“An old definition of a gentleman: someone who is never rude except on purpose.”
Christopher Hitchens (1949–2011) British American author and journalist
2000s, 2001, Letters to a Young Contrarian (2001)
“It is almost a definition of a gentleman to say he is one who never inflicts pain.”
Discourse VIII, pt. 10. http://books.google.com/books?id=YdrJkVPhptwC&q=%22it+is+Almost+a%22+%22a+gentle+man+to+say+he+is+one+who+never+inflicts+pain%22&pg=PA208#v=onepage <br class="br">The Idea of a University (1873)
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John Henry Newman37
English cleric and cardinal 1801–1890Related quotes
“A gentleman is one who never hurts anyone's feelings unintentionally.”
Oscar Wilde (1854–1900) Irish writer and poet
Elie Wiesel book Night
Misattributed <br class="br">Source: Robert McAfee Brown https://en.wikipedia.org/wiki/Robert_McAfee_Brown. Preface for the 25th anniversary edition of Night https://en.wikipedia.org/wiki/Night_%28book%29. Page v, Bantam Books paperback; 1982 reissue edition.
Joaquin Phoenix (1974) American actor, music video director, producer, musician, and social activist
"The War on Animals" (foreword), Hidden: Animals in the Anthropocene (2020), p. 27 ISBN 978-1590566381
Robert G. Ingersoll (1833–1899) Union United States Army officer
Interview with the Chicago Times, Feb. 14, 1881.
“A gentleman is one who puts more into the world than he takes out.”
George Bernard Shaw (1856–1950) Irish playwright
Neil Postman (1931–2003) American writer and academic
Teaching as a Subversive Activity (1969)
Context: In order to understand what kind of behaviors classrooms promote, one must become accustomed to observing what, in fact, students actually do in them. What students do in a classroom is what they learn (as Dewey would say), and what they learn to do is the classroom's message (as McLuhan would say). Now, what is it that students do in the classroom? Well, mostly they sit and listen to the teacher. Mostly, they are required to believe in authorities, or at least pretend to such belief when they take tests. Mostly they are required to remember. They are almost never required to make observations, formulate definitions, or perform any intellectual operations that go beyond repeating what someone else says is true. They are rarely encouraged to ask substantive questions, although they are permitted to ask about administrative and technical details. (How long should the paper be? Does spelling count? When is the assignment due?) It is practically unheard of for students to play any role in determining what problems are worth studying or what procedures of inquiry ought to be used. Examine the types of questions teachers ask in classrooms, and you will find that most of them are what might technically be called "convergent questions," but what might more simply be called "Guess what I am thinking " questions.