File:Men and thought in modern history (1920) (14780854535).jpg

Identifier: menthoughtinmode00scot (find matches)
Title: Men and thought in modern history
Year: 1920 (1920s)
Authors: Scott, Ernest, 1868-
Subjects: Political science
Publisher: Melbourne : Macmillan
Contributing Library: University of California Libraries
Digitizing Sponsor: MSN

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ardour is balanced by motives which none but a 286 MEN AND THOUGHT IN MODERN HISTORY cultivated people can feel. But among a people whose intel-lect is not cultivated such a balance can never exist.—Buckle. There are panegyrists of war who say that without aperiodical bleeding a race decays and loses its manhood.Experience is directly opposed to this shameless assertion.It is war that wastes a nations wealth, chokes its indus-tries, kills its flower, narrows its sympathies, condemns itto be governed by adventurers, and leaves the puny,deformed and unmanly to breed the next generation. Inter-necine war, foreign and civil, brought about the greatestset-back which the Life of Reason has ever suffered; it exter-minated the Greek and Italian aristocracies. Instead ofbeing descended from heroes, modern nations are descendedfrom slaves; and it is not their bodies only that show it.... To call war the soil of courage and virtue is like callingdebauchery the soil of love.—George Santayana.
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MATTHEW ARNOLD. (Page 288 Chapter XXI. MATTHEW ARNOLD AND EDUCATION. THE reason for the choice of Matthew Arnold as theman around whom we may centre a considerationof thought upon education, is not that he was anoriginal force in this field, like Pestalozzi or Froebel,nor because any particular theory or system is associatedwith his name. His father, Thomas Arnold of Rugby, wasin many respects a more considerable educationalist thanhe—a schoolmaster of distinguished attainments, who,whether as organiser, reformer of methods, or practicalteacher, exerted an influence on English education whichis not likely to fade as long as national ideals of cultureare valued. In some respects it might be more profitableto examine the life and thought of Thomas Arnold, andendeavour to apply what is most fruitful in them to theeducational problems of our time. But Thomas Arnolds experience was not so wide asthat of his brilliant son, whose long career of thirty-fiveyears as an inspector of schools,

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