Unfettered inquisitiveness, it is clear, teaches better than do intimidating assignments.
The function of education is to make one maladjusted to ordinary society.
The end then of learning is to repair the ruins of our first parents by regaining to know God aright, and out of that knowledge to love him, to imitate him, to be like him, as we may the nearest by possessing our souls of true virtue, which being united to the heavenly grace of faith makes up the highest perfection.
In academic life the temptation to worship the Part instead of the Whole is subtle and rationally appealing. In the sciences—natural and social—in the humanities, we learn an enormous amount of invigorating truth. We know this search is valid. And therefore it is an aspect of the search for God himself. But if we stop at halfway houses, if we are content with a likeness of Reality, then we are bowing before graven images. They are not false, they are only seductively incomplete.
There are those who desire to acquire knowledge for its own value—and this is a base vanity. But there are others who desire to have it to edify others—and this is charity. And there are others who desire it so that they may be edified—and this is wisdom.
It's not better teachers, texts, or curricula that our children need most; it's better childhoods, and we will never see lasting school reform until we see parent reform.
A little or superficial knowledge of philosophy may incline the mind of man to atheism, but a further proceeding therein doth bring the mind of man back again.
Remember: When you talk you only repeat what you already know, but if you listen you may learn something.
A teacher ought to be a stranger to the desire for domination, vain-glory, and pride; one should ...1
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