H. L. Mencken Quotes About Education
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The average schoolmaster is and always must be essentially an ass, for how can one imagine an intelligent man engaging in so puerile an avocation.
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No one in this world, so far as I know--and I have searched the records for years, and employed agents to help me--has ever lost money by underestimating the intelligence of the great masses of the plain people. Nor has any one ever lost public office thereby. The mistake that is made always runs the other way. Because the plain people are able to speak and understand, and even, in many cases, to read and write, it is assumed that they have ideas in their heads, and an appetite for more. This assumption is folly. They dislike ideas, for ideas make them uncomfortable.
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School days, I believe, are the unhappiest in the whole span of human existence.
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Consider him in his highest incarnation: the university professor. What is his function? Simply to pass on to fresh generations of numskulls a body of so-called knowledge that is fragmentary, unimportant, and, in large part, untrue. His whole professional activity is circumscribed by the prejudices, vanities and avarices of his university trustees, i.e., a committee of soap-boilers, nail manufacturers, bank-directors and politicians. The moment he offends these vermin he is undone. He cannot so much as think aloud without running a risk of having them fan his pantaloons.
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A man who knows a subject thoroughly, a man so soaked in it that he eats it, sleeps it and dreams it- this man can always teach it with success, no matter how little he knows of technical pedagogy.
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The aim of public education is not to spread enlightenment at all; it is simply to reduce as many individuals as possible to the same safe level, to breed a standard citizenry, to put down dissent and originality.
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The best teacher is not the one who knows most but the one who is most capable of reducing knowledge to that simple compound of the obvious and wonderful.
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At a time when the respectable bourgeois youngsters of my generation were college freshmen, oppressed by simian sophomores and affronted with balderdash daily and hourly by chalky pedagogues, I was at large in a wicked seaport of half a million people, with a front seat at every public show, as free of the night as of day, and getting earfuls of instruction in a hundred giddy arcana, none of them taught in schools.... [But] if I neglected the humanities, I was meanwhile laying in all the worldly wisdom of a police lieutenant, a bartender, a shyster lawyer, or a midwife.
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