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A principal aim of education is to give students a taste for literature, for the books of life and power, and to accomplish this, it is necessary that their minds be held aloof from the babblement and discussions of the hour, that they may accustom themselves to take interest in the words and deeds of the greatest men, and so make themselves able and worthy to shape a larger and nobler future; but if their hours of leisure are spent over journals and reviews, they will, in later years, become the helpless victims of the newspaper habit.
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p. 148

 

John Lancaster Spalding

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Date not the life which thou hast run by the mean of reckoning of the hours and days, which though hast breathed: a life spent worthily should be measured by a nobler line, — by deeds, not years...

 

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I have insisted on our own activity as essential to our progress; but we were not made to live or advance alone. Society is as needful to us as air or food. A child doomed to utter loneliness, growing up without sight or sound of human beings, would not put forth equal power with many brutes; and a man, never brought into contact with minds superior to his own, will probably run one and the same dull round of thought and action to the end of llfe.
It is chiefly through books that we enjoy intercourse with superior minds, and these invaluable means of communication are in the reach of all. In the best books great men talk to us, give us their most precious thoughts, and pour their souls into ours. God be thanked for books. They are the voices of the distant and the dead, and make us heirs of the spiritual life of past ages. Books are true levelers. They give to all, who will faithfully use them, the society, the spiritual presence, of the best and greatest of our race.

 

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Ever since 1958, I have spent much time on a new interest; the future of our industrial civilization. I became more and more convinced that a serious mismatch has developed between technology and our social institutions, and that inventive minds ought to consider social inventions as their first priority. This conviction has found expression in three books, Inventing the Future, 1963, Innovations, 1970, and The Mature Society, 1972. Though I still have much unfinished technological work on my hands, I consider this as my first priority in my remaining years.

 

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The purblind majority quite honestly believed that literature was meant to mimic human life, and that it did so. And in consequence, their love-affairs, their maxims, their so-called natural ties and instincts, and above all, their wickedness, became just so many bungling plagiarisms from something they had read, in a novel or a Bible or a poem or a newspaper. People progressed from the kindergarten to the cemetery assuming that their emotion at every crisis was what books taught them was the appropriate emotion, and without noticing that it was in reality something quite different. Human life was a distorting tarnished mirror held up to literature: this much at least of Wilde's old paradox — that life mimicked art — was indisputable. Human life, very clumsily, tried to reproduce the printed word.

 

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The motor rule. In its beginnings the motor rule merges into habit. During the first few months of an infant's life, its manner of taking the breast, of laying its head on the pillow, etc., becomes crystallized into imperative habits. This is why education must begin in the cradle. To accustom the infant to get out of its own difficulties or to calm it by rocking it may be to lay the foundations of a good or of a bad disposition.
But not every habit will give rise to the knowledge of a rule. The habit must first be frustrated, and the ensuing conflict must lead to an active search for the habitual. Above all, the particular succession must be perceived as regular, i.e. there must be judgment or consciousness of regularity (Regelbewusstseiri). The motor rule is therefore the result of a feeling of repetition which arises out of the ritualization of schemas of motor adaptation.

 

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