"I am not one who was born in the custody of wisdom. I am one who is fond of olden times and intense in quest of the sacred knowing of the ancients." Gustave Courbet

19 June 2026

Opened.

Collier, John Lubbock, 1st Baron Avebury, 1901


Our great mistake in education is, as it seems to me, the worship of book-learning — the confusion of instruction and education. We strain the memory instead of cultivating the mind. The children in our elementary schools are wearied by the mechanical act of writing, and the interminable intricacies of spelling; they are oppressed by columns of dates, by lists of kings and places, which convey 104no definite idea to their minds, and have no near relation to their daily wants and occupations; while in our public schools the same unfortunate results are produced by the weary monotony of Latin and Greek grammar. We ought to follow exactly the opposite course with children — to give them a wholesome variety of mental food, and endeavor to cultivate their tastes, rather than to fill their minds with dry facts. The important thing is not so much that every child should be taught, as that every child should be given the wish to learn. What does it matter if the pupil knows a little more or a little less? A boy who leaves school knowing much, but hating his lessons, will soon have forgotten almost all he ever learnt; while another who had acquired a thirst for knowledge, even if he had learnt little, would soon teach himself more than the first ever knew. Children are by nature eager for information. This ought to be encouraged. In fact, we may to a great extent trust to their instincts, and in that case they will do much to educate themselves. Too often, however, the acquirement of knowledge is placed before them in a form so irksome and fatiguing that all desire for information is choked, or even crushed out; so that our schools, in fact, become places for the discouragement of learning, and thus produce the very opposite effect from that at which we aim. In short, children should be trained to observe and to think, for in that way there would be opened out to them a source of the purest enjoyment for leisure hours, and the wisest judgment in the work of life.

John Lubbock, from "Education," found in his book The Pleasures of Life

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