It is, in fact, nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom; without this it goes to wrack and ruin without fail. It is a grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty.
Interpretation
Curiosity thrives on freedom and stimulation, not coercion.
In this quote, Albert Einstein emphasizes the importance of preserving the natural curiosity that drives inquiry and learning. He warns against the dangers of overly rigid educational methods that can stifle students' inherent desire to explore and discover, asserting that true enjoyment and knowledge cannot be enforced through pressure or obligation, but rather flourish in an environment that encourages freedom and exploration.
In practice
In a speech about educational reform, one might quote Einstein to highlight the need for creative teaching methods.
I cannot then believe in this concept of an anthropomorphic God who has the powers of interfering with these natural laws. As I said before, the most beautiful and most profound religious emotion that we can experience is the sensation of the mystical. And this mysticality is the power of all true science.
If I would follow your advice and Jesus could perceive it, he, as a Jewish teacher, surely would not approve of such behavior.
I want to know all Gods thoughts; all the rest are just details.
In the middle of adversity there is great opportunity.
I do not believe that civilization will be wiped out in a war fought with the atomic bomb. Perhaps two-thirds of the people of the earth will be killed.
To me the worst thing seems to be a school principally to work with methods of fear, force and artificial authority. Such treatment destroys the sound sentiments, the sincerity and the self-confidence of pupils and produces a subservient subject.
One of the main truths of all education is that if the young are not always right, the old are always wrong.
That is the future, and it is probably nearer than we think. But our primary problem as universities is not engineering that future. We must rise above the obsession with quantity of information and speed of transmission, and recognize that the key issue for us is our ability to organize this information once it has been amassed - to assimilate it, find meaning in it, and assure its survival for use by generations to come.
As a people, we value family, education and success. Hunger is an enemy to all three. Scientific studies have demonstrated that even brief periods of hunger can permanently inhibit a child's mental, emotional and physical growth. Kids who are hungry do poorly in school and are unlikely to grow into productive adults. For families, experiencing hunger means living in a world of isolation and shame. Caring citizens must put an end to this disgrace.
Our popular economics writers, however, are not in the business of giving their readers a ringside seat on the research action; with no exception I can think of, they use their books to do an end run around the normal structure of scholarship, to preach ideas that few serious economists share. Often, these ideas are not just at odds with the professional consensus; they are demonstrably wrong, and sometimes terminally silly. But they sound good to the unwary reader.
I have a big problem with people who glamorize dumbness and demonize education and intellect. And I'm giving a pretty good description of Sarah Palin right now.
If you teach a poor young man to shave himself, and keep his razor in order, you may contribute more to the happiness of his life than in giving him a thousand guineas. This sum may be soon spent, the regret only remaining of having foolishly consumed it; but in the other case, he escapes the frequent vexation of waiting for barbers, and of their sometimes dirty fingers, offensive breaths, and dull razors.
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