This passion, so unordered and yet so potent, explains the capacity for teaching that one frequently observes in scientific men of high attainments in their specialties-for example, Huxley, Ostwald, Karl Ludwig, Virchow, Billroth, Jowett, William G. Sumner, Halsted and Osler-men who knew nothing whatever about the so-called science of pedagogy, and would have derided its alleged principles if they had heard them stated.
Interpretation
The quote highlights how passionate individuals can teach effectively, despite lacking formal training in pedagogy.
H. L. Mencken emphasizes that some of the most accomplished scientists and thinkers possess a natural ability to teach and convey knowledge, driven by their passion for their subject matter. Even without a formal background in educational theory or methods, these individuals exemplify how enthusiasm and a deep understanding of one's specialty can inspire and educate others. This suggests that effective teaching stems from passion and expertise rather than adherence to strict pedagogical principles.
In practice
In a speech at a science conference to inspire educators.
I know a good many men of great learning-that is, men born with an extraordinary eagerness and capacity to acquire knowledge. One and all, they tell me that they can't recall learning anything of any value in school. All that schoolmasters managed to accomplish with them was to test and determine the amount of knowledge that they had already acquired independently-and not infrequently the determination was made clumsily and inaccurately.
It takes a long while for a naturally trustful person to reconcile himself to the idea that after all God will not help him
It is the theory of all modern civilized governments that they protect and foster the liberty of the citizen; it is the practice of all of them to limit its exercise, and sometimes very narrowly.
The central belief of every moron is that he is the victim of a mysterious conspiracy against his common rights and true deserts.
The cure for the evils of democracy is more democracy.
It is my conviction that no normal man ever fell in love, within the ordinary meaning of the term, after the age of thirty.
Nothing would please us more than to see our beloved children form the habit of reading the Gospels - not merely from time to time, but every day.
Years should not be devoted to the acquisition of dead languages or to the study of history which, for the most part, is a detailed account of things that never occurred. It is useless to fill the individual with dates of great battles, with the births and deaths of kings. They should be taught the philosophy of history, the growth of nations, of philosophies, theories, and, above all, of the sciences.
When I first saw children's television, I thought it was perfectly horrible. And I thought there was some way of using this fabulous medium to be of nurture to those who would watch and listen.
It's the way I study - to understand something by trying to work it out or, in other words, to understand something by creating it. Not creating it one hundred percent, of course; but taking a hint as to which direction to go but not remembering the details. These you work out for yourself.
If we commit ourselves to reading thus increasing our knowledge, only God limits how far we can go in this world.
How can we expect young people to be rooted in things such as character, morality and honesty? How is one supposed to be at once an arrow soaring skyward and an oak planted firmly in the ground? The meritocratic culture hones strivers on every aspect of their lives save one - how to cultivate character.
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