The man who lives in contact with what he believes to be a living Church is a man always expecting to meet Plato and Shakespeare tomorrow at breakfast. He is always expecting to see some truth that he has never seen before.
The scientific facts, which were supposed to contradict the faith in the nineteenth century, are nearly all of them regarded as unscientific fictions in the twentieth century.
The most unfathomable schools and sages have never attained to the gravity which dwells in the eyes of a baby of three months old. It is the gravity of astonishment at the universe, and astonishment at the universe is not mysticism, but a transcendent common-sense. The fascination of children lies in this: that with each of them all things are remade, and the universe is put again upon its trial.
But a somewhat more liberal and sympathetic examination of mankind will convince us that the cross is even older than the gibbet, that voluntary suffering was before and independent of compulsory; and in short that in most important matters a man has always been free to ruin himself if he chose.
Science only means knowledge; and for [Greek] ancients it did only mean knowledge. Thus the favorite science of the Greeks was Astronomy, because it was as abstract as Algebra. ... We may say that the great Greek ideal was to have no use for useful things. The Slave was he who learned useful things; the Freeman was he who learned useless things. This still remains the ideal of many noble men of science, in the sense they do desire truth as the great Greeks desired it; and their attitude is an external protest against vulgarity of utilitarianism.
When people talk as if the Crusades were nothing more than an aggressive raid against Islam, they seem to forget in the strangest way that Islam itself was only an aggressive raid against the old and ordered civilization in these parts. I do not say it in mere hostility to the religion of Mahomet; I am fully conscious of many values and virtues in it; but certainly it was Islam that was the invasion and Christendom that was the thing invaded.
Once I planned to write a book of poems entirely about the things in my pocket. But I found it would be too long; and the age of the great epics is past.
The most important fact about the subject of education is that there is no such thing. Education is not a subject and it does not deal in subjects. It is instead the transfer of a way of life.
The position we have now reached is this: starting from the State, we try to remedy the failures of all the families, all the nurseries, all the schools, all the workshops, all the secondary institutions that once had some authority of their own. Everything is ultimately brought into the Law Courts. We are trying to stop the leak at the other end.