A Quote by Thomas Hodgskin
Men had better be without education than be educated by their rulers; for their education is but the mere breaking in of the steer to the yoke; the mere discipline of the hunting dog, which, by dint of severity, is made to forego the strongest impulse of his nature, and instead of devouring his prey, to hasten with it to the feet of his master.
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Men had better be without education than be educated by their rulers.
A master in the art of living draws no sharp distinction between his work and his play; his labor and his leisure; his mind and his body; his education and his recreation. He hardly knows which is which.
This soldier, I realized, must have had friends at home and in his regiment; yet he lay there deserted by all except his dog. I looked on, unmoved, at battles which decided the future of nations. Tearless, I had given orders which brought death to thousands. Yet here I was stirred, profoundly stirred, stirred to tears. And by what? By the grief of one dog. Napoleon Bonaparte, on finding a dog beside the body of his dead master, licking his face and howling, on a moonlit field after a battle. Napoleon was haunted by this scene until his own death.
Man's knowledge of science has clearly outstripped his knowledge of man. Our only hope of making the atom servant rather than master lies in education, in a broad liberal education where each student within his capacity can free himself from trammels of dogmatic prejudice and apply his educational accoutrement to besetting social and human problems.
The love of a dog for his master is notorious; in the agony of death he has been known to caress his master, and everyone has heard of the dog suffering under vivisection, who licked the hand of the operator; this man, unless he had a heart of stone, must have felt remorse to the last hour of his life.
Plato--who may have understood better what forms the mind of man than do some of our contemporaries who want their children exposed only to "real" people and everyday events--knew what intellectual experience made for true humanity. He suggested that the future citizens of his ideal republic begin their literary education with the telling of myths, rather than with mere facts or so-called rational teachings.
A system of education is not one thing, nor does it have a single definite object, nor is it a mere matter of schools. Education is that whole system of human training within and without the school house walls, which molds and develops men.
A dog will recognize his master in whatever way he dresses. The master may dress in robes, suit and tie, or stand naked, but the dog will always recognize his master. If we cannot recognize God, our beloved master, when he comes in a different dress from another religion, then we are less than that dog.
As the true object of education is not to render the pupil the mere copy of his preceptor, it is rather to be rejoiced in, than lamented, that various reading should lead him into new trains of thinking.
Must love be ever treated with profaneness as a mere illusion? or with coarseness as a mere impulse? or with fear as a mere disease? or with shame as a mere weakness? or with levity as a mere accident? whereas it is a great mystery and a great necessity, lying at the foundation of human existence, morality, and happiness,--mysterious, universal, inevitable as death.
There is, I think, no point in the philosophy of progressive education which is sounder than its emphasis upon the importance of the participation of the learner in the formation of the purposes which direct his [sic] activities in the learning process, just as there is no defect in traditional education greater than its failure to secure the active cooperation of the pupil in construction of the purposes involved in his studying.
If idioms are more to be born than to be selected, then the things of life and human nature that a man has grown up with--(not that one man's experience is better than another's, but that it is 'his.')--may give him something better in his substance and manner than an over-long period of superimposed idiomatic education which quite likely doesn't fit his constitution. My father used to say, 'If a poet knows more about a horse than he does about heaven, he might better stick to the horse, and some day the horse may carry him into heaven'
These glorious things-words-are man's right alone...Without words we should know no more of each other's hearts and thoughts than the dog knows of his fellow dog....for, if you will consider, you always think to yourself in words, though you do not speak them aloud; and without them all our thoughts would be mere blind longings, feelings which we could not understand ourselves.
The young man who addresses himself in stern earnest to organizing his life-his habits, his associations, his reading, his study, his work-stands far more chance of rising to a position affording him opportunity to exercise his organizing abilities than the fellow who dawdles along without chart or compass, without plan or purpose, without self-improvement and self-discipline.
Self-discipline is a form of freedom. Freedom from laziness and lethargy, freedom from the expectations and demands of others, freedom from weakness and fear-and doubt. Self-discipline allows a pitcher to feel his individuality, his inner strength, his talent. He is master of, rather than a slave to, his thoughts and emotions.
A new danger now beset him [Grotius], the danger of becoming simply a venal pleader, a creature who grinds out arguments on this or that side, for this or that client: a mere legal beast of prey. Fortunately for himself and for the world he took a higher view of his life-work: his determination clearly was to make himself a thoroughly equipped jurist, and then, as he rose more and more in his profession, to use his powers for the good of his country and of mankind.
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