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“In truth , mankind cannot be saved from without, by schoolmasters or any other sort of masters: it can only be lamed and enslaved by them. It is said that if you wash a cat it will never again wash itself. This may or may not be true : what is certain is that if you teach a man anything he will never learn it; and if you cure him of a disease he will be unable to cure himself the next time it attacks him.”

“God lends us a little of His reasoning powers and that is how we think: He puts a little of His love into us and that is how we love one another. When you teach a child writing, you hold its hand while it forms the letters: that is, it forms the letters because you are forming them. We love and reason because God loves and reasons and holds our hand while we do it.”

“As in the game of billiards, the balls are constantly producing effects from mere chance, which the most skillful player could neither execute nor foresee, but which, when they do happen, serve mainly to teach him how much he has still to learn; so it is in the most profound and complicated game of politics and diplomacy. In both cases, we can only regulate our play by what we have seen, rather than by what we have hoped; and by what we have experienced, rather than by what we have expected.”

“God created man and He created the world for him to live in and I reckon He created the kind of world He would have wanted to live in if He had been a man--the ground to walk on, the big woods, the trees and the water, and the game to live in it. And maybe He didn't put the desire to hunt and kill game in man but I reckon He knew it was going to be there, that man was going to teach it to himself, since he wasn't quite God himself yet.”

“Architecture exhibits the greatest extent of the difference from nature which may exist in works of art. It involves all the powers of design, and is sculpture and painting inclusively. It shows the greatness of man, and should at the same time teach him humility.”

“The existing and long-standing use of the word 'evolution' in our state's textbooks has not adversely affected Georgians' belief in the omnipotence of God as creator of the universe, There can be no incompatibility between Christian faith and proven facts concerning geology, biology, and astronomy. There is no need to teach that stars can fall out of the sky and land on a flat Earth in order to defend our religious faith.”

“There are two races of people -- men and women -- no matter what women's libbers would have you pretend. The male is motivated by toys and science because men are born with no purpose in the universe except to procreate. There is lots of time to kill beyond that. They've got to find work. Men have no inherent center to themselves beyond procreating. Women, however, are born with a center. They can create the universe, mother it, teach it, nurture it. Men read science fiction to build the future. Women don't need to read it. They are the future.”

“But I would like to think for a moment about a man who in the morning teaches his students that a false attribution of a Watteau drawing or an inaccurate transcription of a fourteenth-century epigraph is a sin against the spirit and in the afternoon or evening transmits to the agents of Soviet intelligence classified, perhaps vital information given to him in sworn trust by his countrymen and intimate colleagues. What are the sources of such scission? How does the spirit mask itself?”

“Thinking isn't something you think about. It comes naturally. Thinking involves many things. It involves being an observer. It involves analyzing things, taking in what's around you in the world and finding how to make it inspire your work or turn it into a lesson to teach your children; it's paying attention to details. That's what thinking is: processing.”

“The trade of chemist (fortified, in my case, by the experience of Auschwitz), teaches you to overcome, indeed to ignore, certain revulsions that are neither necessary or congenital: matter is matter, neither noble nor vile, infinitely transformable, and its proximate origin is of no importance whatsoever. Nitrogen is nitrogen, it passes miraculously from the air into plants, from these into animals, and from animals into us; when its function in our body is exhausted, we eliminate it, but it still remains nitrogen, aseptic, innocent.”

“When we teach a child to sing or play the flute, we teach her how to listen. When we teach her to draw, we teach her to see. When we teach a child to dance, we teach him about his body and about space, and when he acts on a stage, he learns about character and motivation. When we teach a child design, we reveal the geometry of the world. When we teach children about the folk and traditional arts and the great masterpieces of the world, we teach them to celebrate their roots and find their own place in history.”

“It is alleged by men of loose principles, or defective views of the subject, that religion and morality are not necessary or important qualifications for political stations. But the Scriptures teach a different doctrine. They direct that rulers should be men who rule in the fear of God, able men, such as fear God, men of truth, hating covetousness. But if we had no divine instruction on the subject, our own interest would demand of us a strict observance of the principle of these injunctions. . . .”

“Begin your bodybuilding lifestyle with an open mind, an open heart, a lot of patience and understanding. With the right discipline and right approach, it could be the sport that teaches you the most about yourself. It’s not a team sport. There is nobody else to count on, and you rely heavily on your own will and your ability to gather up the courage to take it on and excel. It’s up to you. Is it in you?”

“If you expect the present day school system to give history to you, you are dreaming. This, we have to do ourselves. The Chinese didn't go out in the world and beg people to teach Chinese studies or let them teach Chinese studies. The Japanese didn't do that either. People don't beg other people to restore their history; they do it themselves.”

“This may sound like heresy, but it is the greatest truth! It is more difficult to let God love us, than to love Him! The best way to love Him in return is to open our hearts and let Him love us. Let Him draw close to us and feel Him close to us. This is really very difficult: letting ourselves be loved by Him. And that is perhaps what we need to ask today in the Mass: 'Lord, I want to love You, but teach me the difficult science, the difficult habit of letting myself be loved by You, to feel You close and feel Your tenderness ! May the Lord give us this grace.”

“I have always loved music; whoso has skill in this art, is of a good temperament, fitted for all things. We must teach music in schools; a schoolmaster ought to have skill in music, or I would not regard him; neither should we ordain young men as preachers, unless they have been well exercised in music”

“There is always in the healthy mind an obscure prompting that religion teaches us rather to dig than to climb; that if we could once understand the common clay of earth we should understand everything. Similarly, we have the sentiment that if we could destroy custom at a blow and see the stars as a child sees them, we should need no other apocalypse. This is the great truth which has always lain at the back of baby-worship, and which will support it to the end.”

“O drink is mighty! secrets it unlocks, Turns hope to fact, sets cowards on to box, Takes burdens from the careworn, finds out parts In stupid folks, and teaches unknown arts. What tongue hangs fire when quickened by the bowl? What wretch so poor but wine expands his soul?”

“Malebranche teaches that we see all things in God himself. This is certainly equivalent to explaining something unknown by something even more unknown. Moreover, according to him, we see not only all things in God, but God is also the sole activity therein, so that physical causes are so only apparently; they are merely occasional causes. ( Recherches de la vérité , Livre VI, seconde partie, chap. 3.) And so here we have essentially the pantheism of Spinoza who appears to have learned more from Malebranche than from Descartes.”

“How do we teach a child our own, or those in a classroom to have compassion: to allow people to be different; to understand that like is not equal; to experiment; to laugh; to love; to accept the fact that the most important questions a human being can ask do not have or need answers.”

“As the base rhetorician uses language to increase his own power, to produce converts to his own cause, and to create loyal followers of his own person - so the noble rhetorician uses language to wean men away from their inclination to depend on authority, to encourage them to think and speak clearly, and to teach them to be their own masters.”

“Seeing clearly within himself and always able to dodge around the ends of any position, including his own, Shaw assumed from the start the dual role of prophet and gadfly. To his contemporaries it appeared frivolous and contradictory to perform as both superman and socialist, sceptic and believer, legalist and heretic, high-brow and mob-orator. But feeling the duty to teach as well as to mirror mankind, Shaw did not accept himself as a contradictory being.”

“The authorities teach that next to the first emanation, which is the Son coming out of the Father, the angels are most like God. And it may well be true, for the soul at its highest is formed like God, but an angel gives a closer idea of Him. That is all an angel is: an idea of God. For this reason the angel was sent to the soul, so that the soul might be re-formed by it, to be the divine idea by which it was first conceived.”