Reading list (1972 edition)[edit]1.tHomer – Iliad, Odyssey2.tThe Old Testament3.tAeschylus – Tragedies4.tSophocles – Tragedies5.tHerodotus – Histories6.tEuripides – Tragedies7.tThucydides – History of the Peloponnesian War8.tHippocrates – Medical Writings9.tAristophanes – Comedies10.tPlato – Dialogues11.tAristotle – Works12.tEpicurus – Letter to Herodotus; Letter to Menoecus13.tEuclid – Elements14.tArchimedes – Works15.tApollonius of Perga – Conic Sections16.tCicero – Works17.tLucretius – On the Nature of Things18.tVirgil – Works19.tHorace – Works20.tLivy – History of Rome21.tOvid – Works22.tPlutarch – Parallel Lives; Moralia23.tTacitus – Histories; Annals; Agricola Germania24.tNicomachus of Gerasa – Introduction to Arithmetic25.tEpictetus – Discourses; Encheiridion26.tPtolemy – Almagest27.tLucian – Works28.tMarcus Aurelius – Meditations29.tGalen – On the Natural Faculties30.tThe New Testament31.tPlotinus – The Enneads32.tSt. Augustine – On the Teacher; Confessions; City of God; On Christian Doctrine33.tThe Song of Roland34.tThe Nibelungenlied35.tThe Saga of Burnt Njál36.tSt. Thomas Aquinas – Summa Theologica37.tDante Alighieri – The Divine Comedy;The New Life; On Monarchy38.tGeoffrey Chaucer – Troilus and Criseyde; The Canterbury Tales39.tLeonardo da Vinci – Notebooks40.tNiccolò Machiavelli – The Prince; Discourses on the First Ten Books of Livy41.tDesiderius Erasmus – The Praise of Folly42.tNicolaus Copernicus – On the Revolutions of the Heavenly Spheres43.tThomas More – Utopia44.tMartin Luther – Table Talk; Three Treatises45.tFrançois Rabelais – Gargantua and Pantagruel46.tJohn Calvin – Institutes of the Christian Religion47.tMichel de Montaigne – Essays48.tWilliam Gilbert – On the Loadstone and Magnetic Bodies49.tMiguel de Cervantes – Don Quixote50.tEdmund Spenser – Prothalamion; The Faerie Queene51.tFrancis Bacon – Essays; Advancement of Learning; Novum Organum, New Atlantis52.tWilliam Shakespeare – Poetry and Plays53.tGalileo Galilei – Starry Messenger; Dialogues Concerning Two New Sciences54.tJohannes Kepler – Epitome of Copernican Astronomy; Concerning the Harmonies of the World55.tWilliam Harvey – On the Motion of the Heart and Blood in Animals; On the Circulation of the Blood; On the Generation of Animals56.tThomas Hobbes – Leviathan57.tRené Descartes – Rules for the Direction of the Mind; Discourse on the Method; Geometry; Meditations on First Philosophy58.tJohn Milton – Works59.tMolière – Comedies60.tBlaise Pascal – The Provincial Letters; Pensees; Scientific Treatises61.tChristiaan Huygens – Treatise on Light62.tBenedict de Spinoza – Ethics63.tJohn Locke – Letter Concerning Toleration; Of Civil Government; Essay Concerning Human Understanding;Thoughts Concerning Education64.tJean Baptiste Racine – Tragedies65.tIsaac Newton – Mathematical Principles of Natural Philosophy; Optics66.tGottfried Wilhelm Leibniz – Discourse on Metaphysics; New Essays Concerning Human Understanding;Monadology67.tDaniel Defoe – Robinson Crusoe68.tJonathan Swift – A Tale of a Tub; Journal to Stella; Gulliver's Travels; A Modest Proposal69.tWilliam Congreve – The Way of the World70.tGeorge Berkeley – Principles of Human Knowledge71.tAlexander Pope – Essay on Criticism; Rape of the Lock; Essay on Man72.tCharles de Secondat, baron de Montesquieu – Persian Letters; Spirit of Laws73.tVoltaire – Letters on the English; Candide; Philosophical Dictionary74.tHenry Fielding – Joseph Andrews; Tom Jones75.tSamuel Johnson – The Vanity of Human Wishes; Dictionary; Rasselas; The Lives of the Poets
Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered.In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck.Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students.This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not.The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.