За съвременното образование 1907

“It is typical of our time,” Chesterton wrote, “that the more doubtful we are about the value of philosophy, the more certain we are about the value of education. That is to say, the more doubtful we are about whether we have any truth, the more certain we are (apparently) that we can teach it to children. The smaller our faith in doctrine, the larger our faith in doctors …” [G. K. Chesterton, Illustrated London News, Jan. 12, 1907]

The truth is that the modern world has committed itself to two totally different and inconsistent conceptions about education. It is always trying to expand the scope of education; and always trying to exclude from it all religion and philosophy. But this is sheer nonsense. You can have an education that teaches atheism because atheism is true, and it can be, from its own point of view, a complete education. But you cannot have an education claiming to teach all truth, and then refusing to discuss whether atheism is true. [G. K. Chesterton, The Common Man, New York: Sheed & Ward, 1950, p. 168-9]

About half the history now taught in schools and colleges is made windy and barren by the narrow notion of leaving out the theological theories… Historians seem to have completely forgotten two facts—first, that men act from ideas; and second, that it might, therefore, be as well to discover which ideas. [G. K. Chesterton, Illustrated London News, May 13, 1911]