R. H. Tawney Quotes

A society which reverences the attainment of riches as the supreme felicity will naturally be disposed to regard the poor as damned in the next world, if only to justify itself for making their life a hell in this.

If preachers have not yet overtly identified themselves with the view of the natural man, expressed by an eighteenth-century writer in the words, "trade is one thing and religion is another," they imply a not very different conclusion by their silence as to the possibility of collisions between them. The characteristic doctrine was one, in fact, which left little room for religious teaching as to economic morality, because it anticipated the theory, later epitomized by Adam Smith in his famous reference to the invisible hand, which saw in economic self-interest the operation of a providential plan. ...

Laborare est orare. [To work is to pray.] By the Puritan moralist the ancient maxim is repeated with a new and intenser significance. The labor which he idealizes is not simply a requirement imposed by nature, or a punishment for the sin of Adam. It is itself a kind of ascetic discipline, more rigorous than that demanded of any order of mendicants—a discipline imposed by the will of God, and to be undergone, not in solitude, but in the punctual discharge of secular duties. It is not merely an economic means, to be laid aside when physical needs have been satisfied. It is a spiritual end, for in it alone can the soul find health, and it must be continued as an ethical duty long after it has ceased to be a material necessity.

Its desire is that what is weak in the higher education of the country should be strengthened, and that what is already excellent should be made accessible to all.

What in Calvin had been a qualified concession to practical exigencies appeared in some of his later followers as a frank idealization of the life of the trader, as the service of God and the training-ground of the soul. Discarding the suspicion of economic motives, which had been as characteristic of the reformers as of medieval theologians, Puritanism in its later phases added a halo of ethical sanctification to the appeal of economic expediency, and offered a moral creed, in which the duties of religion and the calls of business ended their long estrangement in an unanticipated reconciliation.

The certainties of one age are the problems of the next.

Those who have hitherto governed the nation, believing, and believing with justice, that ignorance and docility go hand in hand, have taken care to ration the education of the workers in doses small enough to be innocuous to the established order.

Even before 1918 we had traveled far from the doctrine of 1870, that "elementary" education was the education of a special class which would obtain no other — what the Committee of Council called in 1839 education "suited to the condition of workmen and servants" — and secondary education that of their masters.

Transference from the primary school to higher education should depend solely upon whether it is likely to be for the benefit of the children concerned.

Apart from the children of the well-to-do, who receive secondary education almost as a matter of course, and whose parents appear usually, though quite mistakenly, to believe that they pay the whole cost of it, secondary education is still commonly regarded as a "privilege" to be conceded only to the exceptionally brilliant or fortunate.

It is still possible for the largest education authority in the country to propose to erect inequality of educational opportunity into a principle of public policy by solemnly suggesting, with much parade of philosophical arguments, that the interests of the community require that the children of well-to-do parents, who pay fees, should be admitted to public secondary schools on easier intellectual terms than the children of poor parents who can enter them only with free places, and that the children who are so contemptible as to be unable to afford secondary education without assistance in the form of maintenance allowances shall not be admitted unless they reach a higher intellectual standard still!

Defined by its purpose, its [education's] main aim is not to impart the specialized technique of any particular trade or profession, but to develop the faculties which, because they are the attribute of man, are not peculiar to any particular class or profession of men, and to build up the interests which, while they may become the basis of specialization at a later stage, have a value extending beyond their utility for any particular vocation, because they are the condition of a rational and responsible life in society.

In England it is not ungentlemanly to steal halfpennies from children, and industrial interests, it may be assumed, will oppose any reform which interferes with the supply of cheap juvenile labour.

Because men are men, social institutions - property rights and the organisation of industry, and the system of public health and education – should be planned...to emphasise and strengthen, not the class differences which divide but the common humanity which unites them.

The primary school is like the rope which the Indian juggler throws into the air to end in vacancy; that while in the United States some twenty-eight per cent, of the children entering the primary schools pass to high schools, in England the percentage passing from elementary to secondary schools is less than ten.