Stuart

“Chesterton’s witty observation usually holds: “As is common in most modern discussions the unmentionable thing is the pivot of the whole discussion.”
― Jeffrey J. Meyers, The Lord's Service: The Grace of Covenant Renewal Worship

“two types of education. The one begins with hard, dry things like grammar, and dates, and prosody; and it has at least the chance of ending in a real appreciation which is equally hard and firm though not equally dry. The other begins in ‘Appreciation’ and ends in gush. When the first fails it has, at the very least, taught the boy what knowledge is like. He may decide that he doesn’t care for knowledge; but he knows he doesn’t care for it, and he knows he hasn’t got it. But the other kind fails most disastrously when it most succeeds. It teaches a man to feel vaguely cultured while he remains in fact a dunce. It makes him think he is enjoying poems he can’t construe. It qualifies him to review books he does not understand, and to be intellectual without intellect. It plays havoc with the very distinction between truth and error.”
― C.S. Lewis, On Stories: And Other Essays on Literature

“The goal is nothing short of self-salvation. As the Humanist Manifesto II makes clear, “no deity will save us; we must save ourselves.”
― Joseph Boot, The Mission of God: A Manifesto of Hope for Society

“When the great Scottish Reformer John Knox prayed, he did not ask for enough Scots to enable him to get together a Bible study. He prayed for Scotland—and the Lord granted his request. Jesus said we were to disciple the nations, teaching them . . . (Matthew 28:16-20).”
― Douglas Wilson, Recovering the Lost Tools of Learning: An Approach to Distinctively Christian Education