I expected him to say something warm about his teachers at gymnasium, along the lines of the memoir in which another great émigré scholar, Erwin Panofsky, described the “lovable pedant” who taught him Greek in Berlin (this gentleman reproached himself in class for failing to notice a misplaced comma in a Greek text, since he himself had written an article on that very comma long before). Instead, Neugebauer told me that he had hated his secondary school. He received his diploma, he explained, only because he volunteered for the army, which led to several years of service in the artillery on the Italian front. And he did not begin to work at a high level until he went to university after the war.
It was surprising enough to learn that Neugebauer, whose brilliant, demanding lectures on ancient science had impressed even Richard Feynman, no admirer of the humanities, had ever been a less than brilliant student. But I was even more shocked when he went on to explain that he thought his experience typical of the only general principle about education that he had been able to distill from his career of many decades in German and American universities. I asked him to reveal it. He smiled and said: “No system of education known to man is capable of ruining everyone.”
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