“The danger which threatens us comes from Labour…Those who think that the Conservative or Unionist Party, standing as such and disavowing its Liberal allies, could return with a working majority are living in a fools paradise and, if they persist, may easily involve themselves and the country in dangers the outcome of which it is hard to predict.”

Letter to Parker Smith (11 October 1922), quoted in Maurice Cowling, The Impact of Labour, 1920-1924: The Beginnings of Modern British Politics (Cambridge: Cambridge University Press, 1971), p. 181.
1920s

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Austen Chamberlain 12
British politician 1863–1937

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Context: The Ten Commandments that, as a teacher, I should wish to promulgate, might be set forth as follows:
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3. Never try to discourage thinking for you are sure to succeed.
4. When you meet with opposition, even if it should be from your husband or your children, endeavour to overcome it by argument and not by authority, for a victory dependent upon authority is unreal and illusory.
5. Have no respect for the authority of others, for there are always contrary authorities to be found.
6. Do not use power to suppress opinions you think pernicious, for if you do the opinions will suppress you.
7. Do not fear to be eccentric in opinion, for every opinion now accepted was once eccentric.
8. Find more pleasure in intelligent dissent that in passive agreement, for, if you value intelligence as you should, the former implies a deeper agreement than the latter.
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Context: It is probably dangerous to use this theory of information in fields for which it was not designed, but I think the danger will not keep people from using it. In psychology, at least in the psychology of communication, it seems to fit with a fair approximation. When it occurs that the learnability of material is roughly proportional to the information content calculated | by the theory, I think it looks interesting. There may have to be modifications, of course. For example, I think that the human receiver of information gets more out of a message that is encoded into a broad vocabulary (an extensive set of symbols) and presented at a slow pace, than from a message, equal in information content, that is encoded into a restricted set of symbols and presented at a faster pace. Nevertheless, the elementary parts of the theory appear to be very useful. I say it may be dangerous to use them, but I don’t think the danger will scare us off.

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