Bear in mind, my children, that only cowards and those who are weak commit sin and tell lies. The brave are always moral. Try to be moral, try to be brave, try to be sympathising.
They always believe that 'things are in a bad way now,' but they 'haven't any faith in these idealists.' One minute they call Wilson 'just a dreamer, not practical'- a year later they rail at him for making his dreams realities. They haven't clear logical ideas on one single subject except a sturdy, stolid opposition to all change. They don't think uneducated people should be highly paid, but they won't see that if they don't pay the uneducated people their children are going to be uneducated too, and we're going round and round in a circle. That- is the great middle class.
I see only with deep regret that God punishes so many of His children for their numerous stupidities, for which only He Himself can be held responsible; in my opinion, only His nonexistence could excuse Him.
Let us have that kind of effort from all, except those child or handicapped or too old. But the many people, they sort of have the opportunity to create trouble or to create a good thing, now should think more seriously, should not indulge any work to create more problems.
We ought to esteem it of the greatest importance that the fictions which children first hear should be adapted in the most perfect manner to the promotion of virtue.
We all learn by imitating, as children, as students, as novices in the world of business. And then we grow up and learn to blend our innate abilities with the rules or principles we have learned.
How strange it is that Socrates, after having made the children common, should hinder lovers from carnal intercourse only, but should permit love and familiarities between father and son or between brother and brother, than which nothing can be more unseemly, since even without them love of this sort is improper. How strange, too, to forbid intercourse for no other reason than the violence of the pleasure, as though the relationship of father and son or of brothers with one another made no difference.
The intense horror of nightmare came over me: I tried to draw back my arm, but the hand clung to it, and a most melancholy voice sobbed, 'Let me in - let me in!' 'Who are you?' I asked, struggling, meanwhile, to disengage myself. 'Catherine Linton,' it replied, shiveringly (why did I think of LINTON? I had read EARNSHAW twenty times for Linton) - 'I'm come home: I'd lost my way on the moor!' As it spoke, I discerned, obscurely, a child's face looking through the window.
It's not a nice-to-have - it's a must-have. It's time we stop treating child care as a side issue, or a women's issue, and treat it like the national economic priority that it is for all of us.
In time, perhaps, we will mark the memory of September 11th in stone and metal, something we can show children, as yet unborn, to help them understand what happened on this minute and on this day. But for those of us who lived through these events, the only marker we’ll ever need is the tick of a clock at the 46th minute of the eighth hour of the 11th day.
Education is implication. It is not the things you say which children
respect; when you say things, they very commonly laugh and do the opposite.
It is the things you assume which really sink into them. It is the things
you forget even to teach that they learn.