A Quote by Winston Churchill

Certainly the prolonged education indispensable to the progress of society is not natural to mankind. — © Winston Churchill
Certainly the prolonged education indispensable to the progress of society is not natural to mankind.
The progress of mankind is due exclusively to the progress of natural sciences, not to morals, religion or philosophy.
We have the most prolonged adolescence in the history of mankind. There is no other society that requires so many years to pass before people are grown up ... Adolescence is nurtured and prolonged by educational processes and by industry that has found a bonanza in embracing the adolescent population and fortifying 'adolescent values.' This prolongation of adolescence robs the country of the population group having the most risk takers, and the highest ideals.
A society that does not give importance to education cannot progress. Let there be any Government, it must have a vision to make India shine in the field of education.
Progress stems from education, culture, freedom and equality. Without these fundamentals, mankind will flounder.
My History of the Jesuits is in four volumes.... This society has been a greater calamity to mankind than the French Revolution, or Napoleon's despotism or ideology. It has obstructed progress of reformation and the improvement of the human mind in society much longer and more fatally.
The nonchalance and dolce-far-niente air of nature and society hint at infinite periods in the progress of mankind.
I am certainly convinced that it is one of the greatest impulses of mankind to arrive at something higher than a natural state.
We are being made aware that the organization of society on the principle of private profit, as well as public destruction, is leading both to the deformation of humanity by unregulated industrialism, and to the exhaustion of natural resources, and that a good deal of our material progress is a progress for which succeeding generations may have to pay dearly.
While the romanticized ideal of universal public education resonates with the cognoscenti who oppose vouchers, poor urban families just want the best education for their children, who will certainly need it to function in our high-tech and advanced society.
Experience shows that what great role pratice and experience play in education; pratice, the prolonged exercice lead to habit: exemple suggests imitation. Habit can become a second nature, but, wrongly directed (or guided), it may also heighten (or intensify) unfortunate tendencies and be an obstacle to progress.
Aspiration, opportunity, and a stake in society are things which combine education, decent healthcare and the fruits of a capitalist system where individuals contribute to society, while also pursuing their natural inclination to improve their lot in life.
Every right has its responsibilities. Like the right itself, these responsibilities stem from no man-made law, but from the very nature of man and society. The security, progress and welfare of one group is measured finally in the security, progress and welfare of all mankind.
To those who think that liberty is a good thing, and that it may someday be possible for people to live in a society fit for free, fully human individuals, a thorough education in the nature of language, its uses and abuses, seems indispensable.
The art of progress is to preserve order amid change, and to preserve change amid order. Life refuses to be embalmed alive. The more prolonged the halt in some unrelieved system of order, the greater the crash of the dead society.
Good teachers are to education what education is to all other professions—the indispensable element, the sunlight and oxygen, the foundation on which everything else is built.
It is not systematic education which somehow molds society, but, on the contrary, society which, according to its particular structure, shapes education in relation to the ends and interests of those who control the power in that society.
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