“...the more widely we extend the range of education, the more necessary it is to provide some principle of cohesion to counterbalance the centrifugal tendencies of specialization and utilitarianism.”

“...the more widely we extend the range of education, the more necessary it is to provide some principle of cohesion to counterbalance the centrifugal tendencies of specialization and utilitarianism.”

“But its exclusive character and irreconcileable hostility to the religious cults and ceremonies with which the whole social life of the city-state and the empire were inseparably connected at every turn, brought the Christians into inevitable conflict with the government and with public opinion. To the man in the street, the Christian was an anti-social atheist who would take no part in the public feasts and the games, which played such a large part in city life. To the authorities he was a passive rebel, who would neither take his share of municipal offices nor pay loyal homage to the Emperor. Hence the rise of persecution, and the driving of the Christians into an underground existence, as a proscribed sect. The Church grew under the shadow of the executioner's rods and axes, and every Christian lived in the peril of physical torture and death. The thought of martyrdom coloured the whole outlook of early Christianity. But it was not only a fear, it was also an ideal and a hope. For the martyr was the complete Christian, he was the champion and hero of the new society and its conflict with the old, and even the Christians who failed in the moment of the trial - the lapsi - looked on the martyrs as their saviours and protectors”

“The great fault of modern democracy -- a fault that is common to the capitalist and the socialist -- is that it accepts economic wealth as the end of society and the standard of personal happiness....The great curse of our modern society is not so much lack of money as the fact that the lack of money condemns a man to a squalid and incomplete existence. But even if he has money, and a great deal of it, he is still in danger of leading an incomplete and cramped life, because our whole social order is directed to economic instead of spiritual ends. The economic view of life regards money as equivalent to satisfaction. Get money, and if you get enough of it you will get everything else that is worth having. The Christian view of life, on the other hand, puts economic things in second place. First seek the kingdom of God, and everything else will be added to you. And this is not so absurd as it sounds, for we have only to think for a moment to realise that the ills of modern society do not spring from poverty in fact, society today is probably richer in material wealth than any society that has ever existed. What we are suffering from is lack of social adjustment and the failure to subordinate material and economic goods to human and spiritual ones.”

“The whole tendency of modern life is towards scientific planning and organisation, central control, standardisation, and specialisation. If this tendency was left to work itself out to its extreme conclusion, one might expect to see the state transformed into an immense social machine, all the individual components of which are strictly limited to the performance of a definite and specialised function, where there could be no freedom because the machine could only work smoothly as long as every wheel and cog performed its task with unvarying regularity. Now the nearer modern society comes to the state of total organisation, the more difficult it is to find any place for spiritual freedom and personal responsibility. Education itself becomes an essential part of the machine, for the mind has to be as completely measured and controlled by the techniques of the scientific expert as the task which it is being trained to perform.”

“When men follow justice the city blooms, the earth bears rich harvests, and children and flocks increase; but for the unjust all nature is hostile, the people waste away from famine, and a whole city may reap the evil fruit of one man's ill deeds.”

“Today everybody admits that something is wrong with the world, and the critics of Christianity are the very people who feel this most. The most violent attacks on religion come from those who are most anxious to change the world, and they attack Christianity because they think that it is an obstructive force that stands in the way of a real reform of human life. There has seldom been a time in which men were more dissatisfied with life and the more conscious of the need for deliverance, and if they turn away from Christianity it is because they feel that Christianity is a servant of the established order and that it has no real power or will to change the world and to rescue man from his present difficulties. They have lost their faith in the old spiritual traditions that inspired civilization in the past, and they tend to look for a solution in some external practical remedy such as communism, or the scientific organisation of life; something definite and objective that can be applied to society as a whole.”

“The process of secularisation arises not from the loss of faith but from the loss of social interest in the world of faith. It begins the moment men feel that religion is irrelevant to the common way of life and that society as such has nothing to do with the truths of faith.”

“Culture was actually humanity’s attempt to extend the womb.”

“The man who is fond of books is usually a man of lofty thought, and elevated opinions.”

“For the immense extension of the scale of education and its ramification into a hundred specialisms and technical disciplines has left the state as the only unifying element in the whole system. In the past the traditional system of classical education provided a commo intellectual background and a common scale of values which transcended national and political frontiers and formed the European or Western republic of letters of which every scholar was a citizen.”

“In spite of this, there is no doubt that the modern European and American system of universal education suffered from serious defects. In the first place, the achievement of universality was purchased by the substitution of quantitative for qualitative standards. Education was accepted as a good in itself and the main question was how to increase the total output: how to teach more and more people more and more subjects for longer and longer periods. But in proportion as education became universal, it became cheapened. Instead of being regarded as the privilege of a few it became a compulsory routine for everybody.”