Classical education Quotes

“I doubt whether classical education ever has been or can be successfully carried out without corporal punishment.”

“I doubt whether classical education ever has been or can be successfully carried out without corporal punishment.”

“For the immense extension of the scale of education and its ramification into a hundred specialisms and technical disciplines has left the state as the only unifying element in the whole system. In the past the traditional system of classical education provided a commo intellectual background and a common scale of values which transcended national and political frontiers and formed the European or Western republic of letters of which every scholar was a citizen.”

“Derisively, Ronan said, 'No. The ancient Greeks didn't have a word for Blue.'Everyone at the table looked at him.'What the hell, Ronan?' said Adam.'It's hard to imagine," Gansey mused, 'how this evidently successful classical education never seems to make it into your school papers.''They never ask the right questions,' Ronan replied.”

“I feign knowledge of writing: that I know something about it, that I should have learned something after all these years, that I might know something tomorrow. I read too much and write too little, or write too much and live too little. I have no classical education, no literary degree. I’m not specialized, Hugoed or geniusized; should I be writing at all? In this whole vast world, I’m a female peon sitting here at night wondering what it is I want to say. I aim for fluidity. But no, nix that line, that thought, this life. That’s the crux of it, isn’t it? This life: it’s out of reach. I’m not sure what I’m saying anymore.”

“Classical education was only half the old system of European education--below it and above it there was the religious education that was common to the whole people, and the higher theological education that was peculiar to the clergy, who provided the majority of the teachers in both the other departments of education. Now the lowest level of this structure, which has been least studied and least regarded, was the most important of them all. It is true that it differed considerably in different parts of Europe, but for the religious rather than material reasons. In Protestant Europe it was founded on the Bible and the catechism, whereas in Catholic Europe it was based on the liturgy and on religious art and drama and mime, which made the Church the school of the people. But in either case it provided a system of common beliefs and moral standards, as well as the archetypal patterns of world history and sacred story which formed the background of their spiritual world.”

“It is so true, that the Socialists look upon mankind as a subject for social experiments, that if, by chance, they are not quite certain of the success of these experiments, they will request a portion of mankind, as a subject to experiment upon. It is well known how popular the ideaof trying all systems is, and one of their chiefs has been known seriously to demand of the Constituent Assembly a parish, with all its inhabitants, upon which to make his experiments. It is thus that an inventor will make a small machine before he makes one of the regular size. Thus the chemist sacrifices some substances, the agriculturist some seed and corner of his field, to make trial of an idea. But think of the difference between the gardener and his trees, between the inventor and his machine, between the chemist and his substances, between the agriculturist and his seed! The Socialist thinks, in all sincerity, that there is the same difference between himself and mankind. No wonder the politicians of the nineteenth century look upon society as an artifical production of the legislator's genius. This idea, the result of a classical education, has taken possession of all the thinkers and great writers of our country. To all these persons, the relations between mankind and the legislator appear to be the same as those that exist between the clay and the potter.”

“The obvious difficulty that has prevented the study of European culture becoming a part of the regular curriculum of studies is its vastness and its complexity. The great advantage of classical education was the fact that it involved the study of only two languages and two literatures and histories. But European culture has produced about twenty vernacular literatures, and its history is spread out among an even larger number of political communities. At first sight it is an unmanageable proposition and we can understand how educationalists have so often come to acquiesce in a cultural nationalism which at least saved them from being overwhelmed by a multiplicity of strange tongues and unknown literatures. But the true method, it seems to me, is rather to find the consitutive factors of the European community and to make them the basis of our study.This means reversing the traditional nationalist approach which concentrated the student's attention on the distinctive characteristics of the national cultures and disregarded or passed lightly over the features that they shared in common. It means also that we should have to devote much more attention to the religious development, since it was in religion that Europe found its original basis of unity.”

“Families are designed to nurture the minds, wills, and emotions of its members so that the barriers created by fear of the unknown can be replaced by the confidence that comes from knowing you are loved whether you succeed or fail.”

“The idea that fast reading is good reading is a twentieth-century weed, springing out of the stony farmland cultivated by the computer manufacturers.”