George Long Quotes

A man who attempts to debate when he cannot listen must make a wretched display of impotence.

The chief business of education... is to attempt to form good habits in children, to improve the understanding, and to check the formation of bad habits.

Real learning... is a thing in which the learner is not a receiver only of words written or spoken: he must be a doer.

This is his [Marcus Aurelius Antoninus'] conclusion (II. 17): "What then is that which is able to conduct a man? One thing and only one, Philosophy. But this consists in keeping the divinity within a man free from violence and unharmed, superior to pains and pleasures, doing nothing without a purpose nor yet falsely and with hypocrisy, not feeling the need of another man's doing or not doing anything; and besides, accepting all that happens and all that is allotted, as coming from thence, wherever it is, from whence he himself came; and, finally, waiting for death with a cheerful mind as being nothing else than a dissolution of the elements of which every living being is compounded. But if there is no harm to the elements themselves in each continually changing into another, why should a man have any apprehension about the change and dissolution of all the elements [himself]? for it is according to nature; and nothing is evil that is according to nature."

It is an undoubted truth that, if a thing is not learned well, there is more harm done than good acquired.

Some distinguished philosophers think that boys' eyes should be taught or trained to the examination of objects: in other words, that boys should be taught to observe things and to see likeness and difference. It is done to some extent by all boys: their games teach them something, and they know a cake from an apple. But the power of careful, patient looking at a thing is not fully acquired without some pains on the part of a teacher. When a boy reads aloud, he must look carefully at the words and letters, or he will blunder. This is an instance of observation. But the philosophers mean, I believe, that we should introduce certain things called sciences into school teaching.

Besides the want of arrangement in the original [work of Marcus Aurelius] and of connection among the numerous paragraphs, the corruption of the text, the obscurity of the language and the style, and sometimes perhaps the confusion in the writer's own ideas - besides all this there is occasionally an apparent contradiction in the emperor's thoughts, as if his principles were sometimes unsettled, as if doubt sometimes clouded his mind.

It is almost useless to warn against this multiplicity of subjects which now distract boys and perplex teachers. The experiment of teaching a little of all things must be tried: it is demanded by opinion, founded on small or no reflection, it is required by competition for prizes, distinctions, and places; and it is encouraged by examinations and the questions proposed, which direct in a manner the course of education.

A prudent governor will not roughly oppose even the superstitions of his people, and though he may wish they were wiser, he will know that he cannot make them so by offending their prejudices.

I am not a man of science, and I do not wish to be thought so. If I were, I would rather not have the name. There are men, named men of science, for whom I have great respect; there are many for whom I have no respect.

Prometheus... found the human race in a pitiable condition. They saw, he says, but they really saw not: they heard, but they understood not: they were like the phantoms of our dreams, and their labour was useless and unprofitable.

The emperor Antoninus was a practical moralist. From his youth he followed a laborious discipline, and though his high station placed him above all want or the fear of it, he lived as frugally and temperately as the poorest philosopher.

What must we do with these sciences in schools—I mean the elementary part of them? for... the amount which we can teach in a school to the ordinary kind of boys, that is the very great majority, is not much.

Every man who observes, must have seen what bad listeners most people are. Inability to attend carefully to what is spoken is a great defect, which leads to blunders, misrepresentation, and sometimes to quarrels.

The power of attending to what is spoken, or in other words the power of listening, is one of the most useful habits that we can acquire; it keeps the mind active, and we can thus learn not only by hearing, but by reading and reflection, by fixing our minds steadily on the matter which we wish to master. It is... in a great degree, the sure means of success in all that we undertake; and if the power is not acquired early in life, great labour will be necessary to acquire it afterwards.