Schools have not necessarily much to do with education...they are mainly institutions of control where certain basic habits must be inculcated in the young. Education is quite different and has little place in school.
Recognizing and confronting our history is important. Transcending our history is essential. We are not limited by what we have done, or what we have left undone. We are limited only by what we are willing to do.
No matter how much we learn, there is always more knowledge to be gained. In this connection I am reminded of a short poem that has been in my mind over the years. It reads as follow: I used to think I knew I knew. But now I must confess. The more I know I know I know I know I know the less.
The last few decades have been marked by a special cultivation of the romance of the future. We seem to have made up our minds to misunderstand what has happened; and we turn, with a sort of relief, to stating what will happen-which is apparently much easier...The modern mind is forced towards the future by a certain sense of fatigue, not unmixed with terror, with which it regards the past.
One of the biggest lessons I've learned recently is that when you don't know what to do, you should do nothing until you figure out what to do because a lot of times you feel like you are pressed against the wall, and you've got to make a decision. You never have to do anything. Don't know what to do? Do nothing.
Science only means knowledge; and for [Greek] ancients it did only mean knowledge. Thus the favorite science of the Greeks was Astronomy, because it was as abstract as Algebra. ... We may say that the great Greek ideal was to have no use for useful things. The Slave was he who learned useful things; the Freeman was he who learned useless things. This still remains the ideal of many noble men of science, in the sense they do desire truth as the great Greeks desired it; and their attitude is an external protest against vulgarity of utilitarianism.
MONARCH, n. A person engaged in reigning. Formerly the monarch ruled, as the derivation of the word attests, and as many subjects have had occasion to learn.
A young man is not a proper hearer of lectures on political science; for he is inexperienced in the actions that occur in life, but its discussions start from these and are about these; and, further, since he tends to follow his passions, his study will be vain and unprofitable, because the end that is aimed at is not knowledge but action. And it makes no difference whether he is young in years or youthful in character.