“By learning to yield to the loving authority… of his parents, a child learns to submit to other forms of authority which will confront him later in his life — his teachers, school principal, police, neighbors and employers.”

— James Dobson

From Dare to Discipline discussed on Good-Natured Child Needs His Share of Parents' Attention, Focus on the Family, 11/21/2004
2004

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James Dobson 26

Evangelical Christian psychologist, author, and radio broad… 1936

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“Besides, every human being, even the child in the womb, has the right to life directly from God and not from his parents, not from any society or human authority.”

Pope Pius XII (1876–1958) 260th Pope of the Catholic Church

Allocution to Midwives on the Nature of Their Profession, October 29, 1951. http://www.ewtn.com/library/PAPALDOC/P511029.HTM http://www.papalencyclicals.net/Pius12/P12midwives.htm
Context: Besides, every human being, even the child in the womb, has the right to life directly from God and not from his parents, not from any society or human authority. Therefore, there is no man, no human authority, no science, no "indication" at all—whether it be medical, eugenic, social, economic, or moral—that may offer or give a valid judicial title for a direct deliberate disposal of an innocent human life, that is, a disposal which aims at its destruction, whether as an end in itself or as a means to achieve the end, perhaps in no way at all illicit. Thus, for example, to save the life of the mother is a very noble act; but the direct killing of the child as a means to such an end is illicit. The direct destruction of so-called "useless lives," already born or still in the womb, practiced extensively a few years ago, can in no wise be justified. Therefore, when this practice was initiated, the Church expressly declared that it was against the natural law and the divine positive law, and consequently that it was unlawful to kill, even by order of the public authorities, those who were innocent, even if on account of some physical or mental defect, they were useless to the State and a burden upon it. The life of an innocent person is sacrosanct, and any direct attempt or aggression against it is a violation of one of the fundamental laws without which secure human society is impossible. We have no need to teach you in detail the meaning and the gravity, in your profession, of this fundamental law. But never forget this: there rises above every human law and above every "indication" the faultless law of God.

“But true Christians love God and their neighbors as themselves; they commit no evil by the grace of God. It is not necessary to compel them to goodness since they know better what is good than the law-imposing authority. They have a knowledge of God within, which is a knowledge of His commandments and His love. Having His love within they do good to others and are just to all men in accordance with His law so that the authorities which rule the world have no occasion to find them guilty.”

Petr Chelčický book The Net of Faith

Variant: A world contrary to God must be kept within bounds by the world’s sword. But true Christians love God and their neighbors as themselves; they commit no evil by the grace of God. It is not necessary to compel them to goodness since they know better what is good than the law imposing authority.
Source: The Net of Faith (c. 1443), Chapter 95, Summary

“I remember one clear example of the problem of communicating what is to be learned. You may have heard of or gone through a similar experience with a student or your child. Years ago, the child of a friend whom I was visiting arrived home from his day at school, all excited about something he had learned. He was in the first grade and his teacher had started the class on reading lessons. The child, Gary, announced that he had learned a new word. "That's great, Gary," his mother said. "What is it?" He thought for a moment, then said, "I'll write it down for you." On a little chalkboard the child carefully printed, HOUSE. "That's fine, Gary," his mother said. "What does it say?" He looked at the word, then at his mother and said matter-of-factly, "I don't know."The child apparently had learned what the word looked like — he had learned the visual shape of the word perfectly. The teacher, however, was teaching another aspect of reading — what words mean, what words stand for or symbolize. As often happens, what the teacher had taught and what Gary had learned were strangely incongruent.As it turned out, my friend's son always learned visual material best and fastest, a mode of learning consistently preferred by a number of students. Unfortunately, the school world is mainly a verbal, symbolic world, and learners like Gary must adjust, that is, put aside their best way of learning and learn the way the school decrees. My friend's child, fortunately, was able to make this change, but how many other students are lost along the way?”

Betty Edwards (1926) American artist

Source: The New Drawing on the Right Side of the Brain (1979), p.237

“"Much knowledge of the right sort is a dangerous thing for the poor," might have been the motto put up over the door of the village school in my day. The less book-learning the labourer's lad got stuffed into him, the better for him and the safer for those above him, was what those in authority believed and acted up to. I daresay they made themselves think somehow or other—perhaps by not thinking—that they were doing their duty in that state of life to which it had pleased God to call them, when they tried to numb his brain, as a preliminary to stunting his body later on, as stunt it they did, by forcing him to work like a beast of burden for a pittance.”

Joseph Arch (1826–1919) British politician

Source: The Story of his Life Told by Himself (1898), p. 25

“We have now completed both the spiritual and the temporal government, that is, the divine and the paternal authority and obedience. But here now we go forth from our house among our neighbors to learn how we should live with one another, every one himself toward his neighbor. Therefore God and government are not included in this commandment nor is the power to kill, which they have taken away. For God has delegated His authority to punish evil-doers to the government instead of parents, who aforetime (as we read in Moses) were required to bring their own children to judgment and sentence them to death. Therefore, what is here forbidden is forbidden to the individual in his relation to any one else, and not to the government.”

Martin Luther (1483–1546) seminal figure in Protestant Reformation

http://www.iclnet.org/pub/resources/text/wittenberg/luther/catechism/web/cat-07.html The Large Catechism by Martin Luther, Translated by F. Bente and W.H.T. Dau Published in: Triglot Concordia: The Symbolical Books of the Ev. Lutheran Church (St. Louis: Concordia Publishing House, 1921) pp. 565-773, (1529)

“To learn by example is to submit to authority. …By watching the master and emulating his efforts in the presence of his example, the apprentice unconsciously picks up the rules of the art, including those which are not explicitly known to the master himself. These hidden rules can be assimilated only by a person who surrenders himself to that extent uncritically to the imitation of another. A society which wants to preserve a fund of personal knowledge must submit to tradition. …Common Law …is the most important system of strictly traditional activities.”

Michael Polanyi (1891–1976) Hungarian-British polymath

Source: Personal Knowledge (1958), pp. 53-54

“Let great authors have their due, as time, which is the author of authors, be not deprived of his due, which is, further and further to discover truth.”

Francis Bacon book The Advancement of Learning

Book I, iv, 10
The Advancement of Learning (1605)

“A man spends the first year of his life learning that he ends at his own skin, and the rest of his life learning that he doesn't.”

Saul Gorn (1912–1992) computer scientist

"The Individual and Political Life of Information Systems", in Heilprin, Markuson, and Goodman, ed., Proceedings of the Symposium on Education for Information Science, Warrenton, Virginia, September 7-10, 1965 (Washington, DC: Spartan Books, 1965)

“It's better not to know authors personally, because the real person never corresponds to the image you form of him from reading his books.”

Italo Calvino (1923–1985) Italian journalist and writer of short stories and novels

Source: If on a Winter's Night a Traveler

“A parent gives life, but as parent, gives no more. A murderer takes life, but his deed stops there. A teacher affects eternity; he can never tell where his influence stops.”

Henry Adams book The Education of Henry Adams

Source: The Education of Henry Adams

“By learning to yield to the loving authority… of his parents, a child learns to submit to other forms of authority which will confront him later in his life — his teachers, school principal, police, neighbors and employers.”

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