A Quote by Gilbert K. Chesterton
Teach to the young, men's enduring truths, and let the learned amuse themselves with their passing errors.
Related Quotes
My view of university training is to unsettle the minds of young men, to widen their horizons, to inflame their intellects. It is not a hardening, or settling process. Education is not to teach men facts, theories, or laws; it is not to reform them, or amuse them, or to make them expert technicians in any field; it is to teach them to think, to think straight if possible; but to think always for themselves.
The errors of young men are the ruin of business, but the errors of aged men amount to this, that more might have been done, or sooner.
Great men's errors are to be venerated as more fruitful than little men's truths.
The errors of great men are venerable because they are more fruitful than the truths of little men.
I never approved either the errors of his book, or the trivial truths he so vigorously laid down. I have, however, stoutly taken his side when absurd men have condemned him for these same truths.
But this same process of the old teaching the young can also cause errors and false conclusions to accumulate with the passage of time. One should therefore study ancient writings, not so much in the hope of finding lost wisdom as in the hope of locating the origin of errors that have been, and still are, accepted truths.
Errors are more numerous than truths, but fortunately too divided among themselves to take power.
Some men are so full of themselves that when they fall in love, they amuse themselves rather with their own passion than with theperson they love.
All truths are erroneous. This is the very essence of the dialectical process: today's truths become errors tomorrow; there is no final number.
All truths are erroneous. This is the very essence of the dialectical process: today's truths become errors tomorrow; there is no final number. This truth (the only one) is for the strong alone. Weak-nerved minds insist on a finite universe, a last number; they need, in Nietzsche's words, "the crutches of certainty". The weak-nerved lack the strength to include themselves in the dialectic syllogism.
Indeed, the study of universities and the great men and women who have attended them leads me to think that the best of these schools are characterized not so much by what they teach and how they teach it but by the extent they provide opportunities and encouragement for students to teach themselves.
When people, particularly young people and especially young men, can't imagine themselves as heroes in narratives that they construct for themselves, they look to be heroes in some other way. So young men in America of, let's say, Muslim background, only a tiny, tiny minority - so small as to be almost zero - are likely to ever commit terrorist acts.
I've successfully lobbied and testified for stalking laws in several states, but I would trade them all for a high school class that would teach young men how to hear “no,” and teach young women that it's all right to explicitly reject.
Miracles are like candles lit up until the sun rises, and then blown out. Therefore, I am amused when I hear sects and churches talk about having evidence of Divine authority because they have miracles. Miracles in our time are like candles in the street at midday. We do not want miracles. They are to teach men how to find out truths themselves; and after they have learned this, they no more need them than a well man needs a staff, or a grown-up child needs a walking-stool.
Verses which do not teach men new and moving truths do not deserve to be read.
Through adopting radical extremism, some young men who previously felt humiliated and emasculated by their peers can now feel powerful and intimidating - and gain status, attention from young women, and the comradeship and solidarity of other young men like themselves.
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