A Christian boy or girl can learn mathematics, for example, from a teacher who is not a Christian; and truth is truth however learned. But while truth is truth however learned, the bearing of truth, the meaning of truth, the purpose of truth, even in the sphere of mathematics, seem entirely different to the Christian from that which they seem to the non-Christian; and that is why a truly Christian education is possible only when Christian conviction underlies not a part but all, of the curriculum of the school.

Light may seem at times to be an impertinent intruder, but it is always beneficial in the end.

What is today a matter of academic speculation begins tomorrow to move armies and pull down empires.

If we give the bureaucrats our children, we may as well give them everything else.

Jesus was certainly not a mere enunciator of permanent truths, like the modern liberal preacher; on the contrary He was conscious of standing at the turning-point of the ages, when what had never been was now to come to be.

Let us not fear the opposition of men; every great movement in the Church from Paul down to modern times has been criticized on the ground that it promoted scensoriousness and intolerance and disputing. Of course the gospel of Christ, in a world of sin and doubt will cause disputing; and if does not cause disputing and arrouse bitter opposition, that is a fairly sure sign that it is not being faithfully proclaimed.

A public-school system, if it means the providing of free education for those who desire it, is a noteworthy and beneficent achievement of modern times; but when once it becomes monopolistic it is the most perfect instrument for tyranny which has yet been devised. Freedom of thought in the middle ages was combated by the Inquisition, but the modern method is far more effective.’ (1923)