For we let our young men and women go out unarmed, in a day when armour was never so necessary. By teaching them all to read, we have left them at the mercy of the printed word. By the invention of the film and the radio, we have made certain that no aversion to reading shall secure them from the incessant battery of words, words, words. They do not know that the words mean; they do not know how to ward them off or blunt their edge or fling them back; they are a prey to words in their emotions instead of being the masters of them in their intellects. We who were scandalised in 1940 when men were sent to fight armoured tanks with rifles, are not scandalised when young men and women are sent into the world to fight massed propaganda with a smatteirng of "subjects"; and when whole classes and whole nations become hypnotised by the arts of the spell-binder, we have the impudence to be astonished.
Dorothy Sayers, The Lost Tools of Learning, 1947
All liberal arts, in both the sciences and the humanities, are animated by the fundamental human desire to know, the fulfillment of which is a good, even if it provides no economic or political benefit whatsoever. An education for economic productivity and political utility alone is an education for slaves, but an education for finding, collecting and communicating reality is an education for free people, people free to know what is so. Remember, knowing the real is a good before it is a power.
Scott Crider, The Office of Assertion, 2005
