The reason we’re here is to exercise personal responsibility, to evolve the higher self and to influence that development in others.
Gentleness in the gait is what simplicity is in the dress. Violent gesture or quick movement inspires involuntary disrespect. One looks for a moment at a cascade; but one sits for hours, lost in thought, and gazing upon the still water of a lake. A deliberate gait, gentle manners, and a gracious tone of voice - all of which may be acquired - give a mediocre man an immense advantage over those vastly superior to him. To be bodily tranquil, to speak little, and to digest without effort are absolutely necessary to grandeur of mind or of presence, or to proper development of genius.
No man or woman has achieved an effective personality who is not self-disciplined. Such discipline must not be an end in itself, but must be directed to the development of resolute Christian character.
The goal of all education, preaching, and instruction is the development of mature individuals who will understand that difficulties in life are Divine-ordained challenges to overcome and opportunities for growth, and not excuses for defeat and self-ruination.
The consuming desire of most human beings is deliberately to plant their whole life in the hands of some other person. I would describe this method of searching for happiness as immature. Development of character consists solely in moving toward self-sufficiency.
Civilizations commonly die from the excessive development of certain characteristics which had at first contributed to their success.
Any power must be an enemy of mankind which enslaves the individual by terror and force whether it arises under the Fascist or the Communist flag. All that is valuable in human society depends upon the opportunity for development accorded to the individual.
Without creative personalities able to think and judge independently, the upward development of society is as unthinkable as the development of the individual personality without the nourishing soil of the community.
Grief or misfortune seems to be indispensable to the development of intelligence, energy and virtue. The proofs to which the people are submitted, as with individuals, are necessary then to draw them from their lethargy, to disclose their character.
Our best hope for the future is that the intellect - the scientific spirit, reason - should in time establish a dictatorship over the human mind. The very nature of reason is a guarantee that it would not fail to concede to human emotions, and to all that is determined by them, the position to which they are entitled. But the common pressure exercised by such a domination of reason would prove to be the strongest unifying force among men, and would prepare the way for further unifications. Whatever, like the ban laid upon thought by religion, opposes such a development is a danger for the future of mankind.
What can be the aim of withholding from children, or let us say from young people, this information about the sexual life of human beings? Is it a fear of arousing interest in such matters prematurely, before it spontaneously stirs in them? Is it a hope of retarding by concealment of this kind the development of the sexual instinct in general, until such time as it can find its way into the only channels open to it in the civilized social order? Is it supposed that children would show no interest or understanding for the facts and riddles of sexual life if they were not prompted to do so by outside influence? Is it regarded as possible that the knowledge withheld from them will not reach them in other ways? Or is it genuinely and seriously intended that later on they should consider everything connected with sex as something despicable and abhorrent from which their parents and teachers wish to keep them apart as long as possible? I am really at a loss so say which of these can be the motive for the customary concealment from children of everything connected with sex. I only know that these arguments are one and all equally foolish, and that I find it difficult to pay them the compliment of serious refutation.
Shame and guilt are noble emotions essential in the maintenance of civilized society, and vital for the development of some of the most refined and elegant qualities of human potential - generosity, service, self-sacrificed, unselfishness and duty.
What is the true test of character, unless it be its progressive development in the bustle and turmoil, in the action and reaction of daily life?
What is called affluence - the consequence of the type of rapid economic development which occurred from about the middle of the nineteenth century - is in a real sense an abundance not just of serious problems which machines cannot solve, but of hopeless poverty: the physical insecurity, personal unhappiness, the intensified morality, the sense of being dwarfed by vast and uncontrollable physical, mechanical and corporate structures, the hatred and contempt of other peoples, the lack of opportunity for contemplation, the loss of community life.
Justice is immortal, eternal, and immutable, like God Himself; and the development of law is only then a progress when it is directed towards those principles which always like Him, are eternal; and whenever prejudice of error succeeds in establishing in customary law any doctrine contrary to eternal justice.
Character development is the great, if not the sole, aim of education.
The end and aim of all education is the development of character.
In the destiny of every moral being there is an object more worthy of God than happiness. It is character. And the grand aim of man's creation is the development of grand character - and grand character is, by its very nature, the product of probationary discipline.
The development of values, morals and ethics expands a person's ability to express freedom.
Freedom springs from within, whether in a man or in a people. To remove disabilities and confer the franchise is not enough. Men must be enabled to grow if they are to exercise their rights with dignity and effect. For this reason the widening of the franchise in democratic countries has always been accompanied or followed by the development of popular education.