People From Illinois

"One reason why people cherish the delusion that they are still free long after they have lost or destroyed the liberties won by their ancestors lies in the boundless vanity of man when acting as mass. The mass in modern times believes it is sovereign. As sovereign it is free."

"The educator aims at a slow process of development; the propagandist, at quick results. The educator tries to tell people how to think; the propagandist, what to think. The educator strives to develop individual responsibility; the propagandist, mass effects. The educator wants thinking; the propagandist, action. The educator fails unless he achieves an open mind; the propagandist, unless he achieves a closed mind."

"Standardization develops a kind of mass mind, which in mature years renders men very susceptible to crowd appeal."

"What the state desires of education is soldiers, reliable voters, law-abiding citizens, contented working men, prosperous traders. Hence a spirit of docility and credulity, often of timidity, prevails in the school."

"Governments and churches and ruling classes and commercial groups have always sought to get their hands on the institutions for the education of youth and utilize them for their own interests."

"Every government, our own included, fights with propaganda as deadly as poison gas."

"Whoever is concerned about his education should be on his guard against propaganda."

"Animal training may give one the means to make a living; liberal education gives living a meaning."

"There is a quality of the educated mind which may best be described as a kind of sincerity, and conversely the outstanding trait of ignorance is that of clever insincerity."

"Education has to do with insight, with valuing, with understanding, with the development of the power of discrimination, the ability to make choice amongst the possibilities of experience and to think and act in ways that distinguish men from animals and higher men from lower."

"Is learning a venture in spiritual freedom that is humanism, or is it a routine process of animal training?"

"I use the term "liberal" not in the political sense, as if it meant half measures, but in its original sense meaning by a liberal education the kind of education which sets the mind free from the servitude of the crowd and from vulgar self-interests."

"...education is a spiritual revaluation of human life. Its task is to reorient the individual, to enable him to take a richer and more significant view of his experiences, to place him above and not within the system of his beliefs and ideals. If education is not liberalizing, it is not education in the sense of the title of this book."

"Education is emancipation from herd opinion, self-mastery, capacity for self-criticism, suspended judgment, and urbanity."

"Probably the greatest difference among men is this difference in habits of thought. There are some minds which behave merely like the mechanic who having learned his trade in a certain way never can function in any other."

"Psycho-pathologists very often have to deal with people whose thinking is thus “compulsive.” And when analysis is possible, it is usually found that such persistent ideas are associated with some unconscious impulse. It is characteristic of all compulsive thinking that it is not the outgrowth of conscious reasoning and cannot be modified by evidence. Persons whose thinking is compulsive often seek to “rationalize” it—that is, they resort to ingenious devices to render it plausible or to explain away that which would contradict it. This sort of thinking, as I have tried to show, is a common characteristic of the crowd mind. The thinking of the crowd is dogmatic as a result of causes which are similar to those which render compulsive that of certain neurotics. And dogma is a common element in religion."

"The phenomena which we call the crowd-mind, instead of being the outgrowth of the directly social, are social only in the sense that all mental life has a social significance; they are rather the result of forces hidden in the personal and unconscious psyche of the members of the crowd, forces which are merely released by social gatherings of a certain sort."

"The crowd is a social phenomenon only in the sense that it affects a number of persons at the same time."

"It is the place of liberal Christianity to state the supremacy of the everlasting ends of life over the means of living, of the believer over the thing believed, the man over the system, the worker over the product. We are not liberals because we believe less but because we believe more. We dare to believe without an infallible guarantee of the substance of our faith in a moral issue. It is not an historical opinion. Liberalism is not a new system of dogma, but a new point of view. ... The place of liberal Christianity is to restore to the moderm man his spiritual integrity."

"One of the serious results of propaganda is that it has caused the public to think that education and propaganda are the same thing, and thus to make an ignorant multitude believe it is being educated when it is only being manipulated. Education aims at independence of judgement. Propaganda offers ready-made opinions for the unthinking herd."

"It is the trivial, the irrelevant, the sensational, the appeal to obsolete bigotry which naturally give it greatest publicity. In such publicity it becomes a mere vulgar caricature of itself."

"The evil effect of these attempts to manipulate the multitude by pampering its weaknesses---in return for material and other advantages to persons and for ends not disclosed—is clearly seen in various aspects of our common life. In politics such effect have long been deplorable."

"…so long as the public may be manipulated by misrepresentation and by appeal to ignorance and prejudice, it is the public’s own fault if the “knowing ones” make use of questionable methods."

"It must be borne in mind that everything the propagandist does or says is for effect—most commonly the effect on fools. The public wants not truth but a show?"

"…prejudice and the well-known weaknesses of human nature are to be exploited and thus encouraged."

"Its aim is to “put something over” on people, with or without their knowledge or consent… neither truth nor the basic values of civilization get a fair hearing."

"Propaganda is making puppets out of us. We are moved by hidden strings which the propagandist manipulates."

"For purposes of this discussion, propaganda is defined as the manipulation of the public to the end of securing some specific action."

"Education is training in wisdom and virtue, and the exercise of these is freedom."

"Another method of escaping moral responsibility is to run with the crowd. The crowd never considers consequences; it is bent upon vindicating its principles at any cost. It is anonymous; in it the individual may not be held to account."

"Moral training which does not encourage critical examination of popular ideas of what is right and good, does not tend to make men better, but only of one mind."

"The attitude of authority discourages the spirit of search and criticism. Popular prejudice is entrenched. Non-essentials are over-emphasized. Crowd-mindedness, rather than independence of judgment, prevails."

"It is in the localities where there is least artistic appreciation or intellectual curiosity or cosmopolitan spirit, the places where people have nothing with which to occupy their minds, that we find strongholds of "morality." Where education prevails, people learn to behave themselves as a matter of wisdom and good taste. Those who are sufficiently practiced in the art of living to be able to observe the common decencies without always "watching their step," may sometimes look up from the ground and take a broader view."

"Moral education is not mere drill in the ways of the herd. The good man's first duty, as Professor Erskine says, is to be intelligent. Good intentions alone do not enable man to judge wisely or behave well. The prevailing idea that one can be at the same time good and stupid has strongly influenced our education."

"Seek education for yourself and it is the search for the good life. From ancient times men have sought knowledge that they might become better judges of good and evil."

"I have characterized education as a victory won over one's wish-fancies and childish egoism, as the lifting of the problems of life to higher and more significant dilemmas, as the attainment of mastery. A humanistic liberalism seeks freedom as broad-mindedness; it strives for a highly civilized, urbane and sophisticated state of mind in which insight is deepened and interest is widened."

"The skepticism which has value is that which leads one on to further study and investigation. And it is characterized by intellectual modesty."

"Crowd men have no sense of humor. It is very difficult to educate solemn and opinionated people."

"Most minds are loaded down with the seriousness of their convictions."

"It is children and savages and the illiterate who have the most implicit faith. It is said that unbelief is sin. This is not so; it is nobler to doubt than to believe, for to doubt is often to take sides with fact against oneself. Nietzsche said that this is characteristic of "higher men.""

"Common men cherish their naive faiths and ask no questions."

"Dr. Kallen says, "Free public education and private instruction purchasable at a price are both but the community's device to meet present needs by transmitting the past unchanged. They provide a grammar of assent, not a logic of inquiry. The mental posture they habituate the youth in is not the posture of reflection. The mental posture they habituate the youth in is the posture of conformity. They require belief, not investigation. They impose reverence for the past and idealization of the present. They envision the future as a perpetuation of the past, not as a new creation of it. They are Main Street's most powerful instrument of self-reproduction without variation.... They enable government both visible and invisible to continue by consent, for they forestall and inhibit in the citizens of the land the technique of doubt and dissent which is the necessary condition of good government and the true inward-ness of that eternal vigilance so notoriously the price of liberty.""

"In any remembering, thinking or imagining, although the object of my intending is some state of affairs or other, I am also potentially aware as I intend that what I am doing is an act of remembering, thinking, or imagining. My asserting that S is P is not an assertion of mine unless I am implicitly aware as I assert that I am asserting, not entertaining the possibility that, S is P."

"The mind's ability to attend to its own representing activity is a distinct ability, logically presupposed as a condition of experience. (We couldn't be representing objects unless, in all cases of such representing, we could also become conscious of our representing.) ... All consciousness ... is a species of self-consciousness, representing objects is at the same time attending to the mind's activities."

"Listening continuously and taking notes for an hour is an unusual cognitive experience for most young people. Professors should embrace — and even advertise — lecture courses as an exercise in mindfulness and attention building, a mental workout that counteracts the junk food of nonstop social media."

"for Catholic writers, you must also think of James Farrell...And what about this guy Powers who writes about priests all the time? Those are great stories."

"It seemed to him that the Order of St Clement labored under the curse of mediocrity, and had done so almost from the beginning. In Europe, the Clementines hadn't (it was always said) recovered from the French Revolution. It was certain that they hadn't ever really got going in the New World. Their history revealed little to brag about – one saint (the Holy Founder) and a few bishops of missionary sees, no theologians worthy of the name, no original thinkers, not even a scientist. The Clementines were unique in that they were noted for nothing at all. They were in bad shape all over the world. The Chicago province was probably better off than the others, but that wasn't saying much. Their college was failing, their high schools were a breakeven proposition at best, and their parishes, except for a few, were in unsettled parts of Texas and New Mexico where no order in its right mind would go. The latest white elephant was an abandoned sanitarium in rural Minnesota! But that was typical of Father Boniface and the rest of them. They just didn't know a bad thing when they saw it – or a good one."

"There is no way to predict the price of stocks and bonds over the next few days or weeks. But it is quite possible to foresee the broad course of these prices over longer periods, such as the next three to five years. These findings, which might seem both surprising and contradictory, were made and analyzed by this year’s Laureates, Eugene Fama, Lars Peter Hansen and Robert Shiller."

"I view the work I've done related to statistics and economics as roughly speaking, how to do something without having to do everything. So economic models -- how any model by definition isn't right. When someone just says, 'Oh, your model is wrong.' That's not much of an insight. What you want to know is, is wrong in important ways or wrong in ways that are less relevant? And you want to know what does the data really say about the model?"

"What we have in life that we can count on is who we are and where we come from... For better or worse, that is what we have to sustain us in our endeavors, to buttress us in our darker moments, and to remind us of our identity. Without those things, we are adrift."