Then, in no nation more than the English is there a diversified individuality. We are a people of individuals, and a people of character...The preservation of the individuality of the Englishman is essential to the preservation of the type of the race, and if our differences are smoothed out and we lose that gift, we shall lose at the same time our power. Uniformity of type is a bad thing. I regret very much myself the uniformity of speech. Time was, two centuries ago, when you could have told by his speech from what part of England every member of Parliament came. He spoke the speech of his fathers, and I regret that the dialects have gone, and I regret that by a process which for want of a better name we have agreed among ourselves to call education, we are drifting away from the language of the people and losing some of the best English words and phrases which have lasted in the country through centuries, to make us all talk one uniform and inexpressive language.
Stanley BaldwinRelated topics
bad best call came character country education english gift language losing lose name nation power preservation race regret spoke speech talk tell thing uniformity wordsRelated quotes
The French regarded this as a betrayal. It was. They spoke of being cheated by their wartime allies. They were. Clemenceau whose outspoken sympathies for Britain and America (he had been a newspaper correspondent in the United States shortly after the Civil War, had learned American English and married an American) had earned charges from the Right before the war that he was an Anglo-Saxon "tool", was embittered and disillusioned. As the Premier who had pulled France together in the closing period of the war, he realized what so many Frenchmen tended to forget, that without British and American help the war could not in the end have been won. He saw too that without Anglo-American promises of military aid in the future it would be beyond France's power to repel the next German invasion. He had been promised that aid in return for giving up the security of the Rhine, which his generals had demanded. Now France had neither.
William L. Shirer
I believe there is no permanent greatness to a nation except it be based upon morality. I do not care for military greatness or military renown. I care for the condition of the people among whom I live. There is no man in England who is less likely to speak irreverently of the Crown and Monarchy of England than I am; but crowns, coronets, mitres, military display, the pomp of war, wide colonies, and a huge Empire, are, in my view, all trifles light as air, and not worth considering, unless with them you can have a fair share of comfort, contentment, and happiness among the great body of the people. Palaces, baronial castles, great halls, stately mansions, do not make a nation. The nation in every country dwells in the cottage; and unless the light of your constitution can shine there, unless the beauty of your legislation and the excellence of your statesmanship are impressed there on the feelings and condition of the people, rely upon it you have yet to learn the duties of Government.
John Bright
David Galin, among other researchers, has pointed out that teachers have three main tasks: first, to train both hemispheres - not only the verbal, symbolic, logical left hemisphere, which has always been trained in the traditional education, but also the relational, holistic right hemisphere, which is largely neglected in today's schools; second, to train students to use the cognitive style suited to the tasks at hand; and third, to train students to be able to bring both styles - both hemispheres - to bear on a problem in an integrated manner.
When teachers can pair the complementary modes or fit one mode to the appropriate task, teaching and learning will become a much more precise process. Ultimately, the goal will be to develop both halves of the brain. Both modes are necessary for full human functioning and both are necessary for creative work of all kinds, whether writing or painting, developing a new theory in physics, or dealing with environmental problems.
Betty Edwards
If Britons love England with all her faults, why should we fail to love India whose faults were whittled down to an irreducible minimum till foreign conquests threw the whole society out of gear? But instead of being dominated by the natural ambition of carrying the banner of such a civilisation all over the world, we are unable to maintain its integrity in its own native home. This is betraying a trust. This is unworthiness of the worst type. We have not been able to add anything to this precious bequest; on the contrary we have been keeping ourselves and generations yet unborn from a full enjoyment of their lawful heritage..... This was Swami Vivekananda's plan of campaign. India can once more be made conscious of her greatness by an overmastering sense of the greatness of her spirituality. This sense of greatness is the main feeder of all patriotism. This only can put an end to all self-depreciation and generate a burning desire to recover the lost ground.
Sri Aurobindo
A Chinaman can ride in the same passenger coach with white citizens of the United States, while citizens of the black race in Louisiana, many of whom, perhaps, risked their lives for the preservation of the Union, who are entitled, by law, to participate in the political control of the State and nation, who are not excluded, by law or by reason of their race, from public stations of any kind, and who have all the legal rights that belong to white citizens, are yet declared to be criminals, liable to imprisonment, if they ride in a public coach occupied by citizens of the white race. He does not object, nor, perhaps, would he object to separate coaches for his race if his rights under the law were recognized. But he objecting, and ought never to cease objecting, to the proposition that citizens of the white and black race can be adjudged criminals because they sit, or claim the right to sit, in the same public coach on a public highway.
John Marshall Harlan