Horace Mann Quotes

A house without books is like a room without windows.

Be ashamed to die until you have won some victory for humanity.

Doing nothing for others is the undoing of ourselves.

Do not think of knocking out another person's brains because he differs in opinion from you. It would be as rational to knock yourself on the head because you differ from yourself ten years ago.

Lost, yesterday, somewhere between sunrise and sunset, two golden hours, each set with sixty diamond minutes. No reward is offered for they are gone forever.

Until you have done something for humanity,” wrote the great American educator Horace Mann, “you should be ashamed to die.

Give me a house furnished with books rather than furniture! Both, if you can, but books at any rate!

Ignorance breeds monsters to fill up the vacancies of the soul that are unoccupied by the verities of knowledge.

A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold iron.

Let us not be content to wait and see what will happen, but give us the determination to make the right things happen

Education...beyond all other devices of human origin, is a great equalizer of conditions of men --the balance wheel of the social machinery...It does better than to disarm the poor of their hostility toward the rich; it prevents being poor.

Independent study, community service, adventures and experience, large doses of privacy and solitude, a thousand different apprenticeships — the one-day variety or longer — these are all powerful, cheap, and effective ways to start a real reform of schooling. But no large-scale reform is ever going to work to repair our damaged children and our damaged society until we force open the idea of “school” to include family as the main engine of education. If we use schooling to break children away from parents — and make no mistake, that has been the central function of schools since John Cotton announced it as the purpose of the Bay Colony schools in 1650 and Horace Mann announced it as the purpose of Massachusetts schools in 1850 — we’re going to continue to have the horror show we have right now.

If any man seeks greatness, let him forget greatness and ask for truth, and he will find both.

No man has the right to bring up children without surrounding them with books.

It is well to think well: it is divine to act well.

We who are engaged in the sacred cause of education are entitled to look upon all parents as having given hostages to our cause.

Habit is a cable; we weave a thread of it each day, and at last we cannot break it.

Public education does not serve a public. It creates a public. And in creating the right kind of public, the schools contribute toward strengthening the spiritual basis of the American Creed. That is how Jefferson understood it, how Horace Mann understood it, how John Dewey understood it, and in fact, there is no other way to understand it. The question is not, Does or doesn't public schooling create a public? The question is, What kind of public does it create? A conglomerate of self-indulgent consumers? Angry, soulless, directionless masses? Indifferent, confused citizens? Or a public imbued with confidence, a sense of purpose, a respect for learning, and tolerance? The answer to this question has nothing whatever to do with computers, with testing, with teacher accountability, with class size, and with the other details of managing schools. The right answer depends on two things, and two things alone: the existence of shared narratives and the capacity of such narratives to provide an inspired reason for schooling.

Children learn to read by being in the presence of books.

Seek not greatness, but seek truth and you will find both.

Resolve to edge in a little reading every day, if it is but a single sentence. If you gain fifteen minutes a day, it will make itself felt at the end of the year.

The most important ingredient in the formula of success is knowing how to get along with other people.

Books are the windows through which the soul looks out. A house without books is like a room without windows. No man has a right to bring up his children without surrounding them with books, if he has the means to buy them. It is a wrong to his family. He cheats them! Children learn to read by being in the presence of books. The love of knowledge comes with reading and grows upon it.

Habits are like a cable. We weave a strand of it every day and soon it cannot be broken.

The most ignorant are the most conceited.

A house without books is like a room without windows. No man has a right to bring up his children without surrounding them with books, if he has the means to buy them.

Education is our only political safety. Outside of this ark, all is deluge.

A HABIT IS A CABLE; WE WEAVE A THREAD EACH DAY, AND AT LAST WE CANNOT BREAK IT.” —Horace Mann

amateur magician himself, he had first seen Joe performing at the St. Regis for his classmate at Horace Mann, Roy Cohn, and had been impressed enough by Joe’s natural movements, his solemnity, and his flawless presentations of the Miser’s Dream, Rosini’s Location, and the Stabbed Deck to insist that Joe be engaged to baffle his

The best teachers teach from the heart, not the book.

Affectation hides three times as many virtues as charity does sins.

Unfaithfulness in the keeping of an appointment is an act of clear dishonesty. You may as well borrow a person’s money as his time.

If any man seeks for greatness, let him forget greatness and ask for truth, and he will find both.

The laws of nature are sublime, but there is a moral sublimity before which the highest intelligences must kneel and adore. 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 amazing velocities of electricity; the laws of germination and production in the vegetable and animal worlds, — all these, radiant with eternal beauty as they are, and exalted above all the objects of sense, still wane and pale before the Moral Glories that apparel the universe in their celestial light. The heart can put on charms which no beauty of known things, nor imagination of the unknown, can aspire to emulate. Virtue shines in native colors, purer and brighter than pearl, or diamond, or prism, can reflect. Arabian gardens in their bloom can exhale no such sweetness as charity diffuses. Beneficence is godlike, and he who does most good to his fellow-man is the Master of Masters, and has learned the Art of Arts. Enrich and embellish the universe as you will, it is only a fit temple for the heart that loves truth with a supreme love. Inanimate vastness excites wonder; knowledge kindles admiration, but love enraptures the soul. Scientific truth is marvellous, but moral truth is divine; and whoever breathes its air and walks by its light, has found the lost paradise. For him, a new heaven and a new earth have already been created. His home is the sanctuary of God, the Holy of Holies.

In vain do they talk of happiness who never subdued an impulse in obedience to a principle. He who never sacrificed a present to a future good, or a personal to a general one, can speak of happiness only as the blind speak of color.

I hadn’t gone to Andover, or Horace Mann or Eton. My high school had been the average kind, and I’d been the best student there. Such was not the case at Eli. Here, I was surrounded by geniuses. I’d figured out early in my college career that there were people like Jenny and Brandon and Lydia and Josh—truly brilliant, truly luminous, whose names would appear in history books that my children and grandchildren would read, and there were people like George and Odile—who through beauty and charm and personality would make the cult of celebrity their own. And then there were people like me. People who, through the arbitrary wisdom of the admissions office, might share space with the big shots for four years, might be their friends, their confidantes, their associates, their lovers—but would live a life well below the global radar. I knew it, and over the years, I’d come to accept it. And I understood that it didn’t make them any better than me.

all the members of society have a direct interest in the manners of each of its individuals, because each one is a radiating point, the center of a circle which he fills with pleasure or annoyance, not only for those who voluntarily enter it but for those, who, in the promiscuous movements of society, are caught within its circumference.

A HOUSE WITHOUT BOOKS IS LIKE A ROOM WITHOUT WINDOWS

He who wishes to fulfill his mission must be a man of one idea, that is, of one great overmastering purpose, overshadowing all his aims, and guiding and controlling his entire life. —Bate. The shortest way to do anything is to do only one thing at a time. —Cecil. The power of concentration is one of the most valuable of intellectual attainments. —Horace Mann. The power of a man increases steadily by continuance in one direction. —Emerson. Careful attention to one thing often proves superior to genius and art. —Cicero. "It puffed like a locomotive," said a boy of the donkey engine; "it whistled like the steam-cars, but it didn't go anywhere." The world is full of donkey-engines, of people who can whistle and puff and pull, but they don't go anywhere, they have no definite aim, no controlling purpose.

education pioneers including Horace Mann and the never-married Catharine Beecher “explicitly conceived of teaching as a job for spinsters,” an occupation that could “ease the stigma of being unwed”27 and permit unmarried women to nurture young children and thus fulfill their domestic calling, even without offspring of their own.

Love--that divine fire which was made to light and warm the temple of home--sometimes burns at unholy altars.” Horace Mann

Let us not be content to wait and see what will happen, but give us the determination to make the right things happen. —Horace Mann

The industrialized mass nature of school goes back to the very beginning, to the common school and the normal school and the idea of universal schooling. All of which were invented at precisely the same time we were perfecting mass production and interchangeable parts and then mass marketing. The common school (now called a public school) was a brand new concept, created shortly after the Civil War. “Common” because it was for everyone, for the kids of the farmer, the kids of the potter, and the kids of the local shopkeeper. Horace Mann is generally regarded as the father of the institution, but he didn’t have to fight nearly as hard as you would imagine— because industrialists were on his side. The two biggest challenges of a newly industrial economy were finding enough compliant workers and finding enough eager customers. The common school solved both problems. The normal school (now called a teacher’s college) was developed to indoctrinate teachers into the system of the common school, ensuring that there would be a coherent approach to the processing of students. If this sounds parallel to the notion of factories producing items in bulk, of interchangeable parts, of the notion of measurement and quality, it’s not an accident. The world has changed, of course. It has changed into a culture fueled by a market that knows how to mass-customize, to find the edges and the weird, and to cater to what the individual demands instead of insisting on conformity. Mass customization of school isn’t easy. Do we have any choice, though? If mass production and mass markets are falling apart, we really don’t have the right to insist that the schools we designed for a different era will function well now.

If any man seeks for greatness, let him forget greatness and ask for truth, and he will find both." -- Horace Mann

Serendipity is another word in the luck family. Invented by Horace Walpole in 1754, it appropriately began life as a misprint. Walpole wrote a letter to Horace Mann developing the idea of serendipity from a ‘silly fairytale’ about chance called The Three Princes of Serendip. But Walpole had made a mistake: the real title of the story was The Three Princes of Sarendip (the ancient name for Sri Lanka). Before its current fashionable

Serendipity is another word in the luck family. Invented by Horace Walpole in 1754, it appropriately began life as a misprint. Walpole wrote a letter to Horace Mann developing the idea of serendipity from a ‘silly fairytale’ about chance called The Three Princes of Serendip. But Walpole had made a mistake: the real title of the story was The Three Princes of Sarendip (the ancient name for Sri Lanka).

Habit is a cable; we weave a thread of it every day, and at last we cannot break it.

Few loom larger than Horace Mann, who argued that a truly free populace could not remain ignorant,

Be ashamed to die until you have won some victory for humanity.' - Horace Mann

Of all the Whig projects of moral and civic improvement, their most ambitious instrument of republican soulcraft was the public school. As Horace Mann, the first secretary of the Board of Education of Massachusetts, explained, if all were to share in governing, then true to the republican tradition, all would have to be equipped with the requisite moral and intellectual resources: “with universal suffrage, there must be universal elevation of character, intellectual and moral, or there will be universal mismanagement and calamity.” The question whether human beings are capable of self-government admits only a conditional answer; they are capable insofar as they possess the intelligence and goodness and breadth of view to govern on behalf of the public good. “But men are not born in the full possession of such an ability,” nor do they necessarily develop it as they grow to adulthood.

calling—“making good American citizens”—was understood to have a moral element; the newcomers were understood to be not only poor but also immoral, subject to the whims of ignorance and vice. Through the ministry of their children, they could become good, but only through early intervention. Otherwise the children would remain, as they were characterized by social reformer Mary Mann (wife of Horace Mann), “little savages” and “pests of the street,” dragging society into chaos.[78]

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