A Quote by Edmund Burke
Restraint and discipline and examples of virtue and justice. These are the things that form the education of the world.
Related Quotes
The idea is that to grasp an idea like equality or justice, you can't look at the equal and just or unjust things in the world around you, you have to somehow ascend to or maybe remember some kind of idea of equality and justice and this would be a Platonic form, and it would be different from the things that partake in the form.
There is no intrinsic virtue to law and order unless 'law' is equated with justice and 'order' with the discipline of a people satisfied that justice has been done.
That education should be regulated by law and should be an affair of state is not to be denied, but what should be the character of this public education, and how young persons should be educated, are questions which remain to be considered. As things are, there is disagreement about the subjects. For mankind are by no means agreed about the things to be taught, whether we look to virtue or the best life. Neither is it clear whether education is more concerned with intellectual or with moral virtue.
Discipline in typography is a prime virtue. Individuality must be secured by means that are rational. Distinction needs to be won by simplicity and restraint. It is equally true that these qualities need to be infused wiht a certain spirit and vitality, or they degenerate into dullness and mediocrity.
There are many objects of desire, and therefore many desires. Some are born with us, hunger, yearning, and pride of place, and some are of the foolishness of the world, such as the desire to eat off silver plates. Desire is a wild horse to be tamed. Virtue is habit long continued. The taming of desire is like the training of an athlete. Discipline is not the restraint but the use of energy.
Aristocracy is that form of government in which education and discipline are qualifications for suffrage and office holding.
EDUCATION, n. The bringing up, as of a child; instruction; formation of manners. Education comprehends all that series of instruction and discipline which is intended to enlighten the understanding, correct the temper, and form the manners and habits of youth, and fit them for usefulness in their future stations. To give children a good education in manners, arts and science, is important; to give them a religious education is indispensable; and an immense responsibility rests on parents and guardians who neglect these duties.
Inasmuch as society cannot go on without discipline of some kind, men were constrained, in the absence of any other form of discipline, to turn to discipline of the military type.
The thing about discipline is that people misunderstand the word discipline. People think discipline in the dog world is punishment. Discipline is how you achieve what you want to achieve in life. You have to be very focused, very disciplined, very consistent, very diligent. All of those things.
The education justice movement and the prison justice movement have been operating separately in many places as though they're in silos. But the reality is we're not going to provide meaningful education opportunities to poor kids, kids of color, until and unless we recognize that we're wasting trillions of dollars on a failed criminal justice system.
We are now to rank among the nations of the world; but whether our Independence shall prove a blessing or a curse must depend upon our own wisdom or folly, virtue or wickedness.... Justice and virtue are the vital principles of republican government.
Is there no virtue among us? If there be not, we are in a wretched situation. No theoretical checks-no form of government can render us secure. To suppose that any form of government will secure liberty or happiness without any virtue in the people, is a chimerical idea, if there be sufficient virtue and intelligence in the community, it will be exercised in the selection of these men. So that we do not depend on their virtue, or put confidence in our rulers, but in the people who are to choose them.
How much education may reconcile young people to pain and sufference, the examples of Sparta do sufficiently shew; and they who have once brought themselves not to think bodily pain the greatest of evils, or that which they ought to stand most in fear of, have made no small advance toward virtue.
The cardinal virtue of all beauty is restraint.
It is quite an old-fashioned fallacy to suppose that our objection to scepticism is that it removes the discipline from life. Our objection to scepticism is that it removes the motive power. Materialism is not a thing which destroys mere restraint. Materialism itself is the great restraint.
There is that in the soul of man which must respond to the highest in virtue. It may not respond at once. Human nature can easily be over-faced by examples too remote and austere. Moreover, human nature can easily deny God because the whole race has long been in rebellion against Him. Yet there is that in human nature which calls out to the supreme examples of virtue: owns, as it were, the intention of God who made it, and feels the unmistakable homesickness of the soul.
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