Love of learning

“ With a mind fitted for the deepest and most accurate research, and an education, of which the perfection is attributable to his natural love of learning, he undertook, in the prime of life, to accomplish a certain literary work, still a desideratum. ”

“ Has the mental training and discipline of your student life developed in you a love of knowledge for its own sake, irrespective of its utility in fitting you to pass examinations and thereby to enter upon the occupations you have chosen? Has the insight you have obtained into the several branches of knowledge, created in your hearts a reverence for learning, and a desire to add to your knowledge, day by day and year by year, and to expend your best energies in the pursuit of truth? ”

“ I add: the pupil learns willingly and with pleasure, and there is nothing he would rather do than learn, so long as the effort lasts; for while he is learning his activity is spontaneous, and in this he has directly the greatest possible pleasure. Here we have found an outward sign of true education, at once obvious and infallible; namely, that every pupil on whom this education is brought to bear, without exception and irrespective of differences in natural talent, learns with pleasure and love, purely for the sake of learning and for no other reason. ”

“ The love of novelty, the vanity of learning, the fascination of ceremony, the contagion of example, veneration for what appears above his immediate comprehension, and the innate activity of man's intellectual faculties, which, spurred by curiosity, prompts him to the acquisition of knowledge, whether true or false--all conspire to make him embrace a system of belief and scheme of instruction in which there is nothing that militates against prejudices already imbibed. ”

“ Children should be taught to love and reverence—not to fear their teachers. (6) Nothing should be learned by rote. Learning by heart weakens the understanding. If a subject has been well developed, and has been impressed upon the mind by frequent repetition, the memory of it will follow without any pains. Frequent hours of recreation are advised; in fact, no two lessons should come immediately together. (7) A definite method (and a uniform method) for all studies. ”

“ Or if they do remember what they have learned, it is but merely remembered work, and does not enter as sap and vegetative power into the life itself. That which is wanting in school-learning, in the great as in the small, is a little Platonic philosophy. ”

“ But the distance between twenty and sixty—the life beginning and the life advancing toward its close— was frequently apparent; also between an active, original mind, requiring humanity for its study, and one whose whole bent was among the dry bones of ancient learning—the difference, in short, between learning and knowledge—the mere student and the man who only uses study as a means to the perfecting of his whole nature, his complete existence as a human being. ”

“ If we bend our thoughts to this subject, we shall gain insight into the meaning and purpose of education, which is nothing else than the urging of intellect and conscience to the conquest of the world, and to the clear perception and practical acknowledgment of the primal and fundamental truth that man is man in virtue of his thought and love.
Instruction, which is but part of education, has for its object the development of the intellect and the transmission of knowledge. This, whether we consider the individual or society, is indispensable. ”

“ It may be mathematics, it may be history, it may be science, sociology, political economy, music or art, it matters very little what the subject is, but it must be something, and it must be pursued regularly, systematically and persistently. In no other way can you keep growing and not be lost in the educational ruts. When you cease to grow you begin to decay.
4. You must love the work of teaching.—If after a fair trial you do not love to teach and feel deep down in your own consciousness that you cannot learn to love it, quit by all means and do it at once. ”

“ You must rouse his power of attention, that he may lay hold of, and receive, and make his own, the knowledge you offer him. You must awaken and strengthen the power of memory within him, that he may retain what he receives, and thus grow in knowledge, as the body by a like process grows in strength and muscle. In other words, learning, so far as the mind of the learner is concerned, is a growth; and teaching, so far as the teacher is concerned, is doing whatever is necessary to cause that growth. ”

“ Other faculties, beside the emotions of wonder and veneration, may be cultivated side by side with these. Memory, comparison, judgment, and calculation may be strengthened by a judicious and well-proportioned teaching of the elements of languages and numbers, thus insuring the tools for future acquisition. But this is not direct food for the soul. The young heart is full of love for its parents, of delight at the knowledge of new things, and these affections may be guided into adoration of Supreme Intelligence ”

“ Teaching will be great art when it touches the emotions of the child,—when history calls forth a warm indignation against wrong, when mathematics strengthens a noble love of truth or literature creates a strong satisfaction in justice. This is the poetry of teaching, because mere subject-matter becomes a criticism of life. Teaching will be great art when you, the teacher, through the humble means of your presentation of subject-matter, furnish the child at the same time with ideas, perceptions, and opinions which are your personal criticism of life. ”

“ Does any one claim, or imagine, that school-books contain much nourishment for the heart and soul, or the moral feelings, or love of beauty? Upon what grounds, does any one claim, or imagine, that such things are less important to the growth of character, and a cheerful disposition, and fine standards of conduct, than the training of the intellect? If we are perfectly satisfied that the method employed to train the intellect does not and need not interfere with a corresponding development of those other sides of human nature—that is one thing. ”

“ Ask for light and learn that you are light. If you want understanding and enlightenment you will learn it, because your decision to learn it is the decision to listen to the Teacher Who knows of light, and can therefore teach it to you. There is no limit on your learning because there is no limit on your mind. There is no limit on his teaching because He was created to teach. Understanding His function perfectly He fulfills it perfectly, because that is His joy and yours. ”

“ Certain facts must, of course, be mastered, and to learn them is a good discipline for training the mind, but the main point to be aimed at in education is to teach you a real love of intellectual things. ”

“ I call education not that which is made up of the shreds and patches of useless arts, but that which inculcates principles, polishes taste, regulates temper, cultivates reason, subdues the passions, directs the feelings, habituates to reflection, trains to self-denial, and, more especially, that which refers all actions, feelings, sentiments, tastes, and passions, to the love and fear of God. ”

“ Her power of enforcing instruction is the most effectual, as flowing from love. We know that without feeling the human being is mere clay, the dust of the earth without the living soul. Whatever is to be permanently infixed on the understanding must be associated with hope, or with joy, or with passion. How much more efficacious must instruction be when communicated by an object beloved and venerated, and in infancy almost adored, and when, instead of being afforded with an effort of pain and of labour, it is carried into the heart by kindness and made delightful by caresses and smiles. ”

“ If we are to work to good purpose we must take our stand, with the great thinkers and educators, on the broad field of man's nature, and act in the light of the only true ideal of education,—that its end is wisdom, virtue, knowledge, power, reverence, faith, health, behavior, hope, and love; in a word, whatever powers and capacities make for intelligence, for conduct, for character, for completeness of life. ”

“ Now you must know that the doors of the great are guarded by porters and flunkeys, who only understand one language, and their ears are in their palms. If you wish to teach what you have learned, geography, mathematics, languages, music, drawing, even to find pupils, you must have friends who will sing your praises. Learning, remember, gains more credit than skill, and with no trade but your own none will believe in your skill. ”

“ Study should form intellectual Tastes. To what purpose has the girl been placed all these years at school, if, when her privileges terminate, she has no fondness for study? Why lead her through the pleasant fields of learning, if, at the close of her walk, she is to possess no relish for these scenes? ”

“ Bear in mind that the passions are drawing nearer, and that as soon as they knock at the door, your pupil will have eyes and ears for them alone. The tranquil period of intelligence is so brief, and has so many other necessary uses, that only folly imagines it long enough to make the child a learned man. The thing is, not to teach him knowledge, but to give him a love for it, and a good method of acquiring it when this love has grown stronger. Certainly this is a fundamental principle in all good education. ”

“ We rejoice in the expansion of intellect and the expansion of heart and the ease and freedom of him who is always in touch with the inspiring Teacher, with whom are infinite stores of learning, wisdom, and virtue, graciously placed at our disposal. ”

“ Now it has been demonstrated very fully indeed that the delightfulness of knowledge is sufficient to carry a pupil joyfully and eagerly through his school life and that prizes and places, praise, blame and punishment, are unnecessary in so far as they are used to secure ardent interest and eager work. The love of knowledge is sufficient. ”

“ Perceiving the range of knowledge to which children as persons are entitled the questions are, how shall they be induced to take that knowledge, and what can the children of the people learn in the short time they are at school? We have discovered a working answer to these two conundrums. I say discovered, and not invented, for there is only one way of learning, and the intelligent persons who can talk well on many subjects and the expert in one learn in the one way, that is, they read to know. ”

“ And finally, woe to the teacher who relies at bottom on any skill of his own to draw young hearts to his teaching; whose main dependence is anything but the attention-winning power of that incarnate Sympathy and Love who promised to draw all men—and children—to himself. ”

“ But, alas! learning is not wisdom, nor will books give understanding. Again, he takes a more inviting road: he rushes into the crowd; he rolls down the stream of pleasure; he courts the breath of popularity; he unravels or weaves the riddles of intrigue; he humors the passions of his fellows, and rises upon them to name and power. ”

“ The education of which I speak is expansion and discipline of mind rather than learning; and its tendency is not so much to form profound dogmatists, or erudite canonists, or acute casuists, as to cultivate a habit of mind, which, for want of a better word, may be called philosophical; to enlarge the intellect, to strengthen and supple its faculties, to enable it to take connected views of things and their relations, and to see clear amid the mazes of human error and through the mists of human passion. ”

“ Education is a familiarity. 2. Education is a familiarity betwixt the mind and things. 3. Education is a just familiarity betwixt the mind and things. 4. Education is a just and legitimate familiarity betwixt the mind and things. 5. Education is the cultivation of a just and legitimate familiarity betwixt the mind and things.
To keep the mind in an assimilating condition, what method is furnished? What is the usual process of memorising prose and poetry? After one perusal in such a process what takes place? Does learning by rote promote mind-wandering? ”

“ The most important thing they have acquired--a rare trait with ordinary school children--is the love of study, the desire to know, to be informed. They have learned a new method of work, one that quickens the memory and stimulates the imagination. ”

“ It remains to touch upon the collateral streams of interest which in modern times maintained the study in one or another aspect, thus bridging the gap between the old and the new learning. Among these is the attempt, never wholly absent in practical ages, to guide training, to indicate on the basis of an analysis of character the promise of youth, and the direction of vocation—all in the spirit of a worldly wisdom. ”

“ Into the atmosphere of the school must be introduced some element that will bring to the growing boys and girls a love of reading and a genuine desire for absorbing those vital forces of life which literature images. If we believe that the ultimate aim of education is that of the ultimate aim of life, there must be that attention to the individual need which in the end makes for the uplifting of all. ”

“ And yet unless we discover the secret of winning him to the love of study, the educational value of what he learns is lost; for what leaves him unmoved, leaves him unimproved. His information and accomplishments are comparatively unimportant. ”

“ If you are a student force yourself to think independently; if a teacher compel your [Pg 30] youth to express their own minds. In listening to a lecture weigh the evidence as presented, cultivate a polite skepticism, not affected but genuine, keep a running fire of interrogation marks in your mind, and you will finally develop a mind of your own. Do not climb that mountain of learning in the hope that when you reach the summit you will be able to think for yourself; think for yourself while you are climbing. ”