The first excerpt represents the past or something you must release, and is drawn from Pivot of Civilization by Margaret Sanger: without the gratuitous introduction of non-essential taboos and
prejudice, unbiased and unvarnished facts.
As an instrument of education, the doctrine of Birth Control
approaches the whole problem in another manner. Instead of laying
down hard and fast laws of sexual conduct, instead of attempting to
inculcate rules and regulations, of pointing out the rewards of virtue
and the penalties of ``sin'' (as is usually attempted in relation to
the venereal diseases), the teacher of Birth Control seeks to meet the
needs of the people. Upon the basis of their interests, their
demands, their problems, Birth Control education attempts to develop
their intelligence and show them how they may help themselves; how to
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The second excerpt represents the present or the deciding factor of the moment, and is drawn from Vailima Prayers & Sabbath Morn by Robert Louis Stevenson: say, "Forgive us our trespasses as we forgive those who trespass
against us."'
It is with natural reluctance that I touch upon the last prayer of
my husband's life. Many have supposed that he showed, in the
wording of this prayer, that he had some premonition of his
approaching death. I am sure he had no such premonition. It was I
who told the assembled family that I felt an impending disaster
approaching nearer and nearer. Any Scot will understand that my
statement was received seriously. It could not be, we thought,
that danger threatened any one within the house; but Mr. Graham
Balfour, my husband's cousin, very near and dear to us, was away on
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The third excerpt represents the future or something you must embrace, and is drawn from Charmides by Plato: Their eristic, or rather Socratic character; they belong to the class
called dialogues of search (Greek), which have no conclusion. (iii) The
absence in them of certain favourite notions of Plato, such as the doctrine
of recollection and of the Platonic ideas; the questions, whether virtue
can be taught; whether the virtues are one or many. (iv) They have a want
of depth, when compared with the dialogues of the middle and later period;
and a youthful beauty and grace which is wanting in the later ones. (v)
Their resemblance to one another; in all the three boyhood has a great
part. These reasons have various degrees of weight in determining their
place in the catalogue of the Platonic writings, though they are not
conclusive. No arrangement of the Platonic dialogues can be strictly
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