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such stuff  QUOTES

5 " What do you mean? What do you demand of your captain? Are you then so easily turned from your design? Did you not call this a glorious expedition? And wherefore was it glorious? Not because the way was smooth and placid as a southern sea, but because it was full of dangers and terror; because at every new incident your fortitude was to be called forth and your courage exhibited; because danger and death surrounded it, and these you were to brave and overcome. For this was it a glorious, for this was it an honourable undertaking. You were hereafter to be hailed as the benefactors of your species; your names adored as belonging to brave men who encountered death for honour and the benefit of mankind. And now, behold, with the first imagination of danger, or, if you will, the first mighty and terrific trial of your courage, you shrink away, and are content to be handed down as men who had not strength enough to endure cold and peril; and so, poor souls, they were chilly and returned to their warm firesides. Why that requires not this preparation; ye need not have come thus far, and dragged your captain to the shame of a defeat, merely to prove yourselves cowards. Oh! be men, or be more than men. Be steady to your purposes and firm as a rock. This ice is not made of such stuff as your hearts may be; it is mutable and cannot withstand you if you say that it shall not. Do not return to your families with the stigma of disgrace marked on your brows. Return as heroes who have fought and conquered, and who know not what it is to turn their backs on the foe. "

Mary Wollstonecraft Shelley

9 " [Professor Greene's] reaction to GAMAY, as published in the Yale Daily News, fairly took one's breath away. He fondled the word " fascist" as though he had come up with a Dead Sea Scroll vouchsafing the key word to the understanding of God and Man at Yale. In a few sentences he used the term thrice. " Mr. Buckley has done Yale a great service" (how I would tire of this pedestrian rhetorical device), " and he may well do the cause of liberal education in America an even greater service, by stating the fascist alternative to liberalism. This fascist thesis . . . This . . . pure fascism . . . What more could Hitler, Mussolini, or Stalin ask for . . . ?" (They asked for, and got, a great deal more.)What survives, from such stuff as this, is ne-plus-ultra relativism, idiot nihlism. " What is required," Professor Greene spoke, " is more, not less tolerance--not the tolerance of indifference, but the tolerance of honest respect for divergent convictions and the determination of all that such divergent opinions be heard without administrative censorship. I try my best in the classroom to expound and defend my faith, when it is relevant, as honestly and persuasively as I can. But I can do so only because many of my colleagues are expounding and defending their contrasting faiths, or skepticisms, as openly and honestly as I am mine." A professor of philosophy! Question: What is the 1) ethical, 2) philosophical, or 3) epistemological argument for requiring continued tolerance of ideas whose discrediting it is the purpose of education to effect? What ethical code (in the Bible? in Plato? Kant? Hume?) requires " honest respect" for any divergent conviction? "