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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?”
We may distinguish four purposes at which an economic system may aim: first, it may aim at the greatest possible production of goods and at facilitating technical progress; second, it may aim at securing distributive justice; third, it may aim at giving security against destitution; and, fourth, it may aim at liberating creative impulses and diminishing possessive impulses.
Economic injustice is perhaps the most obvious evil of our present system. It would be utterly absurd to maintain that the men who inherit great wealth deserve better of the community than those who have to work for their living. I am not prepared to maintain that economic justice requires an exactly equal income for everybody. Some kinds of work require a larger income for efficiency than others do; but there is economic injustice as soon as a man has more than his share, unless it is because his efficiency in his work requires it, or as a reward for some definite service.
Education, and the life of the mind generally, is a matter in which individual initiative is the chief thing needed; the function of the state should begin and end with insistence on some kind of education, and, if possible, a kind which promotes mental individualism, not a kind which happens to conform to the prejudices of government officials.
democracy is not at all an adequate device unless it is accompanied by a very great amount of devolution. Love of uniformity, or the mere pleasure of interfering, or dislike of differing tastes and temperaments, may often lead a majority to control a minority in matters which do not really concern the majority.
It is not in the least necessary that economic needs should dominate man as they do at present. This is rendered necessary at present, partly by the inequalities of wealth, partly by the fact that things of real value, such as a good education, are difficult to acquire, except for the well-to-do.