“If I were asked what education should give, I would say it should offer a breadth of view, ease of understanding, tolerance for others, and a background from which the mind can explore in any direction.”

— Louis L'Amour

Source: Education of a Wandering Man (1989), Ch. 1
Context: As can be guessed from the title, this book is about education, but not education in the accepted sense. No man or woman had a greater appreciation for schools than I, although few have spent less time in them. No matter how much I admire our schools, I know that no university exists that can provide an education; what a university can provide is an outline, to give the learner a direction and guidance. The rest one has to do for oneself.
If I were asked what education should give, I would say it should offer a breadth of view, ease of understanding, tolerance for others, and a background from which the mind can explore in any direction.
Education should provide the tools for widening and deepening of life, for increased appreciation of all one sees or experiences. It should equip a person to live life well, to understand what is happening about him, for to live life well one must live with awarenes.
No one can get an education, for of necessity education is a continuing process. If it does nothing else, it should provide students with the tools for learning, acquaint them with the methods of study and research, methods of pursuing and idea. We can only hope they come upon an issue they wish to pursue.

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Louis L'Amour 65

Novelist, short story writer 1908–1988

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“Along with this element of universal tolerance, I should couple our Republican system of Government, which gives to every man a share and a responsibility in the direction of public affairs. And third, I should place our system of universal free education.”

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“Perhaps you and I were born too late to explore the world and too early in history to explore the stars, but we were born at just the right time, which is pretty much all times ever, to explore language. to explore what can be said. What should be said. What should we send out to space. what that can be said will you be the first to say?”

Michael Stevens (educator) (1986) Internet personality

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“I will not say that a witness shall not be asked to what may tend to disparage him: that would prevent an investigation into the character of the witness, which may often be of importance to ascertain. I think those questions only should not be allowed to be asked which have a direct and immediate effect to disgrace or disparage the witness.”

Richard Arden, 1st Baron Alvanley (1744–1804) British judge and politician

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“This I believe: That the free, exploring mind of the individual human is the most valuable thing in the world. And this I would fight for: the freedom of the mind to take any direction it wishes, undirected.”

John Steinbeck book East of Eden

Variant: And this I believe: that the free, exploring mind of the individual human is the most valuable thing in the world. And this I would fight for: the freedom of the mind to take any direction it wishes, undirected.
Source: East of Eden (1952)
Context: And this I believe: that the free, exploring mind of the individual human is the most valuable thing in the world. And this I would fight for: the freedom of the mind to take any direction it wishes, undirected. And this I must fight against: any religion, or government which limits or destroys the individual. This is what I am and what I am about.
Context: Our species is the only creative species, and it has only one creative instrument, the individual mind and spirit of a man. Nothing was ever created by two men. There are no good collaborations, whether in art, in music, in poetry, in mathematics, in philosophy. Once the miracle of creation has taken place, the group can build and extend it, but the group never invents anything. The preciousness lies in the lonely mind of a man.
And now the forces marshaled around the concept of the group have declared a war of extermination on that preciousness, the mind of man. By disparagement, by starvation, by repressions, forced direction, and the stunning blows of conditioning, the free, roving mind is being pursued, roped, blunted, drugged. It is a sad suicidal course our species seems to have taken.
And this I believe: that the free, exploring mind of the individual human is the most valuable thing in the world. And this I would fight for: the freedom of the mind to take any direction it wishes, undirected. And this I must fight against: any religion, or government which limits or destroys the individual. This is what I am and what I am about. I can understand why a system built on a pattern must try to destroy the free mind, for it is the one thing which can by inspection destroy such a system. Surely I can understand this, and I hate it and I will fight against it to preserve the one thing that separates us from the uncreative beasts. If the glory can be killed, we are lost.

“I [Boswell] was somewhat disappointed in finding that the edition of The English Poets, for which he was to write Prefaces and Lives, was not an undertaking directed by him: but that he was to furnish a Preface and Life to any poet the booksellers pleased. I asked him if he would do this to any dunce's works, if they should ask him.
JOHNSON: "Yes, Sir, and say he was a dunce."”

Samuel Johnson (1709–1784) English writer

September 14, 1777, p. 341
Life of Samuel Johnson (1791), Vol III

“Should they answer that, if impunity were assured, they would do what was most to their selfish interest, that would be a confession that they were criminally minded; should they say that they would not do so, they would be granting that all things in and of themselves immoral should be avoided.”
Si responderint se impunitate proposita facturos, quod expediat, facinorosos se esse fateantur, si negent, omnia turpia per se ipsa fugienda esse concedant.

Marcus Tullius Cicero (-106–-43 BC) Roman philosopher and statesman

Book III, section 39; translated by Walter Miller
De Officiis – On Duties (44 BC)

“In any case paramount traditional heads of provinces should, in my view, welcome the fact that their people who have had education and experience can relieve them as in the traditional line of delegation from the many functions the chiefs are required to do now, particularly if they are public servants or have not had the background of education and service as their people.”

Epeli Ganilau (1951) Fijian politician

Views on the chiefly system

“I always believed that at some time fate would take from me the terrible effort and duty of educating myself. I believed that, when the time came, I would discover a philosopher to educate me, a true philosopher whom one could follow without any misgiving because one would have more faith in him than one had in oneself. Then I asked myself: what would be the principles by which he would educate you?—and I reflected on what he might say about the two educational maxims which are being hatched in our time. One of them demands that the educator should quickly recognize the real strength of his pupil and then direct all his efforts and energy and heat at them so as to help that one virtue to attain true maturity and fruitfulness. The other maxim, on the contrary, requires that the educator should draw forth and nourish all the forces which exist in his pupil and bring them to a harmonious relationship with one another. … But where do we discover a harmonious whole at all, a simultaneous sounding of many voice in one nature, if not in such men as Cellini, men in whom everything, knowledge, desire, love, hate, strives towards a central point, a root force, and where a harmonious system is constructed through the compelling domination of this living centre? And so perhaps these two maxims are not opposites at all? Perhaps the one simply says that man should have a center and the other than he should also have a periphery? That educating philosopher of whom I dreamed would, I came to think, not only discover the central force, he would also know how to prevent its acting destructively on the other forces: his educational task would, it seemed to me, be to mould the whole man into a living solar and planetary system and to understand its higher laws of motion.”

Friedrich Nietzsche Untimely Meditations

“Schopenhauer as educator,” § 3.2, R. Hollingdale, trans. (1983), pp. 130-131
Untimely Meditations (1876)

“Upon the subject of education, not presuming to dictate any plan or system respecting it, I can only say that I view it as the most important subject which we as a people can be engaged in.”

Abraham Lincoln (1809–1865) 16th President of the United States

Address Delivered in Candidacy for the State Legislature (9 March 1832)
1830s
Context: Upon the subject of education, not presuming to dictate any plan or system respecting it, I can only say that I view it as the most important subject which we as a people can be engaged in. That every man may receive at least a moderate education, and thereby be enabled to read the histories of his own and other countries, by which he may duly appreciate the value of our free institutions, appears to be an object of vital importance, even on this account alone, to say nothing of the advantages and satisfaction to be derived from all being able to read the Scriptures, and other works both of a religious and moral nature, for themselves.

“If the reader now asks what do I think of this paper or that process, of this brand of plates or of that? Is intensification or reduction to be resorted to? Are enlargements as good as direct work? I have but one answer to all, and that is that only those methods are good which will give you a satisfactory realization of the idea you have in mind. Any paper or process which will do this is good. If an enlargement from a small negative seems to give a fairly satisfactory expression of the idea intended, and the smaller direct print fails, there is your answer; and neither the writer or any one else has any knowledge which can give you a better.”

Alfred Horsley Hinton (1863–1908) British photographer

Source: Practical Pictorial Photography, 1898, Development of negatives, p. 107

“If I were asked what education should give, I would say it should offer a breadth of view, ease of understanding, tolerance for others, and a background from which the mind can explore in any direction.”

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Louis L'Amour 65

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