SUMMARY

ON EDUCATION
On October 15, 1936 Albert Einstein spoke at a function held in Albany, New
York to celebrate the 300th anniversary of Higher Education.
He says that he has not been connected with state, so he is not able to
speak about the function. He speaks about eternal matters connected with
education. He admits that he is not an authority on education. His
observations are based on his personal experience as a student and as a
teacher.

IMPORTANCE OF SCHOOL: According to Einstein, educational matters are

different from scientific matters. In educational matters knowledge of truth
is not enough. This knowledge has to continuously renewed with effort. He
compares this knowledge to a marble statue standing in a desert. It will be
buried under shifting sands if some tireless serving hands do not keep it
clear of sand. Einstein is also one of the persons who are devoted to this
cause. Einstein thinks that on account of the development of economic life
in modern times, family is no longer capable of transferring the wealth of
tradition from one generation to another. Now more than ever before this is
the responsibility of the school.

INDIVIDUALS AND COMMUNITY: Einstein does not consider school as merely

an instrument for transfer of knowledge to the growing generations.
Knowledge is dead but the school serves the living. The aim of the school is
to develop in the young people those qualities and capabilities that are
valuable for the welfare of community. He however, asserts that it down not
mean that the individuals should become mechanical tools to serve the
community. For the development of the community it is essential that the
individuals are trained to think and act independently and consider the
service of community as their highest goal.

METHOD OF EDUCATION: This ideal cannot be achieved by moralising. This

can lead only to destruction. Personalities are not formed by what is said
and heard, but by toil and activity. Thus, according to Einstein, the best
method of education is that which urges a pupil to actual performances.
This applies as much to a childs first attempt at writing as well as to
writing of doctors thesis by a university graduate. Mere memorizing of a
poem, writing a composition, solving mathematical problem or practising a
physical sport, all involve such performance.

MOTIVATION: Motivation is the foundation of every achievement, and it is

strengthened by the accomplishment. But this motivation may have very
different origins and results. It may originate from fear and compulsion,
ambitious desire for authority, or love for truth and understanding. The
educational influence on a pupil will depend on the source of his motivation.
So the result will be widely different depending on whether fear of
punishment, egoistic passion, or pleasure and satisfaction is the origin of
motivation. Besides this, the attitude of the teacher has an influence upon
shaping the psychological foundation for pupils. Pupils will love and respect
their teacher not because of his authority to punish, but for his human and
intellectual qualities.
Desire for the approval of and recognition by ones fellow men is a
healthy motive. It is certainly an important binding power of society. In the
absence of this stimulus, there can be no human cooperation. But the

desire to be acknowledged as better, stronger, or more intelligent than

others can become injurious for the individual as well as the community.
The teacher must guard against using this easy method of creating
individual ambition to make their pupils work diligently.

COMPETITION AND SUCCESS: On the basis of Darwins theory of the

struggle for existence, some people justify the necessity of the spirit of
competition between individuals. But Einstein considers this wrong because
mans existence depend on society. As the cooperation among the ants of
an ant hill is necessary for their survival, so it is among the members of
human society.
So success in the customary sense should not be the aim of life. In the
customary sense a successful man is he receives far more from his fellow
men, than he gives them in return.

PSYCHOLOGICAL FOUNDATION: According to Einstein the most important

task for the school is the awakening and strengthening in pupils a sense of
pleasure in work, pleasure in its results and the knowledge of the value of
the result to community. Such a psychological foundation can lead to joyous
desire in young men for knowledge and artist-like workmanship. But
awakening of these psychological powers is not as easy as the particle of
force or awakening of individual ambition.
Einstein has known schools where children liked to go even during
vacation. A teacher of such a school should be like an artist in his particular
field and the teacher should be given sufficient liberty in the selection of
the teaching material as well as the teaching method. Exterior pressure
kills teachers pleasure in his work.

CHOICE OF SUBJECT: Einstein considers the choice of subjects less

important than training of the mind. In his opinion as a young man can build
up physical strength and stamina through physical exercise and walking
and becomes fit for any physical work, so can he train his mind through
exercise of mental and manual skill. He agrees with the view that education
remains with a Youngman even if he forgets all that he has studied at
school. He feels that school cannot teach a special knowledge which is
directly useful to a person in life. It is not possible. He wants that school
should help in the harmonious development of a Youngmans personality. In
his opinion even the technical schools, which train their pupils for a definite
profession should lay foremost emphasis on developing in their students a
general ability for independent thinking and judgement.