National defense through war always involves some degree of national defeat. This paradox has been with us from the very beginning of our republic. M… - Wendell Berry

I finally knew... why Christ's prayer in the garden could not be granted. He had been seeded and birthed into human flesh. He was one of us. Once He had become mortal, He could not become immortal except by dying. That He prayed the prayer at all showed how human He was. That He knew it could not be granted showed his divinity; that He prayed it anyhow showed His mortality, His mortal love of life that His death made immortal.

We could say that the human race is a great coauthorship in which we are collaborating with God and nature in the making of ourselves and one another. From this there is no escape. We may collaborate either well or poorly or we may refuse to collaborate, but even to refuse to collaborate is to exert an influence and to affect the quality of the product. This is only a way of saying that by ourselves we have no meaning and no dignity; by ourselves we are outside the human definition, outside our identity.

"It could be said that a liberal education has the nature of a bequest, in that it looks upon the student as the potential heir of a cultural birthright, whereas a practical education has the nature of a commodity to be exchanged for position, status, wealth, etc., in the future. A liberal education rests on the assumption that nature and human nature do not change very much or very fast and that one therefore needs to understand the past. The practical educators assume that human society itself is the only significant context, that change is therefore fundamental, constant, and necessary, that the future will be wholly unlike the past, that the past is outmoded, irrelevant, and an encumbrance upon the future — the present being only a time for dividing past from future, for getting ready.

But these definitions, based on division and opposition, are too simple. It is easy, accepting the viewpoint of either side, to find fault with the other. But the wrong is on neither side; it is in their division...

Without the balance of historic value, practical education gives us that most absurd of standards: "relevance," based upon the suppositional needs of a theoretical future. But liberal education, divorced from practicality, gives something no less absurd: the specialist professor of one or another of the liberal arts, the custodian of an inheritance he has learned much about, but nothing from."