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66 pages, Paperback
First published January 1, 1917
المدرّس السيئ يميل الى فرض آرائه فرضاً على تلاميذه بحيث يشكل عدداً كبيراً منهم بعقلية واحدة ومزاج واحد وقد يجعل التلاميذ يجيبون عن سؤال غير محدود - يعتمد على الرأي الفردي - إجابة واحدة
ان الأعمال التي يمليها الحقد ليست بواجبات على الرغم من الآلام والتضحيات التي تتطلبها، وحياة العالم وأمله لا وجود لهما إلا بأعمال الحب
من الواضح تماماً لدى تسعة أعشار الأمة -اذا ناقضت أمة اخرى- ان دولتهم على حق فإن لم تكن على حق في هذه المسألة خاصة فإنهم يعتقدون انها تدافع عن مثل أعلى عامة من كل المثل التي تحتمي خلفها الدول الاخرى وان كل زيادة في قوتنا زيادة في خير العالم. وما دامت كل دولة تعتقد هذا الإعتقاد بنفسها فكل منها على استعداد لخوض غمار الحرب في أي ميدان تأمل املا كبيرا ان تنتصر فيه وطالما جثم هذا الشعور فأي امل بالتعاون العالمي سيظل مظلماً
"It is a sad evidence of the weariness mankind has suffered from excessive toil that his heavens have usually been places where nothing ever happened or changed. Fatigue produces the illusion that only rest is needed for happiness; but when men have rested for a time, boredom drives them to renewed activity. For this reason, a happy life must be one in which there is activity. If it is also to be a useful life, the activity ought to be as far as possible creative, not merely predatory or defensive. But creative activity requires imagination and originality, which are apt to be subversive of the status quo."
“There can be no final goal for human institutions; the best are those that most encourage progress towards others still better. Without effort and change, human life cannot remain good. It is not a finished Utopia that we ought to desire, but a world where imagination and hope are alive and active.”
“Not only teachers, but all commonplace persons in authority, desire in their subordinates that kind of uniformity which makes their actions easily predictable and never inconvenient. The result is that they crush initiative and individuality when they can, and when they cannot, they quarrel with it.”
“Political and social institutions are to be judged by the good or harm that they do to individuals. Do they encourage creativeness rather than possessiveness? Do they embody or promote a spirit of reverence between human beings? Do they preserve self-respect?”