Quotes by Writers - Page 108

Hold childhood in reverence, and do not be in any hurry to judge it for good or ill. Leave exceptional cases to show themselves, let their qualities be tested and confirmed, before special methods are adopted. Give nature time to work before you take over her business, lest you interfere with her dealings. You assert that you know the value of time and are afraid to waste it. You fail to perceive that it is a greater waste of time to use it ill than to do nothing, and that a child ill taught is further from virtue than a child who has learnt nothing at all. You are afraid to see him spending his early years doing nothing. What! is it nothing to be happy, nothing to run and jump all day? He will never be so busy again all his life long. Plato, in his Republic, which is considered so stern, teaches the children only through festivals, games, songs, and amusements. It seems as if he had accomplished his purpose when he had taught them to be happy; and Seneca, speaking of the Roman lads in olden days, says, "They were always on their feet, they were never taught anything which kept them sitting." Were they any the worse for it in manhood? Do not be afraid, therefore, of this so-called idleness. What would you think of a man who refused to sleep lest he should waste part of his life? You would say, "He is mad; he is not enjoying his life, he is robbing himself of part of it; to avoid sleep he is hastening his death." Remember that these two cases are alike, and that childhood is the sleep of reason.The apparent ease with which children learn is their ruin. You fail to see that this very facility proves that they are not learning. Their shining, polished brain reflects, as in a mirror, the things you show them, but nothing sinks in. The child remembers the words and the ideas are reflected back; his hearers understand them, but to him they are meaningless.Although memory and reason are wholly different faculties, the one does not really develop apart from the other. Before the age of reason the child receives images, not ideas; and there is this difference between them: images are merely the pictures of external objects, while ideas are notions about those objects determined by their relations.
That's what we've been taught, this is the underpinning of all European culture-this firm belief that there are no secrets that won't sooner or later come to light. Who was it that said it? Jesus? No, Pascal, I think it was… so naïve. But this faith has been nurtured for centuries; it has sprouted its own mythology: the cranes of Ibycus, manuscripts don't burn. An ontological faith in the fundamental knowability of every human deed. The certainty that, as they now teach journalism majors, you can find everything on the Internet. As if the Library of Alexandria never existed. Or the Pogruzhalsky arson, when the whole historical section of the Academy of Sciences' Public Library, more than six-hundred thousand volumes, including the Central Council archives from 1918, went up in flames. That was in the summer of 1964; Mom was pregnant with me already, and almost for an entire month afterward, as she made her way to work at the Lavra, she would get off the trolleybus when it got close to the university and take the subway the rest of the way: above ground, the stench from the site of the fire made her nauseous. Artem said there were early printed volumes and even chronicles in that section-our entire Middle Ages went up in smoke, almost all of the pre-Muscovite era. The arsonist was convicted after a widely publicized trial, and then was sent to work in Moldova's State Archives: the war went on. And we comforted ourselves with "manuscripts don't burn."Oh, but they do burn. And cannot be restored.