“Science is the real moral school; she teaches man the love and respect for the truth, without which all hope is chimerical.”

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Marcellin Berthelot2

French chemist and politician 1827–1907

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Edward R. Murrow (1908–1965) Television journalist

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“Respect for the word is the first commandment in the discipline by which a man can be educated to maturity — intellectual, emotional, and moral.
Respect for the word — to employ it with scrupulous care and in incorruptible heartfelt love of truth — is essential if there is to be any growth in a society or in the human race.”

Dag Hammarskjöld (1905–1961) Swedish diplomat, economist, and author

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Context: Respect for the word is the first commandment in the discipline by which a man can be educated to maturity — intellectual, emotional, and moral.
Respect for the word — to employ it with scrupulous care and in incorruptible heartfelt love of truth — is essential if there is to be any growth in a society or in the human race.
To misuse the word is to show contempt for man. It undermines the bridges and poisons the wells. It causes Man to regress down the long path of his evolution.
"But I say unto you, that every idle word that men speak..."

“I think it is a truth, and an important truth, that the fundamentals of all school teaching ought to be the same.”

George Long (1800–1879) English classical scholar

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“Let a man get once fairly possessed of any peculiar notion, whether it be on religion, political economy, morals, politics, arts, or anything else, and he sees little beside his beloved principle, which he is at all times ready to advance, defend, demonstrate, or expatiate on. Nothing can be simpler than the two great dogmas of Christianity, which are so plain that all can both comprehend them and feel their truth. They teach us to love God, the surest way to obey him, and to love our neighbor as ourselves. Any one can understand this; all can see how just it is, and how much of moral sublimity it contains. It is Godlike, and brings us near the very essence of the Divinity, which is love, mercy, and truth. Yet how few are content to accept the teachings of the Saviour in this respect, without embarrassing them with theories that have so much of their origin in human fancies.”

James Fenimore Cooper (1789–1851) American author

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“How scientists go about their job: and it's a process, it's a question of asking questions, respecting observation, respecting experiment, having tentative explanations and then testing them…. There is a problem sometimes with how we teach science at schools. Because we sometimes teach it as if it has been chiseled in stone.”

Paul Nurse (1949) Nobel prize winning British biochemist

in Charlie Rose Science Series: The Imperative of Science http://www.charlierose.com/view/interview/9027 with Paul Nurse, President of Rockefeller University, Harold Varmus, president of Memorial Sloan-Kettering Cancer Center, Shirley Ann Jackson, President of Rensselaer Polytechnic Institute, Bruce Alberts, Editor-In-Chief of Science and Lisa Randall of Harvard University.

“The hermeneutic consciousness, which must be awakened and kept awake, recognizes that in the age of science philosophy's claim of superiority has something chimerical and unreal about it. But though the will of man is more than ever intensifying its criticism of what has gone before to the point of becoming a utopian or eschatological consciousness, the hermeneutic consciousness seeks to confront that will with something of the truth of remembrance: with what is still and ever again real.”

Hans-Georg Gadamer book Truth and Method

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“We are already struggling to teach morality to our children at all levels in our schools and they want to bring this in. It is unacceptable.”

Philip Naameh (1948) Ghanaian Catholic archbishop

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“The mother's first kiss teaches the child love; the first holy kiss of the woman he loves teaches man hope and faith in life.”

Giuseppe Mazzini (1805–1872) Italian patriot, politician and philosopher

Reported in ‎Thomas Jones, The Duties of Man and Other Essays (1915), page 61

“He must learn them again. He must teach himself that the basest of all things is to be afraid: and, teaching himself that, forget it forever, leaving no room in his workshop for anything but the old verities and truths of the heart, the universal truths lacking which any story is ephemeral and doomed — love and honor and pity and pride and compassion and sacrifice. Until he does so, he labors under a curse. He writes not of love but of lust, of defeats in which nobody loses anything of value, of victories without hope and, worst of all, without pity or compassion. His griefs grieve on no universal bones, leaving no scars. He writes not of the heart but of the glands.”

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“What must we do with these sciences in schools—I mean the elementary part of them? for… the amount which we can teach in a school to the ordinary kind of boys, that is the very great majority, is not much.”