This ideal University of Life … would never take the importance of culture for granted. It would know that culture is kept alive by a constant respectful questioning—not by an excessive and snobbish attitude of respect. Therefore, rather than leaving it hanging why one was reading Anna Karenina or Madame Bovary, an ideal course covering nineteenth-century literature would ask plainly What is it that adultery ruins in a marriage? Students in the ideal University of Life would end up knowing much the same material as their colleagues in other institutions, they would simply have learned it under a very different set of headings.

Reclaiming the Intellectual Life for Posterity, Liberal Education, vol. 95, no. 2