“This is a decadent era. Its main characteristic is that it’s dependent on lies and cheating. Once it loses this characteristic, it can’t survive for even a day.”

Source: Academy Series - Priscilla "Hutch" Hutchins, Odyssey (2006), Chapter 32 (p. 289)

The Great Amphibian, The Sunday Pictorial, 23 July 1916.
Reproduced in The Collected Essays of Sir Winston Churchill, Vol I, Churchill at War, Centenary Edition (1976), Library of Imperial History, p. 101.
Early career years (1898–1929)
Context: The true characteristic of all British strategy lies in the use of amphibious power. Not the sea alone, but the land and the sea together: not the Fleet alone, but the Army in the hand of the Fleet.

Source: BBC Documentary based on Adam Hochschild's 'King Leopold's Ghost'
Congo: White King, Red Rubber, Black Death

"Judaism, Human Values and the Jewish State" (1995)

#127
The Meditations of Guigo I, Prior of the Charterhouse

the non-coercive social persuasion which operates in a family or a community. It says "we should…".
"Triangulation", p. 13
On Fraternity : Politics Beyond Liberty & Equality (2007)

Teaching as a Subversive Activity (1969)
Context: The BASIC FUNCTION of all education, even in the most traditional sense, is to increase the survival prospects of the group. If this function is fulfilled, the group survives. If not, it doesn't. There have been times when this function was not fulfilled, and groups (some of them we even call "civilizations") disappeared. Generally, this resulted from changes in the kind of threats the group faced. The threats changed, but the education did not, and so the group, in a way, "disappeared itself" (to use a phrase from Catch-22). The tendency seems to be for most "educational" systems, from patterns of training in "primitive" tribal societies to school systems in technological societies, to fall imperceptibly into a role devoted exclusively to the conservation of old ideas, concepts, attitudes, skills, and perceptions. This happens largely because of the unconsciously held belief that these old ways of thinking and doing are necessary to the survival of the group. …Survival in a stable environment depends almost entirely on remembering the strategies for survival that have been developed in the past, and so the conservation and transmission of these becomes the primary mission of education. But, a paradoxical situation develops when change becomes the primary characteristic of the environment. Then the task turns inside out — survival in a rapidly changing environment depends almost entirely upon being able to identify which of the old concepts are relevant to the demands imposed by the new threats to survival, and which are not. Then a new educational task becomes critical: getting the group to unlearn (to "forget") the irrelevant concepts as a prior condition of learning. What we are saying is that the "selective forgetting" is necessary for survival.

Source: Law and Authority (1886), I
Context: Men who long for freedom begin the attempt to obtain it by entreating their masters to be kind enough to protect them by modifying the laws which these masters themselves have created!
But times and tempers are changed. Rebels are everywhere to be found who no longer wish to obey the law without knowing whence it comes, what are its uses, and whither arises the obligation to submit to it, and the reverence with which it is encompassed. The rebels of our day are criticizing the very foundations of society which have hitherto been held sacred, and first and foremost amongst them that fetish, law.
The critics analyze the sources of law, and find there either a god, product of the terrors of the savage, and stupid, paltry, and malicious as the priests who vouch for its supernatural origin, or else, bloodshed, conquest by fire and sword. They study the characteristics of law, and instead of perpetual growth corresponding to that of the human race, they find its distinctive trait to be immobility, a tendency to crystallize what should be modified and developed day by day.

Source: I Will Fear No Evil (1970), Chapter 2, p. 35