“Piety, then, needs a counterpoise, something to prevent it from being exercised in an excessively rigid way; and this it has, in most intellectual temperaments, in the quality I would call playfulness. We speak of the play of the mind; and certainly the intellectual relishes the play of the mind for its own sake, and finds in it one of the major values in life. What one thinks of here is the element of sheer delight in intellectual activity. Seen in this guise, intellect may be taken as the healthy animal spirits of the mind, which come into exercise when the surplus of mental energies is released from the tasks required for utility and mere survival. “Man is perfectly human,” said Schiller, “only when he plays.” And it is this awareness of an available surplus beyond the requirements of mere existence that his maxim conveys to us. Veblen spoke often of the intellectual faculty as “idle curiosity”—but this is a misnomer in so far as the curiosity of the playful mind is inordinately restless and active. This very restlessness and activity gives a distinctive cast to its view of truth and its discontent with dogmas.”

— Richard Hofstadter

Source: Anti-Intellectualism in American Life (1974), p. 30

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Richard Hofstadter 34

American historian 1916–1970

Richard Hofstadter (1916–1970) American historian

Source: Anti-Intellectualism in American Life (1974), p. 33

“Historically, it may be useful to fancy playfulness and piety as being the respective residues of the aristocratic and priestly backgrounds of the intellectual function. The element of play seems to be rooted in the ethos of the leisure class, which has always been central in the history of creative imagination and humanistic learning. The element of piety is reminiscent of the priestly inheritance of the intellectuals: the quest for and the possession of truth was a holy office. As their legatee, the modern intellectual inherits the vulnerability of the aristocrat to the animus of Puritanism and egalitarianism and the vulnerability of the priest to anticlericalism and popular assaults upon hierarchy. We need not be surprised, then, if the intellectual’s position has rarely been comfortable in a country which is, above all others, the home of the democrat and the antinomian.”

Richard Hofstadter (1916–1970) American historian

Source: Anti-Intellectualism in American Life (1974), pp. 32-33

“The professional man lives off ideas, not for them. … He has acquired a stock of mental skills that are for sale. The skills are highly developed, but we do not think of him as being an intellectual if certain qualities are missing from his work—disinterested intelligence, generalizing power, free speculation, fresh observation, creative novelty, radical criticism. At home he may happen to be an intellectual, but at his job he is a hired mental technician who uses his mind for the pursuit of externally determined ends. It is this element—the fact that ends are set from some interest or vantage point outside the intellectual process itself—which characterizes both the zealot, who lives obsessively for a single idea, and the mental technician, whose mind is used not for free speculation but for a salable end. The goal here is external and not self-determined, whereas the intellectual life has a certain spontaneous character and inner determination. It has also a peculiar poise of its own, which I believe is established by a balance between two basic qualities in the intellectual’s attitude toward ideas—qualities that may be designated as playfulness and piety.”

Richard Hofstadter (1916–1970) American historian

Source: Anti-Intellectualism in American Life (1974), p. 27

“The English mind is intelligent rather than intellectual. The French are intellectual in the sense that the intellect is emancipated and left free to run its own course.”

Ralph Barton Perry (1876–1957) American philosopher

Chap XXXI.
The Present Conflict of Ideals: A Study of the Philosophical Background of the World War (1918)

“The moral faculties are generally esteemed, and with justice, as of higher value than the intellectual powers. But we should always bear in mind that the activity of the mind in vividly recalling past impressions is one of the fundamental though secondary bases of conscience. This fact affords the strongest argument for educating and stimulating in all possible ways the intellectual faculties of every human being.”

Charles Darwin book The Descent of Man, and Selection in Relation to Sex

volume II, chapter XXI: "General Summary and Conclusion", page 393 http://darwin-online.org.uk/content/frameset?pageseq=410&itemID=F937.2&viewtype=image
The Descent of Man (1871)