School days, I believe, are the unhappiest in the whole span of human existence. They are full of dull, unintelligible tasks, new and unpleasant ordinances, brutal violations of common sense and common decency. It doesn't take a reasonably bright boy long to discover that most of what is rammed into him is nonsense, and that no one really cares very much whether he learns it or not.
Interpretation
School days can often be seen as monotonous and devoid of genuine value, leading to unhappiness.
H. L. Mencken critiques the educational system, portraying school as an unhappy time filled with meaningless tasks that violate common sense. He suggests that students quickly realize that much of what they are forced to learn is irrelevant, and educators are indifferent to their understanding, leading to a sense of disillusionment and frustration among students.
In practice
In a speech about the flaws of current educational practices.
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.
I want to start two institutions, one in Madras and one in Calcutta, to carry out my plan; and that plan briefly is to bring the Vedantic ideals into the everyday practical life of the saint or the sinner, of the sage or the ignoramus, of the Brahmin or the Pariah.
Africa's youth are probably one of its greatest resources. There's a tendency to see youth, for example as a problem. But for the continent of Africa, youth are an opportunity, and they are an opportunity that the continent needs to take advantage of.
You know that I don't believe that anyone has ever taught anything to anyone. I question that efficacy of teaching. The only thing that I know is that anyone who wants to learn will learn. And maybe a teacher is a facilitator, a person who puts things down and shows people how exciting and wonderful it is and asks them to eat.
Kids need to encounter kids like themselves - kids who can sometimes be crabby and fresh and rebellious, kids who talk back and disobey, tell fibs and get into trouble, and are nonetheless still likable and redeemable.
I believe there should be breakfast, lunch and afternoon snack, all for free and for every child that goes to school. And all food that is good, clean and fair.
Versatility of education can be found in our best poetry, but the depth of mankind should be found in the philosopher.
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