A Quote by Amos Bronson Alcott
Education may work wonders as well in warping the genius of individuals as in seconding it.
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Genius is its own reward; for the best that one is, one must necessarily be for oneself. . . . Further, genius consists in the working of the free intellect., and as a consequence the productions of genius serve no useful purpose. The work of genius may be music, philosophy, painting, or poetry; it is nothing for use or profit. To be useless and unprofitable is one of the characteristics of genius; it is their patent of nobility.
We have to have a combination of general relativity that describes the warping of space and time, and quantum physics, which describes the uncertainties in that warping and how they change.
Education - lifelong education for everyone - from toddlers to workers well advanced in their careers - is indeed an excellent investment for individuals and society as a whole.
Architecture is not created by individuals. The genius sketch ... is a myth. Architecture is made by a team of committed people who work together, and in fact, success usually has more to do with dumb determination than with genius.
Education, however indispensable in a cultivated age, produces nothing on the side of genius. When education ends, genius often begins.
I do not despise genius-indeed, I wish I had a basketful of it. But yet, after a great deal of experience and observation, I have become convinced that industry is a better horse to ride than genius. It may never carry any man as far as genius has carried individuals, but industry-patient, steady, intelligent industry-will carry thousands into comfort, and even celebrity; and this it does with absolute certainty.
Work is the greatest means of education. To train children to work, to work systematically, to love work, and to put their brains into work, may be called the end and aim of schools. In education, no work should be done for the sake of the thing done, but for the sake of the growing mind.
Often parents themselves will not have liked education and may not have done well in education. But actually we need to explain to them what education can do for children.
The late great Horace Lloyd Swithin (1844-1917), British essayist, lecturer, satirist, and social observer, wrote in his autobiographical Appointments, 1890-1901 (1902), "When one travels abroad, one doesn't so much discover the hidden Wonders of the World, but the hidden wonders of the individuals with whom one is traveling. They may turn out to afford a stirring view, a rather dull landscape, or a terrain so treacherous one finds it's best to forget the entire affair and return home.
The Man of Genius may at the same time be, indeed is commonly, an Artist, but the two are not to be confounded. The Man of Genius,referred to mankind, is an originator, an inspired or demonic man, who produces a perfect work in obedience to laws yet unexplored. The artist is he who detects and applies the law from observation of the works of Genius, whether of man or nature. The Artisan is he who merely applies the rules which others have detected. There has been no man of pure Genius, as there has been none wholly destitute of Genius.
Men of genius are far more abundant than is supposed. In fact, to appreciate thoroughly the work of what we call genius, is to possess all the genius by which the work was produced.
The most trusted way to keep moving up that value chain is to keep investing in individuals - to help them grow in knowledge and skills. Education is hard. It takes individuals to do the hard work.
Live on, survive, for the earth gives forth wonders. It may swallow your heart, but the wonders keep on coming. You stand before them bareheaded, shriven. What is expected of you is attention.
Genius may anticipate the season of maturity; but in the education of a people, as in that of an individual, memory must be exercised, before the powers of reason and fancy can be expanded: nor may the artist hope to equal or surpass, till he has learned to imitate, the works of his predecessors.
Genius is often called crazy, but crazy is never called genius. So you just have to put out the work and let the chips fall where they may.
The great genius does not let his work be determined by the concrete finite conditions that surround him, whilst it is from these that the work of the statesman takes its direction and its termination. ... It is the genius in reality and not the other who is the creator of history, for it is only the genius who is outside and unconditioned by history.
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