Maxioms by G. K. Chesterton
Christianity has not been tried and found wanting; it has been found difficult and not tried.
Christianity has not been tried and found wanting; it has been found difficult and not tried.
Youth is the period in which a man can be hopeless. The end of every episode is the end of read more
Youth is the period in which a man can be hopeless. The end of every episode is the end of the world. But the power of hoping through everything, the knowledge that the soul survives its adventures, that great inspiration comes to the middle-aged.
Cruelty is, perhaps, the worst kid of sin. Intellectual cruelty is certainly the worst kind of cruelty.
Cruelty is, perhaps, the worst kid of sin. Intellectual cruelty is certainly the worst kind of cruelty.
A good novel tells us the truth about its hero; but a bad novel tells us the truth about its read more
A good novel tells us the truth about its hero; but a bad novel tells us the truth about its author.
Commemoration of Gilbert of Sempringham, Founder of the Gilbertine Order, 1189 I am quite prepared to promise the read more
Commemoration of Gilbert of Sempringham, Founder of the Gilbertine Order, 1189 I am quite prepared to promise the secularists secular education if they on their side will promise not to have moral instruction. Secular education seems to me intellectually clean and comprehensible. Moral instruction seems to me unclean, intolerable; I would destroy it with fire. Teaching the Old Testament by itself means teaching ancient Hebrew ethics, which are simple, barbaric rudimentary, and, to a Christian, unsatisfying. Teaching moral instruction means teaching modern London, Birmingham and Boston ethics, which are not barbaric and rudimentary, but are corrupt, hysterical and crawling with worms, and which are to a Christian, not unsatisfying but detestable. The old Jew who says that you must fight only for your tribe is inadequate; but the modern prig who says you must never fight for anything is substantially and specifically immoral. I know quite well, of course, that the unreligious ethics suggested for modern schools do not verbally assert these things; they only talk about peaceful reform, true Christianity, and the importance of Count Tolstoy. It is all a matter of tone and implication--but then, so is all teaching. Education is implication. It is not the things you say which children respect; when you say things, they very commonly laugh and do the opposite. It is the things you assume that really sink into them. It is the things you forget even to teach that they learn.
