
“All persons ought to endeavor to follow what is right, and not what is established.”
Source: Constitutional Code; For the Use All Nations and All Governments Professing Liberal Opinions Volume 1
“All persons ought to endeavor to follow what is right, and not what is established.”
Source: Modern Italy: A Political History, 1959, p. 284
And they knew that similar persecutions had received the sanction of law in several of the colonies in this country soon after the establishment of official religions in those colonies. It was in large part to get completely away from this sort of systematic religious persecution that the Founders brought into being our Nation, our Constitution, and our Bill of Rights with its prohibition against any governmental establishment of religion.
Writing for the court, Engel v. Vitale, 370 U.S. 421 (1962).
The History of Freedom in Christianity (1877)
Context: The idea that the ends of government justify the means employed, was worked into system by Machiavelli. He was an acute politician, sincerely anxious that the obstacles to the intelligent government of Italy should be swept away. It appeared to him that the most vexatious obstacle to intellect is conscience, and that the vigorous use of statecraft necessary for the success of difficult schemes would never be made if governments allowed themselves to be hampered by the precepts of the copy-book.
His audacious doctrine was avowed in the succeeding age, by men whose personal character otherwise stood high. They saw that in critical times good men have seldom strength for their goodness, and yield to those who have grasped the meaning of the maxim that you cannot make an omelette if you are afraid to break the eggs. They saw that public morality differs from private, because no government can turn the other cheek, or can admit that mercy is better than justice. And they could not define the difference, or draw the limits of exception; or tell what other standard for a nation’s acts there is than the judgment which heaven pronounces in this world by success.
Writing for the court, Everson v. Board of Education, 330 U.S. 1 (1947).
Source: The Thread That Binds the Bones (1993), Chapter 8 (p. 72)
Foreword to Excellence in Education (2003) http://www.agakhanacademies.org/general/vision<!-- Aga Khan Academy, Mombasa brochure p. 3 http://www.akdn.org/publications/case_study_academies_mombasa.pdf, also quoted at The Aga Khan Academies http://www.agakhanacademies.org/mombasa/student-projects -->
Context: What students know is no longer the most important measure of an education. The true test is the ability of students and graduates to engage with what they do not know, and to work out a solution. They must also be able to reach conclusions that constitute the basis for informed judgements. The ability to make judgements that are grounded in solid information, and employ careful analysis, should be one of the most important goals for any educational endeavor. As students develop this capability, they can begin to grapple with the most important and difficult step: to learn to place such judgements in an ethical framework. For all these reasons, there is no better investment that individuals, parents and the nation can make than an investment in education of the highest possible quality. Such investments are reflected, and endure, in the formation of the kind of social conscience that our world so desperately needs.
On Publicity http://books.google.com/books?id=AusJAAAAIAAJ&q="Secresy+is+an+instrument+of+conspiracy+it+ought+not+therefore+to+be+the+system+of+a+regular+government"&pg=PA315#v=onepage from The Works of Jeremy Bentham volume 2, part 2 (1839)
The French Revolution, Bk. V, ch. 4 (1794)