Quotes by Writers - Page 23

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.
Suppose, and the facts leave us quite free to suppose it, suppose that the latent sapiens in us succeeds in its urge to rationalize life, suppose we do satisfy our dogmatic demand for freedom, equality, universal abundance, lives of achievement, hope and cooperation throughout this still largely unexplored and undeveloped planet, and find ourselves all the better for having done so. It can be done. It may be done. Suppose it done. Surely that in itself will be good living. “But,” says that dead end; that human blight, Mr. Chamble Pewter, making his point with a squeak in his voice and tears of controversial bitterness in his eyes, “What is the good of it? Will there be any finality in your success?” he asks. None whatever, is the answer. Why should there be? Yet a vista of innumerable happy generations, an abundance of life at present inconceivable, and at the end, not extinction necessarily, not immortality, but complete uncertainty, is surely sufficient prospect for the present. We are not yet Homo sapiens, but when at last our intermingled and selected offspring, carrying on the life that is now in us, when they, who are indeed ourselves, our heredity of body, thought and will, reassembled and enhanced, have established their claim to that title — can we doubt that they will be facing things at present unimaginable, weighing pros and cons altogether beyond our scope? They will see far and wide in an ever-growing light while we see as in a glass darkly. Things yet unimaginable. They may be good by our current orientation of things; they may be evil. Why should they not be in the nature of our good and much more than our good —“beyond good and evil?
A lot of the nonsense was the innocent result of playfulness on the part of the founding fathers of the nation of Dwayne Hoover and Kilgore Trout. The founders were aristocrats, and they wished to show off their useless eduction, which consisted of the study of hocus-pocus from ancient times. They were bum poets as well. But some of the nonsense was evil, since it concealed great crime. For example, teachers of children in the United States of America wrote this date on blackboards again and again, and asked the children to memorize it with pride and joy:1492The teachers told the children that this was when their continent was discovered by human beings. Actually, millions of human beings were already living full and imaginative lives on the continent in 1492. That was simply the year in which sea pirates began to cheat and rob and kill them.Here was another piece of nonsense which children were taught: that the sea pirates eventually created a government which became a beacon of freedom of human beings everywhere else. There were pictures and statues of this supposed imaginary beacon for children to see. It was sort of ice-cream cone on fire. It looked like this:[image]Actually, the sea pirates who had the most to do with the creation of the new government owned human slaves. They used human beings for machinery, and, even after slavery was eliminated, because it was so embarrassing, they and their descendants continued to think of ordinary human beings as machines.The sea pirates were white. The people who were already on the continent when the pirates arrived were copper-colored. When slavery was introduced onto the continent, the slaves were black.Color was everything.Here is how the pirates were able to take whatever they wanted from anybody else: they had the best boats in the world, and they were meaner than anybody else, and they had gunpowder, which is a mixture of potassium nitrate, charcoal, and sulphur. They touched the seemingly listless powder with fire, and it turned violently into gas. This gas blew projectiles out of metal tubes at terrific velocities. The projectiles cut through meat and bone very easily; so the pirates could wreck the wiring or the bellows or the plumbing of a stubborn human being, even when he was far, far away.The chief weapon of the sea pirates, however, was their capacity to astonish. Nobody else could believe, until it was much too late, how heartless and greedy they were.