The moral sense is a very complex affair--dependent in part upon associations of pleasure and pain, approbation and disapprobation formed by education in early youth, but in part also on an innate sense of moral beauty and ugliness (how originated need not be discussed), which is possessed by some people in great strength, while some are totally devoid of it--just as some children draw, or are enchanted by music while mere infants, while others do not know "Cherry Ripe" from "Rule Britannia," nor can represent the form of the simplest thing to the end of their lives.
It is to be regretted that the rich and powerful too often bend the acts of government to their selfish purposes. Distinctions in society will always exist under every just government. Equality of talents, of education, or of wealth can not be produced by human institutions. In the full enjoyment of the gifts of Heaven and the fruits of superior industry, economy, and virtue, every man is equally entitled to protection by law; but when the laws undertake to add to these natural and just advantages artificial distinctions, to grant titles, gratuities, and exclusive privileges, to make the rich richer and the potent more powerful, the humble members of society \x97 the farmers, mechanics, and laborers \x97 who have neither the time nor the means of securing like favors to themselves, have a right to complain of the injustice of their government.
'T is education forms the common mind: Just as the twig is bent the tree 's inclined.
An education isn't how much you have committed to memory, or even how much you know. It's being able to differentiate between what you do know and what you don't.
All I am I owe to my mother. I attribute all my success in life to the moral, intellectual and physical education I received from her.
What does competency in the long-run mean? It means, to all reasonable beings, cleanliness of person, decency of dress, courtesy of manners, opportunities for education, the delights of leisure, and the bliss of giving.
If we could shrink the Earth’s 5.7 billion population to a village of one hundred people, the resulting profile would look like this: Sixty Asians, fourteen Africans, twelve Europeans, eight Latin Americans, five from the United States and Canada, and one from New Zealand or Australia. Eighty-two would be nonwhite. Sixty-seven would be non-Christian. Thirty-two percent of the entire world’s wealth would be in the hands of five people. All five people would be citizens of the United States. Sixty-seven would be unable to read. Fifty would suffer from malnutrition. Thirty-three would be without access to a safe water supply. Eighty would live in substandard housing. Thirty-nine would lack access to improved sanitation. Twenty-four would not have electricity. Only one would have a college education.30
Universal education is the most corroding and disintegrating poison that liberalism has ever invented for its own destruction.
Among those points of self-education which take up the form of mental discipline, there is one of great importance, and, moreover, difficult to deal with, because it involves an internal conflict, and equally touches our vanity and our ease. It consists in the tendency to deceive ourselves regarding all we wish for, and the necessity of resistance to these desires. It is impossible for any one who has not been constrained, by the course of his occupation and thoughts, to a habit of continual self-correction, to be aware of the amount of error in relation to judgment arising from this tendency. The force of the temptation which urges us to seek for such evidence and appearances as are in favour of our desires, and to disregard those which oppose them, is wonderfully great. In this respect we are all, more or less, active promoters of error. In place of practising wholesome self-abnegation, we ever make the wish the father to the thought: we receive as friendly that which agrees with, we resist with dislike that which opposes us; whereas the very reverse is required by every dictate of common sense.
In democratic countries as well as elsewhere most of the branches of productive industry are carried on at a small cost by men little removed by their wealth or education above the level of those whom they employ. These manufacturing speculators are extremely numerous; their interests differ; they cannot therefore easily concert or combine their exertions. On the other hand, the workmen have always some sure resources which enable them to refuse to work when they cannot get what they conceive to be the fair price of their labor. In the constant struggle for wages that is going on between these two classes, their strength is divided and success alternates from one to the other. It is even probable that in the end the interest of the working class will prevail, for the high wages which they have already obtained make them every day less dependent on their masters, and as they grow more independent, they have greater facilities for obtaining a further increase of wages. I shall take for example that branch of productive industry which is still at the present day the most generally followed in France and in almost all the countries of the world, the cultivation of the soil. In France most of those who labor for hire in agriculture are themselves owners of certain plots of ground, which just enable them to subsist without working for anyone else. When these laborers come to offer their services to a neighboring landowner or farmer, if he refuses them a certain rate of wages they retire to their own small property and await another opportunity. [ Democracy in America, Volume II , pp. 189-190.]
What sculpture is to a block of marble, education is to a human soul. The philosopher, the saint, and the hero,--the wise, the good, and the great man, very often lie hid and concealed in a plebeian, which a proper education might have disinterred and brought to light.--_Addison._
cognitive illusions are difficult to overcome. That is why education of the public is doomed to fail and paternalistic strategies to maneuver people into doing the “right” things are the only viable alternative.
"I never let my schooling get in the way of my education."
Real ugliness in either sex means always some kind of hardness of heart or vulgarity of education.
";Education is a progressive discovery of our own ignorance."
Common sense is in spite of, not as the result of education.
Defeat is nothing but education, nothing but the first step to something better.
The purpose of arts education is not to produce more artists, though that is a byproduct. The real purpose of arts education is to create complete human beings capable of leading successful and productive lives in a free society.
Those who believe that there is a God, and that He created heaven and earth, and that He ruleth the world by His unceasing providence, cannot believe that millions of human beings, all created like ourselves in the image of God, were, in their time of ignorance, so utterly abandoned that their whole religion was falsehood, their whole worship a farce, their whole life a mockery. An honest and independent study of the religions of the world will teach us that it was not so, ... that there is no religion which does not contain some grains of truth. Nay, it will teach us more; it will teach us to see in the history of the ancient religions, more clearly than anywhere else, the _Divine education of the human race_.
Upon the education of the people of this country the fate of this country depends.
The only real progress to abiding peace is found in the friendly disposition of peoples and … facilities for maintaining peace are useful only to the extent that this friendly disposition exists and finds expression. War is not only possible, but probable, where mistrust and hatred and desire for revenge are the dominant motives. Our first duty is at home with our own opinion, by education and unceasing effort to bring to naught the mischievous exhortation of chauvinists; our next is to aid in every practicable way in promoting a better feeling among peoples, the healing of wounds, and the just settlement of differences.
If we watch the interactions between human beings, we will receive a graduate-level education.
Die Menschheit geben uns Vater und Mutter, die Menschlichkeit aber gibt uns nur die Erziehung=--Human nature we owe to father and mother, but humanity to education alone.
Attic tragedies of stateliest and most regal argument.
Books won't stay banned. They won't burn. Ideas won't go to jail. In the long run of history, the censor and the inquisitor have always lost. The only sure weapon against bad ideas is better ideas. The source of better ideas is wisdom. The surest path to wisdom is a liberal education.
The most important thing we can do is inspire young minds and to advance the kind of science, math and technology education that will help youngsters take us to the next phase of space travel.
The principal goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered.
The world of the seventies is an entirely new world from that of the thirties. Many revolutions have changed the political, social and economic conditions of peoples, changing many concepts out of recognition and making our world a fast-changing world. The more pertinent revolutions to our studies on Constitutional reforms are: 1) the scientific revolution…, 2) the revolution of equality of men and nations…, 3) the revolution of rising expectations, and 4) the fiscal, monetary and organizational revolution of Marx and Keynes which should evolve in the triumph of a more relevant revolution, that advocated by Kelso which envisions a political economy based on popular suffrage, popular education, and popular capitalism. [ Bayanikasan: The Effective Democracy for All, 1976.]
The true "compulsory education" now needed is not catechism, but drill.
These are the principal arguments on one side and the other, setting aside those of less importance, such as the talk of the sceptics against the impressions of custom, education, manners, climate, and the like; and these though they influence the majority of ordinary men, who dogmatise only on vain foundations, are upset by the least breath of the sceptics. We have only to see their books if we are not convinced on this point, and we shall soon become assured of it, perhaps only too much.
If there is to be any permanent improvement in man and any better social order, it must come mainly from the education and humanizing of man. I am quite certain that the more the question of crime and its treatment is studied the less faith men have in punishment.
Modern education too often covers the fingers with rings, and at the same time cuts the sinews at the wrists.
"Human history becomes more and more a race between education and catastrophe."
In modern England the ordinary habits of life and modes of education produce great plainness of mind in middle-aged women.
There is nothing esoteric in Buddhism. Buddhism is the very opposite of esoteric--it is a religion for the people at large, for the poor, the suffering, the ill-treated. Buddha protests against the very idea of keeping anything secret. There was much more of that esoteric teaching in Brâhmanism. There was the system of caste, which deprived the Sûdras, at least, of many religious privileges. But I do say that even in Brâhmanism there is _no such thing as an esoteric interpretation of the Sâstras._ The Sâstras have but one meaning, and all who had been properly prepared by education had access to them. There are some artificial poems, which are so written as to admit of two interpretations. They are very wonderful, but they have nothing to do with philosophical doctrines. Again, there are erotic poems in Sanscrit which are explained as celebrating the love and union between the soul and God. But all this is perfectly well known, there is no mystery in it.
Travel in the younger sort is a part of education; in the older, a part of experience.
In those vernal seasons of the year, when the air is calm and pleasant, it were an injury and sullenness against Nature not to go out and see her riches, and partake in her rejoicing with heaven and earth.
Le devoir, c'est l'ame interieure, c'est la vie de l'education=--Duty is the inner soul, the life of education.
Slowly but certainly the proletarian, by every political reform which secures his well-being under new rules of insurance, of State control in education, of State medicine and the rest, is developing into the slave, leaving the rich man apart and free. All industrial civilization is clearly moving towards the re-establishment of the Servile State,… [“The Faith and Capitalism,” Essays of a Catholic . Rockford, Illinois: Tan Books and Publishers, Inc., 1992, p. 226.]
It is not from nature, but from education and habits, that our wants are chiefly derived.--_Fielding._
Our educational institutions do not teach the value and importance of the individual’s right to own private property, the necessity of exercising that right for his economic security, the necessity of the wide distribution of wealth for the proper functioning of democracy, the difficulties of acquiring and retaining proprietorship, its desirability, and the responsibilities accompanying it. In our classrooms no attempt is made to inculcate in the minds of students the determination to improve their status in life by becoming proprietors of some kind of productive wealth. Social studies texts assign full chapters to labor, but only a few references to ownership. Neither of the terms “ownership” or “proprietorship” is to be found in some encyclopedias. The omission of a correct and systematized treatment of the subject of ownership in our education institutions is tantamount to a taboo and contributes immensely to keeping our youth in ignorance of it. [“Our Double Standard of Prosperity, ” quoted in The Wanderer , August 20, 1992.]
A babe in a house is a well-spring of pleasure.
No man can quite emancipate himself from his age and country, or produce a model in which the education, the religion, the politics, the usages, and the arts of his times shall have no share.
The State, in handing over money for a particular purpose — to wit: education — has a right to ask that it should be spent upon the purposes named. If it be a free gift, it has also the right to limit the application thereof. But here there is no question. It is not a free gift; it is a payment made as of right. It is a debt. The State says: “You must spend so much money on education, which you as taxpayers must supply.” We answer: “Then we must receive that money which we have given you back from you for that purpose. We WILL spend it upon education — and you, the State, have a right to see that it is spent upon education and not upon sweetmeats or fireworks. But you cannot, merely because it proceeds from yourself, profess a natural right to make the expenditure of it conform exactly to what you yourself approve. [“The Schools,” Essays of a Catholic . Rockford, Illinois: Tan Books and Publishers, Inc., 1992, p. 189.]
Art that means anything in the life of a community must bear some relation to current interpretations of the mystery of the universe. Our rigid separation of the humanities and the sciences has temporarily left our art stranded or stammering and incoherent. Both art and science ought to be blended in our early education of our children's emotions and powers of observation, and that harmony carried forward in later education.
The arc of the moral universe is long, but it bends toward justice. [Speech, “Where Do We Go From Here?” by Martin Luther King, Jr. made to the Tenth Anniversary Convention of the Southern Christian Leadership Conference (S.C.L.C) in Atlanta on August 16, 1967. Dr. King projected in it the issues which led to Poor People’s March on Washington. From Foner, Philip S., The Voice of Black America: New York, 1972.] A nation that will keep people in slavery for 244 years will “thingify” them and make them things. And therefore, they will exploit them and poor people generally economically. And a nation that will exploit economically will have to have foreign investments and everything else, and it will have to use its military might to protect them. All of these problems are tied together. What I’m saying today is that we must go from this convention and say, “America, you must be born again! . . .[ Ibid .] What is needed is a realization that power without love is reckless and abusive, and love without power is sentimental and anemic. Power at its best is love implementing the demands of justice, and justice at its best is power correcting everything that stands against love. . . . [ Ibid .] Another basic challenge is to discover how to organize our strength in terms of economic and political power. [Ibid.] Power properly understood is nothing but the ability to achieve purpose. It is the strength required to bring about social, political and economic change. Walter Reuther defined power one day. He said, “Power is the ability of a labor union like the U.A.W. to make the most powerful corporation in the world, General Motors, say ‘Yes’ when it wants to say ‘No.’ That’s power.” [Ibid.] Now a lot of us are preachers, and all of us have our moral convictions and concerns, and so often have problems with power. There is nothing wrong with power if power is used correctly. [Ibid.] [A] host of positive psychological changes inevitably will result from widespread economic security. The dignity of the individual will flourish when the decisions concerning his life are in his own hands, when he has the means to seek self-improvement. Personal conflicts among husbands, wives and children will diminish when the unjust measurement of human worth on the scale of dollars is eliminated. [Ibid.] [T]he Movement must address itself to the question of restructuring the whole of American society. There are forty million poor people here. And one day we must ask the question, “Why are there forty million poor people in America?” And when you begin to ask that question, you are raising questions about the economic system, about a broader distribution of wealth. When you ask that question, you begin to question the capitalistic economy. And I’m simply saying that more and more, we’ve got to begin to ask questions about the whole society. We are called upon to help the discouraged beggars in life’s market place. But one day we must come to see that an edifice which produces beggars needs restructuring. It means that questions must be raised. You see, my friends, when you deal with this, you begin to ask the question, “Who owns the oil?” You begin to ask the question, “Who owns the iron ore?” [Ibid.] One night, a juror came to Jesus and he wanted to know what he could do to be saved. Jesus didn’t get bogged down in the kind of isolated approach of what he shouldn’t do. Jesus didn’t say, “Now Nicodemus, you must stop lying.” He didn’t say, “Nicodemus, you must stop cheating if you are doing that.” He didn’t say, “Nicodemus, you must not commit adultery.” He didn’t say, “Nicodemus, now you must stop drinking liquor if you are doing that excessively.” He said something altogether different, because Jesus realized something basic – that if a man will lie, he will steal. And if a man will steal, he will kill. So instead of just getting bogged down in one thing, Jesus looked at him and said, “Nicodemus, you must be born again.” He said, in other words, “Your whole structure must be changed.” A nation that will keep people in slavery for 244 years will “thingify” them — make them things. Therefore they will exploit them, and poor people generally, economically. And a nation that will exploit economically will have to have foreign investments and everything else, and will have to use its military might to protect them. All of these problems are tied together. What I am saying today is that we must go from this convention and say, “America, you must be born again!” [Ibid.] [L]et us go out with a “divine dissatisfaction.” Let us be dissatisfied until America will no longer have a high blood pressure of creeds and an anemia of deeds. Let us be dissatisfied until the tragic walls that separate the outer city of wealth and comfort and the inner city of poverty and despair shall be crushed by the battering rams of the forces of justice. Let us be dissatisfied until those that live on the outskirts of hope are brought into the metropolis of daily security. Let us be dissatisfied until slums are cast into the junk heaps of history, and every family is living in a decent sanitary home. Let us be dissatisfied until the dark yesterdays of segregated schools will be transformed into bright tomorrows of quality, integrated education. Let us be dissatisfied until integration is not seen as a problem but as an opportunity to participate in the beauty of diversity. Let us be dissatisfied until men and women, however black they may be, will be judged on the basis of the content of their character and not on the basis of the color of their skin. Let us be dissatisfied. Let us be dissatisfied until every state capitol houses a governor who will do justly, who will love mercy and who will walk humbly with his God. Let us be dissatisfied until from every city hall, justice will roll down like waters and righteousness like a mighty stream. Let us be dissatisfied until that day when the lion and the lamb shall lie down together. and every man will sit under his own vine and fig tree and none shall be afraid. Let us be dissatisfied. And men will recognize that out of one blood God made all men to dwell upon the face of the earth. Let us be dissatisfied until that day when nobody will shout “White Power!” — when nobody will shout “Black Power!” — but everybody will talk about God’s power and human power. [Ibid.]
Travel, in the younger sort, is a part of education; in the elder, a part of experience. He that travelleth into a country before he hath some entrance into the language, goeth to school, and not to travel.
If the time given to education permits, add Latin and German. Latin, because it is the key to nearly one-half of English and to all the Romance languages; and German, because it is the key to almost all the remainder of English, and helps you to understand a race from whom most of us have sprung, and who have a character and a literature of a fateful force in the history of the world, such as probably has been allotted to those of no other people, except the Jews, the Greeks, and ourselves.