Brethren, our preaching will bear its legitimate fruits. If immorality prevails in the land, the fault is ours in a great degree. If there is a decay of conscience, the pulpit is responsible for it. If the public press lacks moral discrimination, the pulpit is responsible for it. If the church is degenerate and worldly, the pulpit is responsible for it. If the world loses its interest in religion, the pulpit is responsible for it. If Satan rules in our halls of legislation, the pulpit is responsible for it. If our politics become so corrupt that the very foundations of our government are ready to fall away, the pulpit is responsible for it. Let us not ignore this fact, my dear brethren; but let us lay it to heart, and be thoroughly awake to our responsibility in respect to the morals of this nation. - The Decay of Conscience

I want to say here that I believe the law is but the writing out of public sentiment, and back of that public sentiment, I contend lies the responsibility. Where shall we find it?" "Tis education forms the common mind." It is allowed that we are what we are educated to be. Now if we can ascertain who has had the education of us, we can ascertain who is responsible for the law, and for public sentiment.

The education of youth belongs to the priests, yet they do not take so much care of instructing them in letters, as in forming their minds and manners aright; they use all possible methods to infuse, very early, into the tender and flexible minds of children, such opinions as are both good in themselves and will be useful to their country, for when deep impressions of these things are made at that age, they follow men through the whole course of their lives, and conduce much to preserve the peace of the government, which suffers by nothing more than by vices that rise out of ill opinions.

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.

Could the terrors and crimes of today be possible if both Origins had been balanced? In the hands of woman lies the salvation of humanity and of our planet. Woman must realize her significance, the great mission of the Mother of the World; she should be prepared to take responsibility for the destiny of humanity. Mother, the life-giver, has every right to direct the destiny of her children. The voice of woman, the mother, should be heard amongst the leaders of humanity. The mother suggests the first conscious thoughts to her child. She gives direction and quality to all his aspirations and abilities. But the mother who possesses no thought of culture can suggest only the lower expressions of human nature. But in her striving toward education, woman must remember that all educational systems are only the means for the development of a higher knowledge and culture. The true culture of thought is developed by the culture of spirit and heart. Only such a combination gives that great synthesis without which it is impossible to realize the real grandeur, diversity, and complexity of human life in its cosmic evolution. Therefore, while striving to knowledge, may woman remember the Source of Light and the Leaders of Spirit—those great Minds who, verily, created the consciousness of humanity. In approaching this Source, this leading Principle of Synthesis, humanity will find the way to real evolution. (1 March 1929)

A Learned Woman is thought to be a Comet, that bodes Mischief, when ever it appears. To offer to the World the liberal Education of Women is to deface the Image of God in Man, it will make Women so high, and men so low, like Fire in the House-tops it will set the whole world in a Flame. These things and worse than these, are commonly talked of, and verily believed by many, who think themselves wise Men: to contradict these is a bold attempt.

We are told that we, religious people, are against women's education. But we have proved that we are not."

From the birth of the Church, out of the womb of Fear and the fatherhood of Ignorance, it has taught the inferiority of woman. In one form or another through the various mythical legends of the various mythical creeds, runs the undercurrent of the behef in the fall of man through the persuasion of woman, her subjective condition as punishment, her natural vileness, total depravity, etc.; and from the days of Adam until now the Christian Church, with which we live specially to deal, has made Woman the excuse, the scapegoat for the evil deeds of man.

The education of the women stimulates and elevates that of the men.. because of their influence in the family as daughter, sister, wife or mother…They are not only a balm to the hardships of life but also an element that influences and guides men along the path of virtue, perversity or cowardice.

You may go over the world and you will find that every form of religion which has breathed upon this earth has degraded woman... I have been traveling over the old world during the last few years and have found new food for thought. What power is it that makes the Hindoo woman burn herself upon the funeral pyre of her husband? Her religion. What holds the Turkish woman in the harem? Her religion. By what power do the Mormons perpetuate their system of polygamy? By their religion/ Man, of himself, could not do this; but when he declares, 'Thus saith the Lord,' of course he can do it. So long as ministers stand up and tell us Christ is the head of the church, so is man the head of woman, how are we to break the chains which have held women down through the ages? You Christian women look at the Hindoo, the Turkish, the Mormon women, and wonder how they can be held in such bondage...

Now I ask you if our religion teaches the dignity of woman? It teaches us the abominable idea of the sixth century — Augustine's idea — that motherhood is a curse; that woman is the author of sin, and is most corrupt. Can we ever cultivate any proper sense of self-respect as long as women take such sentiments from the mouths of the priesthood?

A government will not pay people to contradict directly, or even only indirectly, what it has had promulgated from all the pulpits by thousands of its appointed priests or religious teachers. … Hence the maxim improbant secus docentes [We reject and condemn the man who teaches something different].

Public opinion* is the unseen product of education and practical experience. Education, in turn, is the function, in co-operation, of the family, the church and the school. If the family fails in its guiding influence and discipline and if the church fails in its religious instruction, then everything is left to the school, which is given an impossible burden to bear. It is just this situation which has arisen in the United States during the generation through which we are still passing. In overwhelming proportion, the family has become almost unconscious of its chief educational responsibility. In like manner, the church, fortunately with some noteworthy exceptions, has done the same. The heavy burden put upon the school has resulted in confused thinking, unwise plans of instruction and a loss of opportunity to lay the foundations of true education, the effects of which are becoming obvious to every one. Fundamental dis cipline, both personal and social, has pretty well disappeared, and, without that discipline which develops into self-discipline, education is impossible.
What are the American people going to do about it? If they do not correct these conditions, they are simply playing into the hands of the advocates of a totalitarian state, for that type of state is at least efficient, and it is astonishing to how many persons efficiency makes stronger appeal than liberty.
Then, too, we have many signs of an incapacity to understand and to interpret liberty, or to distinguish it from license. There is a limit to liberty, and liberty ends where license begins. It is very difficult for many persons to understand this fact or to grasp its implications. If we are to have freedom of speech, freedom of thought and freedom of the press, why should we not be free to say and think and print whatever we like? The answer is that the limit between liberty and license must be observed if liberty itself is to last. To suppose, as many individuals and groups seem to do, that liberty of thought and liberty of speech* include liberty to agitate for the destruction of liberty itself, indicates on the part of such persons not only lack of common sense but lack of any sense o humor. If liberty is to remain, the barrier between liberty and license must be recognized and observed.

Not only were women the chief attendants at religious functions, but it was largely through their influence on the men that the latter tolerated, even so far as they did, the ecclesiastical pretensions...Less educated, as a rule, than men, unaccustomed to responsibility, and trained in habits of subordination and self-distrust, they leaned in all things upon precedent and authority. Naturally, therefore, they still held to the principle of authoritative teaching in religion long after men had generally rejected it.

"One would think that potential motherhood should make women as a class as sacred as the priesthood. In common parlance we have much fine-spun theorizing on the exalted office of the mother, her immense influence in moulding the character of her sons; "the hand that rocks the cradle moves the world," etc., but in creeds and codes, in constitutions and Scriptures, in prose and verse, we do not see these lofty paeans recorded or verified in living facts. As a class, women were treated among the Jews as an inferior order of beings, just as they are to-day in all civilized nations. And now, as then, men claim to be guided by the will of God."