Philosophy is odious and obscure:
Both Law and Physicke are for petty wits,
Tis Magicke, Magicke that hath ravisht me.

Mrs. Darling came to the window, for at present she was keeping a sharp eye on Wendy. She told Peter that she had adopted all the other boys, and would like to adopt him also.
“Would you send me to school?” he inquired craftily.
“Yes.”
“And then to an office?”
“I suppose so.”
“Soon I should be a man?”
“Very soon.”
“I don’t want to go to school and learn solemn things,” he told her passionately. “I don’t want to be a man. O Wendy’s mother, if I was to wake up and feel there was a beard!”
“Peter,” said Wendy the comforter, “I should love you in a beard;” and Mrs. Darling stretched out her arms to him, but he repulsed her.
“Keep back, lady, no one is going to catch me and make me a man.”

The things which poets, orators, and even a few philosophers tell us about the love of Glory, are exactly the things we are told at College to encourage us to win prizes. And what they say to children to make them prefer the praise of their nurses to a tartlet, they repeat to grown men to make them prefer the eulogy of their fellows or of posterity to personal advantage.
[tr. Mathers (1926)]

All that the poets, the orators, and even certain philosophers tell us about the love of fame we were told at school to urge us to win prizes. All that is said to encourage children to prefer the praise of their mentors to a piece of pie is repeated to men to make them consider their personal profit less desirable than the plaudits of their contemporaries and of posterity.
[tr. Merwin (1969)]

Things said by poets, orators, even some philosophers, about love of glory, were told to us at the Collège to encourage us to win prizes. What children are told to incline them to prefer a slice of tart to their nurses' approval, is the same as what men are repeatedly told to make them put the commendation of their contemporaries, or that of posterity, before their personal interest.
[tr. Pearson (1973)]

What poets, orators, even several philosophers have said about the love of fame, was told to us at school to encourage us to win prizes.
[tr. Dusinberre (1992)]

What poets, orators, and even philosophers say to us about love of glory is the same as what people said to us in the colleges to encourage us to compete for prizes. What people tell children to make them prefer the praise of their nurses to something silly is the same thing that people repeat to men to make them prefer the praise of their contemporaries or of posterity to their own self-interest.
[tr. Siniscalchi (1994)]

I've studied now Philosophy
And Jurisprudence, Medicine,
And even, alas! Theology
All through and through with ardour keen!
Here now I stand, poor fool, and see
I'm just as wise as formerly.
[tr. Priest (1808)]

Now I have toil'd thro' all; philosophy,
Law, physic, and theology: alas!
All, all I have explor'd; and here I am
A weak blind fool at last: in wisdom risen
No higher than before.
[tr. Coleridge (1821)]

I have now, alas, by zealous exertion, thoroughly mastered philosophy, the jurist's craft, and medicine -- and to my sorrow, theology too. Here I stand, poor fool that I am, just as wise as before.
[tr. Hayward (1831)]

I have, alas! Philosophy,
Medicine, Jurisprudence too,
And to my cost Theology,
With ardent labour, studied through.
And here I stand, with all my lore,
Poor fool, no wiser than before.
[tr. Swanwick (1850)]

Have now, alas! quite studied through
Philosophy and Medicine,
And Law, and ah! Theology, too,
With hot desire the truth to win!
And here, at last, I stand, poor fool!
As wise as when I entered school
[tr. Brooks (1868)]

I've studied now Philosophy
And Jurisprudence, Medicine, --
And even, alas! Theology, --
From end to end, with labor keen;
And here, poor fool! with all my lore
I stand, no wiser than before:
[tr. Taylor (1870)]

There now, I’ve toiled my way quite through
Law, Medicine, and Philosophy,
And, to my sorrow, also thee,
Theology, with much ado;
And here I stand, poor human fool,
As wise as when I went to school.
[tr. Blackie (1880)]

I have studied, alas! Philosophy,
And Jurisprudence, and Medicine, too,
And saddest of all, Theology,
With arden labor, through and through!
And here I stick, as wise, poor fool,
As when my steps first turned to school.
[tr. Latham (1908)]

I have, alas, studied philosophy,
Jurisprudence and medicine, too,
And, worst of all, theology
With keen endeavor, through and through --
And here I am, for all my lore,
The wretched fool I was before.
[tr. Kaufmann (1961)]

Alas, I have studied philosophy,
the law as well as medicine,
and to my sorrow, theology;
studied them well with ardent zeal,
yet here I am, a wretched fool
no wiser than I was before.
[tr. Salm (1962)]

I have pursued, alas, philosophy,
Jurisprudence, and medicine, And, help me God, theology,
With fervent zeal through thick and thin.
And here, poor fool, I stand once more,
No wiser than I was before.
[tr. Arndt (1976)]

I've studied, alas, philosophy,
Law and medicine, recto and verso,
And how I regret it, theology also,
Oh God, how hard I've slaved away,
With what result? Poor foolish old man,
I'm not whit wiser than when I began!
[tr. Greenberg (1992)]

Medicine, and Law, and Philosophy --
You've worked your way through every school,
Even, God help you, Theology,
And sweated at it like a fool.
Why labour at it any more?
You're no wiser now than you were before.
[tr. Williams (1999)]

Ah! Now I’ve done Philosophy,
I’ve finished Law and Medicine,
And sadly even Theology:
Taken fierce pains, from end to end.
Now here I am, a fool for sure!
No wiser than I was before.
[tr. Kline (2003)]

We are ever ready to aske, Hath he any skill in the Greeke and Latine tongue? can he write well? doth hee write in prose or verse? But whether hee bee growne better or wiser, which should bee the chiefest of his drift, that is never spoken of, we should rather enquire who is better wise, then who is more wise. We labour, and toyle, and plod to fill the memorie, and leave both understanding and conscience emptie.
[tr. Florio (1603), ch. 24]

Men are ready to ask, does he understand Greek or Latin? Is he a poet or prose writer? But whether he is the better or more discreet man, though it is the main question, is the last; for the inquiry should be, who has the best learning, not who has the most.
We only take pains to stuff the memory, and leave the understanding and conscience quite unfurnished. [tr. Cotton (1686), ch. 24]

Men are apt presently to inquire, does such a one understand Greek or Latin? Is he a poet? or does he write in prose? But whether he be grown better or more discreet, which are qualities of principal concern, these are never thought of. We should rather examine, who is better learned, than who is more learned.
We only labor to stuff the memory, and leave the conscience and the understanding unfurnished and void.
[tr. Cotton/Hazlitt (1877), ch. 24]

Men are apt to inquire, "Does such a one undersdtand Greek and Latin? Is he a poet, or does he write prose?" But the main point, whether he be better or more discreet, we inquire into the lastd. The question should be, Who is the better learned? rather than, Who is the more learned?
We labor and plot to stuff the memory8 and in the meantime leave the conscience and the understanding empty.
[tr. Rector (1899)]

We readily ask ourselves: "Does he know Greek or Latin? Does he write in verse or in prose?" but whether he has become better or more thoughtful -- that is the principal thing, and that is left in the background. The enquiry should be, who is best learned, not who is most learned. We labour only to fill the memory, and we leave the understanding and the conscience empty.
[tr. Ives (1925), ch. 25]

We are eager to inquire: “Does he know Greek or Latin? Does he write in verse or in prose?” But whether he has become better or wiser, which would be the main thing, that is left out. We should have asked who is better learned, not who is more learned.
We labor only to fill our memory, and leave the understanding and the conscience empty.
[tr. Frame (1943), ch. 25]

I willingly returne to this discourse of the fondnesse of our institution: whose aime hath beene to make us not good and wittie, but wise and learned; She hath attained her purpose. It hath not taught us to follow vertue and embrace wisedome; but made an impression in us of it’s Ethimoligie and derivation. Wee can decline vertue, yet can we not love it. If we know not what wisedome is by effect and experience, we know it by prattling and by rote.
[tr. Florio (1603)]

I willingly fall again into the discourse of the folly of our education; the end of which has not been to render us good and wise, but learned, and it has obtained it: it has not taught us to follow and embrace virtue and prudence, but has imprinted in us the derivation and etymology, of those words: we know how to decline virtue, yet we know not how to love it: if we do not know what prudence is in effect, and by experience, we have it, however, by jargon and by heart.
[tr. Cotton (1686), 2.8]

I willingly fall again into the discourse of the vanity of our education, the end of which is not to render us good and wise, but learned, and she has obtained it. She has not taught us to follow and embrace virtue and prudence, but she has imprinted in us their derivation and etymology; we know how to decline Virtue, if we know not how to love it; if we do not know what prudence is really and in effect, and by experience, we have it however by jargon and heart.
[tr. Cotton/Hazlitt (1877)]

I again fall to talking of the vanity of our education, the end of which is not to make us good and wise, but learned. Education has not taught us to follow and embrace virtue and prudence, but she has imprinted in us their derivation and etymology. We know how to decline the word virtue, even if we know not how to love it. If we do not know what prudence really is, in effect and by experience, we at least have the etymology and meaning of the word by heart.
[tr. Rector (1899)]

I recur readily to discourses on the utility of our education: its aim has been to make us, not good men and wise, but learned; it has succeeded. It has not taught us to follow and embrace virtue and wisdom, but it has impressed on us their verbal derivation and etymology. We know how to decline virtue, if we do not know how to love it; if we do not know what wisdom is, by results and by experience, we know it by unmeaning words and by hearsay.
[tr. Ives (1925)]

I readily relapse into my reflections on the uselessness of our education. Its aim has been to make us not good and wise, but learned; and in this it has succeeded. It has not taught us to follow and embrace virtue and wisdom, but has imprinted their derivations and etymologies on our minds. We are able to decline virtue, even if we are unable to love it; if we do not know what wisdom is in fact and by experience, we are familiar with it as a jargon learned by heart.
[tr. Cohen (1958)]

I gladly come back to the theme of the absurdity of our education: its end has not been to make us good and wise but learned. And it has succeeded. It has not taught us to seek virtue and to embrace wisdom: it has impressed upon us their derivation and their etymology. We know how to decline the Latin word for virtue: we do not know how to love virtue. Though we do not know what wisdom is in practice or from experience we do know the jargon off by heart.
[tr. Screech (1987)]

• "A talent doth in stillness form itself -- / A character on life's unquiet stream." [tr. Des Voeux (1827)]
• "Talents are nurtured best in solitude, -- / A character on life's tempestuous sea." [tr. Swanwick (1843)]
• "Man's talent ripens in tranquility, / His character in battling with the world." [tr. Cartwright (1861)]
• "A talent in tranquility is formed, / A character in the turbulence of affairs." [tr. Hamburger (20th C)]
• "Talent develops in quiet places, / Character in the full current of human life."
• Talents are best nurtured in solitude; / Character is best formed in the stormy billows of the world.
• "Genius is formed in quiet, / Character in the stream of human life."

• "There are two types of education. One should teach us how to make a living, and the other how to live."
• "There are two educations. One should teach us how to make a living and the other how to live."