quote · Legacy record

The Miracle-education.—Interest in Education will acquire great strength only from the moment when belief in a God and His care is renounced, just as the art of healing you only flourish when the belief in miracle-cures ceased. So far, however, there is universal belief in the miracle-education; out of the greatest disorder and confusion of aims and unfavourableness of conditions, the most fertile and mighty men have been seen to grow; could this happen naturally? Soon these cases will be more closely looked into, more carefully examined; but miracles will never be discovered. In similar circumstances countless persons perish constantly; the few saved have, therefore, usually grown stronger, because they endured these bad conditions by virtue of an inexhaustible inborn strength, and this strength they had also exercised and increased by fighting against these circumstances; thus the miracle is explained. An education that no longer believes in miracles must pay attention to three things: first, how much energy is inherited? secondly, by what means can new energy be aroused? thirdly, how can the individual be adapted to so many and manifold claims of culture without being disquieted and destroying his personality,—in short, how can the individual be initiated into the counterpoint of private and public culture, how can he lead the melody and at the same time Accompany it?

The Miracle-education.—Interest in Education will acquire great strength only from the moment when belief in a God and His care is renounced, just as the art of healing you only flourish when the belief in miracle-cures ceased. So far, however, there is universal belief in the miracle-education; out of the greatest disorder and confusion of aims and unfavourableness of conditions, the most fertile and mighty men have been seen to grow; could this happen naturally? Soon these cases will be more closely looked into, more carefully examined; but miracles will never be discovered. In similar circumstances countless persons perish constantly; the few saved have, therefore, usually grown stronger, because they endured these bad conditions by virtue of an inexhaustible inborn strength, and this strength they had also exercised and increased by fighting against these circumstances; thus the miracle is explained. An education that no longer believes in miracles must pay attention to three things: first, how much energy is inherited? secondly, by what means can new energy be aroused? thirdly, how can the individual be adapted to so many and manifold claims of culture without being disquieted and destroying his personality,—in short, how can the individual be initiated into the counterpoint of private and public culture, how can he lead the melody and at the same time Accompany it?

Approximate author period: c. 1872 AD · industrial