In order for the State in the person of school officials to justify prohibition of a particular expression of opinion, it must be able to show that its action was caused by something more than a mere desire to avoid the discomfort and unpleasantness that always accompany an unpopular viewpoint.
I do not think that you can try and systematize education for the whole world. I would try experiments in small communities and in schools to see how they work out, instead of taking the children of an entire nation and trying to bring them up on the same system.
The poetical tendency of the present and of the preceding century has been divided in a manner singularly curious. One loud and conspicuous faction of bards, giving way to the corrupt influences of a decaying general culture, seems to have abandoned all the properties of versification and reason in its mad scramble after sensational novelty; whilst the other and quieter school constituting a more logical evolution from the poesy of the Georgian period, demands an accuracy of rhyme and metre unknown even to the polished artists of the age of Pope.
We come to our own and would make friends with matter, which the ambitious chatter of the schools would persuade us to despise. We can never part with it; the mind loves its old home: as water to our thirst, so is rock, the ground, to our eyes, and hands, and feet. It is firm water: it is cold flame: what health, what affinity!
Above all things I entreat you to preserve your faith in Christ. It is my wealth in poverty, my joy in sorrow, my peace amid tumult. For all the evil I have committed, my gracious pardon; and for every effort, my exceeding great reward. I have found it to be so. I can smile with pity at the infidel whose vanity makes him dream that I should barter such a blessing for the few subtleties from the school of the cold-blooded sophists.
It is largely because the free-thinkers, as a school, have hardly made up their minds whether they want to be more optimist or more pessimist than Christianity that their small but sincere movement has failed.
Children are living beings - more living than grown-up people who have built shells of habit around themselves. Therefore it is absolutely necessary for their mental health and development that they should not have mere schools for their lessons, but a world whose guiding spirit is personal love.
Only in mathematics and physics was I, through self-study, far beyond the school curriculum, and also with regard to philosophy as it was taught in the school curriculum.
No man can do both effective and decent work in public life unless he is a practical politician on the one hand, and a sturdy believer in Sunday-school politics on the other. He must always strive manfully for the best, and yet, like Abraham Lincoln, must often resign himself to accept the best possible.
I come from somewhere and from specific black people in the South, including my parents, who built our first school, and rebuilt it after it was burned to the ground. And they used to bake pies and cakes to raise money to keep it going. So, I learned to struggle from a very early way in a way that was truly indigenous to the South.
To me the worst thing seems to be a school principally to work with methods of fear, force and artificial authority. Such treatment destroys the sound sentiments, the sincerity and the self-confidence of pupils and produces a subservient subject.
When I recall my teachers at school, I realise that half of them were abnormal. . . . We pupils of old Austria were brought up to respect old people and women. But on our professors we had no mercy; they were our natural enemies. The majority of them were somewhat mentally deranged, and quite a few ended their days as honest-to-God lunatics! . . . I was in particular bad odor with the teachers. I showed not the slightest aptitude for foreign languages - though I might have, had not the teacher been a congenital idiot. I could not bear the sight of him.