A Quote by Lord Acton
The barbarians, who possessed no books, no secular knowledge, no education, except in the schools of the clergy, and who had scarcely acquired the rudiments of religious instruction, turned with childlike attachment to men whose minds were stored with the knowledge of Scripture, of Cicero, of St. Augustine; and in the scanty world of their ideas, the Church was felt to be something infinitely vaster, stronger, holier than their newly founded States.
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There is no liberty to men whose passions are stronger than their religious feelings; there is no liberty to men in whom ignorance predominates over knowledge; there is no liberty to men who know not how to govern themselves.
In order to exert influence over people, there were other things that could be used besides love. Knowledge seemed to be an equally strong force, perhaps even stronger. Whoever possessed knowledge not only had power over the changeable passions of people, but also power over their thinking, over their minds, hearts and souls.
We do not merely give a religious education because that would seem to imply the possibility of some other education, a secular education, for example. But we hold that all education is divine, that every good gift of knowledge and insight comes from above, that the Lord the Holy Spirit is the supreme educator of mankind, and that the culmination of all education (which may at the same time be reached by a little child) is that personal knowledge of and intimacy with God in which our being finds its fullest perfection.
Secular schools can never be tolerated because such a school has no religious instruction and a general moral instruction without a religious foundation is built on air; consequently, all character training and religion must be derived from faith . . .? We need believing people.
America's founding fathers did not intend to take religion out of education. Many of the nation's greatest universities were founded by evangelists and religious leaders; but many of these have lost the founders concept and become secular institutions. Because of this attitude, secular education is stumbling and floundering.
Schools still operate as if all knowledge is contained in books, and as if the salient points in books must be stored in each human brain - to be used when needed. The political and financial powers controlling schools decide what these salient points are.
Human culture has always had to exist under the shadow of something infinitely more important than itself. If men had postponed the search for knowledge and beauty until they were secure, the search would never have begun.
Public schools helped create the idea of America and inculcate Americans with a few rudiments of knowledge. To judge by that very American item, the Internet, a few rudiments is all anyone cares to have.
Knowledge-full, unfettered knowledge of its own heritage, of freedom's enemies, of the whole world of men and ideas-this knowledge is a free people's surest strength.
Learning is acquired by reading books, but the much more necessary learning, the knowledge of the world, is only to be acquired by reading men, and studying all the various facets of them.
Learning is acquired by reading books; much more necessary learning, the knowledge of the world, is only to be acquired by reading men, and studying all the various editions of them.
How pathetically scanty my self-knowledge is compared with, say, my knowledge of my room. There is no such thing as observation of the inner world, as there is of the outer world.
It was even possible for the most venerated patriarchs of the Church, like St. Augustine and St. Thomas Aquinas, to conclude that heretics should be tortured (Augustine) or killed (Aquinas).
All the troubles of the Church, all the evils in the world, flow from this source: that men do not by clear and sound knowledge and serious consideration penetrate into the truths of Sacred Scripture.
I really see no harm which can come of giving our children a little knowledge of physiology. ... The instruction must be real, based upon observation, eked out by good explanatory diagrams and models, and conveyed by a teacher whose own knowledge has been acquired by a study of the facts; and not the mere catechismal parrot-work which too often usurps the place of elementary teaching.
Many of those whose task it is to broker the truth of God to the people of God in the churches have now redefined the pastoral task such that theology has become an embarrassing encumbrance or a matter of which they have little knowledge; and many in the Church have now turned in upon themselves and substituted for the knowledge of God a search for the knowledge of self.
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