Horace Mann
Horace Mann
Horace Mannwas an American politician and educational reformer. A Whig devoted to promoting speedy modernization, he served in the Massachusetts State legislature. In 1848, after serving as Secretary of the Massachusetts State Board of Education since its creation, he was elected to the United States House of Representatives. Historian Ellwood P. Cubberley asserts:...
NationalityAmerican
ProfessionPolitician
Date of Birth4 May 1796
CityFranklin, MA
CountryUnited States of America
Education alone can conduct us to that enjoyment which is, at once, best in quality and infinite in quantity.
Doing nothing for others is the undoing of ourselves.
The highest service we can perform for others is to help them help themselves.
Jails and prisons are the complement of schools; so many less as you have of the latter, so many more must you have of the former.
As an innovation... the establishment of Free Schools was the boldest ever promulgated, since the commencement of the Christian era... Time has ratified its soundness. Two centuries proclaim it to be as wise as it was courageous, as beneficient as it was disinterested. It was one of those grand mental and moral experiments... The sincerity of our gratitude must be tested by our efforts to perpetuate and improve what they established. The gratitude of the lips only is an unholy offering.
If you wish to write well, study the life about you,--life in the public streets.
Genius may conceive but patient labor must consummate
Generosity during life is a very different thing from generosity in the hour of death; one proceeds from genuine liberality and benevolence, the other from pride or fear.
Every addition to true knowledge is an addition to human power.
Let us labor for that larger comprehension of truth, and that more thorough repudiation of error, which shall make the history of mankind a series of ascending developments.
Resolve to edge in a little reading every day, if it is but a single sentence. If you gain fifteen minutes a day, it will make itself felt at the end of the year.
A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold iron.
Patient perseverance in well doing is infinitely harder than a sudden and impulsive self-sacrifice.
In vain do they talk of happiness who never subdued an impulse in obedience to a principle. He who never sacrificed a present to a future good, or a personal to a general one, can speak of happiness only as the blind speak of color.