If any man seeks for greatness, let him forget greatness and ask for truth, and he will find both.
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Horace Mann
Horace Mann (May 4, 1796 – August 2, 1859) was an American educational reformer and Whig politician dedicated to promoting public education. He served in the Massachusetts State legislature (1827–1837). In 1848, after public service as Secretary of the Massachusetts State Board of Education, Mann was elected to the United States House of Representatives (1848–1853). About Mann’s intellectual progressivism, the historian Ellwood P. Cubberley said: No one did more than he to establish in the minds of the American people the conception that education should be universal, non-sectarian, free, and that its aims should be social efficiency, civic virtue, and character, rather than mere learning or the advancement of education ends. Arguing that universal public education was the best way to turn unruly American children into disciplined, judicious republican citizens, Mann won widespread approval from modernizers, especially in the Whig Party, for building public schools. Most states adopted a version of the system Mann established in Massachusetts, especially the program for normal schools to train professional teachers. Educational historians credit Horace Mann as father of the Common School Movement. 2Life 3Education Horace Mann was born on May 4, 1796. His father was a farmer without much money. From ten years of age to twenty, he had no more than six weeks' schooling during any year, but he made use of the town librar
The laws by which the winds blow, and the tides of the ocean, like a vast clepsydra, measure, with inimitable exactness, the hours of ever-flowing time; the laws by which the planets roll, and the sun vivifies and paints; the laws which preside over the subtle combinations of chemistry, and the…
The laws of nature are sublime, but there is a moral sublimity before which the highest intelligences must kneel and adore.
He who cannot resist temptation is not a man. He is wanting in the highest attributes of humanity.
Whether a young man shall reap pleasure or pain from winning the objects of his choice, depends, not only upon his wisdom or folly in selecting those objects, but upon the right or wrong methods by which he pursues them. Hence, a knowledge what to select and how to pursue, is as necessary to the…
The most ignorant are the most conceited.
The object of punishment is, prevention from evil; it never can be made impulsive to good.
Every addition to true knowledge is an addition to human power.
The intellectual and moral nature of man is the one thing precious in the sight of God; and therefore, until this nature is cultivated, and enlightened, and purified, neither opulence, nor power, nor learning, nor genius, nor domestic sanctity, nor the holiness of God's altars, can ever be safe.…
Physics is the Science of Matter; Metaphysics the Science of Mind — the Science of Being, apart from accidents and properties — Ontology.
If evil is inevitable, how are the wicked accountable? Nay, why do we call men wicked at all? Evil is inevitable, but is also remediable.
If ever there was a cause, if ever there can be a cause, worthy to be upheld by all of toil or sacrifice that the human heart can endure, it is the cause of Education.