About Education
Monday August 16
Women in love, by David Herbert Lawrence
"Do you think the children are better, richer, happier, for all this knowledge; do you really think they are? Or is it better to leave them untouched, spontaneous. Hadn't they better be animals, simple animals, crude, violent, ANYTHING, rather than this self-consciousness, this incapacity to be spontaneous.
Hadn't they better be anything than grow up crippled, crippled in their souls, crippled in their feelings-so thrown back-so turned back on themselves-incapable of any spontaneous action, always deliberate, always burdened with choice, never carried away."
"Never carried away, out of themselves, always conscious, always self-conscious, always aware of themselves. isn't ANYTHING better than this? Better be animals, mere animals with no mind at all, than this, this NOTHINGNESS-"
"But do you think it is knowledge that makes us unliving and selfconscious?"
"Yes. It is the mind, and that is death.
When we have knowledge, don't we lose everything but knowledge?
If I know about the flower, don't I lose the flower and have only the knowledge?
And what does it mean to me, after all?
What does all this knowledge mean to me? It means nothing."
"There can be no reason, no EXCUSE for education, except the joy and beauty of knowledge in itself.
Vocational education ISN'T education, it is the close of education."
"But isn't education really like gymnastics, isn't the end of education the production of a well-trained, vigorous, energetic mind?
Just as athletics produce a healthy body, ready for anything."
"yes, it is the greatest thing in life-to KNOW. It is really to be happy, to be FREE.
Knowledge is, of course, liberty."
"In compressed tabloids.
You can only have knowledge, strictly, of things concluded, in the past. It's like bottling the liberty of last summer in the bottled gooseberries."
Women in love, by David Herbert Lawrence
"Do you think the children are better, richer, happier, for all this knowledge; do you really think they are? Or is it better to leave them untouched, spontaneous. Hadn't they better be animals, simple animals, crude, violent, ANYTHING, rather than this self-consciousness, this incapacity to be spontaneous.
Hadn't they better be anything than grow up crippled, crippled in their souls, crippled in their feelings-so thrown back-so turned back on themselves-incapable of any spontaneous action, always deliberate, always burdened with choice, never carried away."
"Never carried away, out of themselves, always conscious, always self-conscious, always aware of themselves. isn't ANYTHING better than this? Better be animals, mere animals with no mind at all, than this, this NOTHINGNESS-"
"But do you think it is knowledge that makes us unliving and selfconscious?"
"Yes. It is the mind, and that is death.
When we have knowledge, don't we lose everything but knowledge?
If I know about the flower, don't I lose the flower and have only the knowledge?
And what does it mean to me, after all?
What does all this knowledge mean to me? It means nothing."
"There can be no reason, no EXCUSE for education, except the joy and beauty of knowledge in itself.
Vocational education ISN'T education, it is the close of education."
"But isn't education really like gymnastics, isn't the end of education the production of a well-trained, vigorous, energetic mind?
Just as athletics produce a healthy body, ready for anything."
"yes, it is the greatest thing in life-to KNOW. It is really to be happy, to be FREE.
Knowledge is, of course, liberty."
"In compressed tabloids.
You can only have knowledge, strictly, of things concluded, in the past. It's like bottling the liberty of last summer in the bottled gooseberries."
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