdriver. Then they would really be educated.
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.
Anything that we have to learn to do we learn by the actual doing of it; People become builders by building and instrumentalists by playing instruments. Similarily, we become just by performing just acts, temperate by performing temperate ones, brave by performing brave ones.
It is contended that those who have been bred at Eton, Harrow, Rugby, and Westminster, that the public sentiment within each of those schools is high-toned and manly; that, in their playgrounds, courage is universally admired, meanness despised, manly feelings and generous conduct are encouraged: that an unwritten code of honor deals to the spoiled child of rank, and to the child of upstart wealth an even-handed justice, purges their nonsense out of both, and does all that can be done to make them gentlemen.