Mark Pattison, Suggestions on Academical Organisation:

“As teaching institutions, their universities have great merits and equally great defects. But as establishments for the cultivation and encouragement of the highest learning, the German universities have left everything of the kind at this moment existing in Europe behind them. Though known to us as the German system, there is, however, nothing peculiarly Germanic in the arrangements of their universities, so far as their commanding reputation is due to those arrangements. The only peculiarity which they derive from country is one which may possibly be lost to them before long. The rivalry between a number of petty states, ambitious to compensate for their political insignificance by distinction in science, has been at least one cause of the eminence which the German university system has now attained. However this may be, it is not as schools, but as centres of mental activity in science, that these institutions command the attention of Europe, and have become the referees to whose verdict every product of mind must be unconditionally submitted. The German university, Dr. Dollinger goes so far as to say, has nothing but the name in common with the university of France, or the universities of England. It is an association of men of learning and science, under the title of professors. The position created for them is such as to place them under the most powerful inducements to devote their whole mind and energies to the cultivation of some practical branch of knowledge. In a large university, such as Berlin, every science, and almost every subdivision of science, is represented. Of teachers of various grades, Berlin numbers now about 170. These are not endowed out of Church property, or out of rent of land in any shape, but are paid out of the annual taxation. This is not certainly an advantage either to themselves or to the country, but is mentioned to show what sacrifices other countries, not so rich as ourselves, are willing to make for an object which we have not yet come in sight of as a desideratum. The reputation of Berlin rests not upon any education given to its 2000 students, but upon the scientific industry of its professors. ‘The life of a professor’ (Professor Ritschl is reported to have said) ‘would be a very pleasant one if it was not for the lecturing.'”

A.E. Housman, Fragment of a Greek Tragedy:

CHORUS: O suitably-attired-in-leather-boots
Head of a traveller, wherefore seeking whom
Whence by what way how purposed art thou come
To this well-nightingaled vicinity?
My object in inquiring is to know.
But if you happen to be deaf and dumb
And do not understand a word I say,
Then wave your hand, to signify as much.

ALCMAEON: I journeyed hither a Boetian road.
CHORUS: Sailing on horseback, or with feet for oars?
ALCMAEON: Plying with speed my partnership of legs.
CHORUS: Beneath a shining or a rainy Zeus?
ALCMAEON: Mud’s sister, not himself, adorns my shoes.
CHORUS: To learn your name would not displease me much.
ALCMAEON: Not all that men desire do they obtain.
CHORUS: Might I then hear at what thy presence shoots.
ALCMAEON: A shepherd’s questioned mouth informed me that–
CHORUS: What? for I know not yet what you will say.
ALCMAEON: Nor will you ever, if you interrupt.
CHORUS: Proceed, and I will hold my speechless tongue.
ALCMAEON: This house was Eriphyle’s, no one else’s.
CHORUS: Nor did he shame his throat with shameful lies.
ALCMAEON: May I then enter, passing through the door?
CHORUS: Go chase into the house a lucky foot.
And, O my son, be, on the one hand, good,
And do not, on the other hand, be bad;
For that is very much the safest plan.
ALCMAEON: I go into the house with heels and speed.

CHORUS

Strophe

In speculation
I would not willingly acquire a name
For ill-digested thought;
But after pondering much
To this conclusion I at last have come:
LIFE IS UNCERTAIN.
This truth I have written deep
In my reflective midriff
On tablets not of wax,
Nor with a pen did I inscribe it there,
For many reasons: LIFE, I say, IS NOT
A STRANGER TO UNCERTAINTY.
Not from the flight of omen-yelling fowls
This fact did I discover,
Nor did the Delphine tripod bark it out,
Nor yet Dodona.
Its native ingenuity sufficed
My self-taught diaphragm.

Antistrophe

Why should I mention
The Inachean daughter, loved of Zeus?
Her whom of old the gods,
More provident than kind,
Provided with four hoofs, two horns, one tail,
A gift not asked for,
And sent her forth to learn
The unfamiliar science
Of how to chew the cud.
She therefore, all about the Argive fields,
Went cropping pale green grass and nettle-tops,
Nor did they disagree with her.
But yet, howe’er nutritious, such repasts
I do not hanker after:
Never may Cypris for her seat select
My dappled liver!
Why should I mention Io? Why indeed?
I have no notion why.

Epode

But now does my boding heart,
Unhired, unaccompanied, sing
A strain not meet for the dance.
Yes even the palace appears
To my yoke of circular eyes
(The right, nor omit I the left)
Like a slaughterhouse, so to speak,
Garnished with woolly deaths
And many sphipwrecks of cows.
I therefore in a Cissian strain lament:
And to the rapid
Loud, linen-tattering thumps upon my chest
Resounds in concert
The battering of my unlucky head.

ERIPHYLE (within): O, I am smitten with a hatchet’s jaw;
And that in deed and not in word alone.
CHORUS: I thought I heard a sound within the house
Unlike the voice of one that jumps for joy.
ERIPHYLE: He splits my skull, not in a friendly way,
Once more: he purposes to kill me dead.
CHORUS: I would not be reputed rash, but yet
I doubt if all be gay within the house.
ERIPHYLE: O! O! another stroke! that makes the third.
He stabs me to the heart against my wish.
CHORUS: If that be so, thy state of health is poor;
But thine arithmetic is quite correct.

Robert Burton, The Anatomy of Melancholy:

“A second cause is ignorance, and from thence contempt, successit odium in literas ab ignorantia vulgi; which Junius well perceived: this hatred and contempt of learning proceeds out of ignorance; as they are themselves barbarous, idiots, dull, illiterate, and proud, so they esteem of others. Sint Mecaenates, non deerunt Flacce Marones: Let there be bountiful patrons, and there will be painful scholars in all sciences. But when they contemn learning, and think themselves sufficiently qualified, if they can write and read, scramble at a piece of evidence, or have so much Latin as that emperor had, qui nescit dissimulare, nescit vivere, they are unfit to do their country service, to perform or undertake any action or employment, which may tend to the good of a commonwealth, except it be to fight, or to do country justice, with common sense, which every yeoman can likewise do. And so they bring up their children, rude as they are themselves, unqualified, untaught, uncivil most part. Quis e nostra juventute legitime instituitur literis? Quis oratores aut Philosophos tangit? quis historiam legit, illam rerum agendarum quasi animam? praecipitant parentes vota sua, &c. ’twas Lipsius’ complaint to his illiterate countrymen, it may be ours. Now shall these men judge of a scholar’s worth, that have no worth, that know not what belongs to a student’s labours, that cannot distinguish between a true scholar and a drone? or him that by reason of a voluble tongue, a strong voice, a pleasing tone, and some trivially polyanthean helps, steals and gleans a few notes from other men’s harvests, and so makes a fairer show, than he that is truly learned indeed: that thinks it no more to preach, than to speak, or to run away with an empty cart; as a grave man said: and thereupon vilify us, and our pains; scorn us, and all learning. Because they are rich, and have other means to live, they think it concerns them not to know, or to trouble themselves with it; a fitter task for younger brothers, or poor men’s sons, to be pen and inkhorn men, pedantical slaves, and no whit beseeming the calling of a gentleman, as Frenchmen and Germans commonly do, neglect therefore all human learning, what have they to do with it? Let mariners learn astronomy; merchants, factors study arithmetic; surveyors get them geometry; spectacle-makers optics; land-leapers geography; town-clerks rhetoric, what should he do with a spade, that hath no ground to dig; or they with learning, that have no use of it? thus they reason, and are not ashamed to let mariners, apprentices, and the basest servants, be better qualified than themselves. In former times, kings, princes, and emperors, were the only scholars, excellent in all faculties. Julius Caesar mended the year, and writ his own Commentaries,

 -media inter prealia semper,
Stellarum coelique plagis, superisque vacavit.

[“Who always, in the middle of battles, made time for the motions of the stars and sky, and other matters divine.”]

Antonius, Adrian, Nero, Seve. Jul. &c. Michael the emperor, and Isacius, were so much given to their studies, that no base fellow would take so much pains: Orion, Perseus, Alphonsus, Ptolomeus, famous astronomers; Sabor, Mithridates, Lysimachus, admired physicians: Plato’s kings all: Evax, that Arabian prince, a most expert jeweller, and an exquisite philosopher; the kings of Egypt were priests of old, chosen and from thence,—Idem rex hominum, Phoebique sacerdos: but those heroical times are past; the Muses are now banished in this bastard age, ad sordida tuguriola, to meaner persons, and confined alone almost to universities.”