“In the last centuries of the empire, educational standards and literacy had fallen. In the dulled heads of the masses, distracted by cheap food and the barbaric spectacles of the coliseums, the values on which Rome had been founded and the ancient rationalism of the Greeks had been replaced by mysticism and superstition. It was—Honorius had explained to his pupil—as if a whole culture was losing its mind. People were forgetting how to think, and soon they would forget they had forgotten. And, to Honorius’s thinking, Christianity only exacerbated that problem.
“You know, Augustine warned us that belief in the old myths was fading—even a century and a half ago, as the dogma of the Christians took root. And with the loss of the myths, so vanishes the learning of a thousand years, which are codified in those myths, and the monolithic dogmas of the Church will snuff out rational inquiry for ten more centuries. The light is fading, Athalric.””

—  Stephen Baxter , book Evolution

Source: Evolution (2002), Chapter 15 “The Dying Light” section III (p. 502)

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Stephen Baxter 55
author 1957

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“There is a sense of widespread neglect and decay in the field of indigenous education within a few decades after the onset of British rule. (…) The conclusion that the decay noticed in the early 19th century and more so in subsequent decades originated with European supremacy in India, therefore, seems inescapable. The 1769-70 famine in Bengal (when, according to British record, one-third of the population actually perished), may be taken as a mere forerunner of what was to come. (…) During the latter part of the 19th century, impressions of decay, decline and deprivation began to agitate the mind of the Indian people. Such impressions no doubt resulted from concrete personal, parental and social experience of what had gone before. They were, perhaps, somewhat exaggerated at times. By 1900, it had become general Indian belief that the country had been decimated by British rule in all possible ways; that not only had it become impoverished, but it had been degraded to the furthest possible extent; that the people of India had been cheated of most of what they had; that their customs and manners were ridiculed, and that the infrastructure of their society mostly eroded. One of the statements which thus came up was that the ignorance and illiteracy in India was caused by British rule; and, conversely, that at the beginning of British political dominance, India had had extensive education, learning and literacy. By 1930, much had been written on this point in the same manner as had been written on the deliberate destruction of Indian crafts and industry, and the impoverishment of the Indian countryside.”

Dharampal (1922–2006) Indian historian

Dharmapal: The Beautiful Tree, Indigenous Indian Education in the Eighteenth Century. (1983)

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“The wild winds had been sown and the whirlwinds were gathering… and I was reaping what I had not sown… None of us could escape the history of the centuries before any of us had been born, and with which we had nothing to do.”

Pearl S. Buck (1892–1973) American writer

Source: My Several Worlds (1954), p. 208
Context: The wild winds had been sown and the whirlwinds were gathering... and I was reaping what I had not sown... None of us could escape the history of the centuries before any of us had been born, and with which we had nothing to do. We had not, I think, ever committed even a mild unkindness against a Chinese, and certainly we had devoted ourselves to justice for them, we had taken sides against our own race again and again for their sakes, sensitive always to injustices which others had committed and were still committing. But nothing mattered today, neither the kindness nor the cruelty. We were in hiding for our lives because we were white.

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