expect that the work which demands all
the application of the thinker should at the same time offer an easy
recreation to the man who is only a fine wit.

For the same reason I consider that it is hurtful to choose for the
instruction of youth books in which scientific matters are clothed in an
attractive style. I do not speak here of those in which the substance is
sacrificed to the form, but of certain writings really excellent, which
are sufficiently well digested to stand the strictest examination, but
which do not offer their proofs by their very form. No doubt books of
this kind attain their end, they are read; but this is always at the cost
of a more important end, the end for which they ought to be read. In
this sort of reading the understanding is never exercised save in as far
as it agrees with the fancy; it does not learn to distinguish the form
from the substance, nor to act alone as pure understanding. And yet the
exercise of the pure understanding is in itself an essential and capital
point in the instruction of youth; and very often the exercise itself of
thought is much more important than the object on which it is exercised.
If you wish for a matter to be done seriously, be very careful not to
announce it as a diversion. It is preferable, on the contrary, to secure
attention and effort by the very form that is employed, and to use a kind
of violence to draw minds over from the passive to an active state. The
professor ought never to hide from his pupil the exact regularity of the
method; he ought rather to fix his attention on it, and if possible to
make him desire this strictness. The student ought to learn to pursue an
end, and in the interest of that end to put up with a difficult process.
He ought early to aspire to that loftier satisfaction which is the reward
of exertion. In a scientific lecture the senses are altogether set
aside; in an aesthetic address it is wished to interest them. What is
the result? A writing or conversation of the aesthetic class is devoured
with interest; but questions are put as to its conclusions; the hearer is
scarcely able to give an answer. And this is quite natural, as here the
conceptions reach the mind only in entire masses, and the understanding
only knows what it analyzes. The mind during a lecture of this kind is
more passive than active, and the intellect only possesses what it has
produced by its own activity.

However, all this applies only to the vulgarly be