How we cite our quotes: (Act, Scene, Line)
Quote #7
BRADY. […] The people of this state have made it very clear that they do not want this zoo-ological hogwash slobbered around the schoolrooms! (II, II, 309-10)
This line makes an interesting point about our educational system in the U.S.: states are supposed to make decisions about their students' educations, not the federal government. What do you think about the fact that each state makes its own decisions regarding school curricula? Do you think this is a good system or a bad one?
Quote #8
BRADY. The Bible satisfies me, it is enough.
DRUMMOND. It frightens me to imagine the state of learning in this world if everyone had your driving curiosity. (II, II, 525-27)
Drummond is "driving" at the idea that education isn't just the teacher's job… the students have to be curious and want to learn, too. At the same time, he's leveling a punch at Mr. Brady for not being "curious" enough to look for answers outside of what the Bible can provide him.
Quote #9
BRADY. […] Is it possible that something is holy to the celebrated agnostic?
DRUMMOND. Yes! (His voice drops, intensely) The individual human mind. In a child's power to master the multiplication table there is more sanctity than in all your shouted "Amens!", "Holy, Holies!" and "Hosannahs!" An idea is a greater monument than a cathedral. And the advance of man's knowledge is more of a miracle than any sticks turned to snakes, or the parting of waters! But are we now to halt the march of progress because Mr. Brady frightens us with a fable? (II, II, 570-80)
Bet you never thought about what a miracle it is to learn the times tables. Here, Drummond is revealing that he is not just a hard-nosed atheist who has no time for miracles. He is showing that he is able to marvel at the world, which he considers a spiritual act. His spirituality is just cut from a different mold than Brady's, you know?