R. H. Tawney

“An erring colleague is not an Amalkite to be smitten hip and thigh.”

“Transference from the primary school to higher education should depend solely upon whether it is likely to be for the benefit of the children concerned.”

“In England it is not ungentlemanly to steal halfpennies from children, and industrial interests, it may be assumed, will oppose any reform which interferes with the supply of cheap juvenile labour.”

“In place... of "elementary" education for nine-tenths of the children and "secondary" education for the exceptionally fortunate or the exceptionally able, we need to envisage education as two stages in a single course which will embrace the whole development of childhood and adolescence up to sixteen, and obliterate the vulgar irrelevances of class inequality and economic pressure in a new educational synthesis.”

“The number both of pupils and school places in 1922 is... all too small. But, inadequate as they are, they represent something like an educational revolution compared with the almost complete absence of public provision which existed prior to 1902.”

“The full comedy of the situation was revealed in 1900, when, nearly a century after France and Germany had laid the foundations of a public system of secondary education, the Court of Appeal virtually decided that there was no Public Authority in England with legal power to establish and maintain secondary schools.”

“England has not yet imitated the example set by America and by most of the British Dominions in making public secondary education free.”

“Even before 1918 we had traveled far from the doctrine of 1870, that "elementary" education was the education of a special class which would obtain no other — what the Committee of Council called in 1839 education "suited to the condition of workmen and servants" — and secondary education that of their masters.”

“The primary school is like the rope which the Indian juggler throws into the air to end in vacancy; that while in the United States some twenty-eight per cent, of the children entering the primary schools pass to high schools, in England the percentage passing from elementary to secondary schools is less than ten.”

“Apart from the children of the well-to-do, who receive secondary education almost as a matter of course, and whose parents appear usually, though quite mistakenly, to believe that they pay the whole cost of it, secondary education is still commonly regarded as a "privilege" to be conceded only to the exceptionally brilliant or fortunate.”

“They would very strongly advise that in selecting children for higher education care should be taken to avoid creating, as was done, for example, in India, a large class of persons whose education is unsuitable for the employment they eventually enter.”

“Its desire is that what is weak in the higher education of the country should be strengthened, and that what is already excellent should be made accessible to all.”

“Labour can claim with some confidence that it is both voicing the demands of nearly all enlightened educationalists and working for the only organization of education which will enable the community to make the best use of the most precious of its natural resources — the endowments of its children.”

“Those who have hitherto governed the nation, believing, and believing with justice, that ignorance and docility go hand in hand, have taken care to ration the education of the workers in doses small enough to be innocuous to the established order.”

“Practically, the Church was an immense vested interest, implicated to the hilt in the economic fabric, especially on the side of agriculture and land tenure. Itself the greatest of landowners, it could no more quarrel with the feudal structure than the Ecclesiastical Commission, the largest of mineral owners today, can lead a crusade against royalties.”

“In every human soul there is a socialist and an individualist, an authoritarian and a fanatic for liberty, as in each there is a Catholic and a Protestant. The same is true of the mass movements in which men marshal themselves for common action.”

“There was in Puritanism an element which was conservative and traditionalist, and an element which was revolutionary; a collectivism which grasped at an iron discipline, and an individualism which spurned the savorless mess of human ordinances; a sober prudence which would garner the fruits of this world, and a divine recklessness which would make all things new.”

“Virtues are often conquered by vices, but their rout is most complete when it is inflicted by other virtues, more militant, more efficient, or more congenial.”

“Too often, contemning the external order as unspiritual, [the Puritan] has made it, and ultimately himself, less spiritual by reason of his contempt.”

“Convinced that character is all and circumstances nothing, [the Puritan] sees in the poverty of those who fall by the way, not a misfortune to be pitied and relieved, but a moral failing to be condemned, and in riches, not an object of suspicion … but the blessing which rewards the triumph of energy and will.”

“By a kind of happy pre-established harmony, such as a later age discovered between the needs of society and the self-interest of the individual, success in business is in itself almost a sign of spiritual grace, for it is a proof that a man has laboured faithfully in his vocation.”

“It is probable that democracy owes more to Nonconformity than to any other single movement.”

“The foundation of democracy is the sense of spiritual independence which nerves the individual to stand alone against the powers of this world.”

“Mankind may wring her secrets from nature, and use their knowledge to destroy themselves.”

“The certainties of one age are the problems of the next.”