“The Working Man as yet sought only to know his craft; and educated himself sufficiently by ploughing and hammering, under the conditions given, and in fit relation to the persons given: a course of education, then as now and ever, really opulent in manful culture and instruction to him; teaching him many solid virtues, and most indubitably useful knowledges; developing in him valuable faculties not a few both to do and to endure,—among which the faculty of elaborate grammatical utterance, seeing he had so little of extraordinary to utter, or to learn from spoken or written utterances, was not bargained for; the grammar of Nature, which he learned from his mother, being still amply sufficient for him. This was, as it still is, the grand education of the Working Man. As for the Priest, though his trade was clearly of a reading and speaking nature, he knew also in those veracious times that grammar, if needful, was by no means the one thing needful, or the chief thing. By far the chief thing needful, and indeed the one thing then as now, was, That there should be in him the feeling and the practice of reverence to God and to men; that in his life's core there should dwell, spoken or silent, a ray of pious wisdom fit for illuminating dark human destinies;—not so much that he should possess the art of speech, as that he should have something to speak!”

1850s, Latter-Day Pamphlets (1850), Stump Orator (May 1, 1850)

The Scouter http://www.thedump.scoutscan.com/outlook.html (January, 1912)

The Education of Henry Adams (1907)

1840s, Heroes and Hero-Worship (1840), The Hero As King

Fragments of Markham's notes
The Nemesis of Faith (1849)
Context: Finally rises philosophy, which, after a few monstrous efforts from Calvin to Leibnitz to reconcile contradictions and form a theodice, comes out boldly in Spinozism to declare the impossibility of the existence of a power antagonistic to God; and defining the perfection of man's nature, as the condition under which it has fullest action and freest enjoyment of all its powers, sets this as a moral ideal hefore us, toward which we shall train our moral efforts as the artist trains his artistic efforts towards his ideal. The success is various, as the faculties and conditions which God has given are various; but the spectre which haunted the conscience is gone. Our failures are errors, not crimes — nature's discipline with which God teaches us; and as little violations of His law, or rendering us guilty in His eyes, as the artist's early blunders, or even ultimate and entire failures, are laying store of guilt on him.

Part II. Ch. 2 : Mathematical Definitions and Education, p. 128
Variant translation: The chief aim of mathematics teaching is to develop certain faculties of the mind, and among these intuition is by no means the least valuable.
Science and Method (1908)
Context: The principal aim of mathematical education is to develop certain faculties of the mind, and among these intuition is not the least precious. It is through it that the mathematical world remains in touch with the real world, and even if pure mathematics could do without it, we should still have to have recourse to it to fill up the gulf that separates the symbol from reality.

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 130.

The Timeless Path (2009)

Part 1, Book 1, ch. 2, sect. 7.
Philosophy of the Inductive Sciences (1840)