“There must be a co-education of the different social classes as well as of the two sexes. I might have founded a school giving lessons gratuitously; but a school for poor children only would not be a rational school, since, if they were not taught submission and credulity as in the old type of school, they would have been strongly disposed to rebel, and would instinctively cherish sentiments of hatred.”

—  Francesc Ferrer i Guàrdia

The Origin and Ideals of the Modern School (1908)

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Francesc Ferrer i Guàrdia5
Spanish anarchist 1859–1909

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Francesc Ferrer i Guàrdia photo

“It needs very little reflection to see that a school for rich children only cannot be a rational school. From the very nature of things it will tend to insist on the maintenance of privilege and the securing of their advantages. The only sound and enlightened form of school is that which co-educates the poor and the rich, which brings the one class into touch with the other in the innocent equality of childhood, by means of the systematic equality of the rational school.”

Francesc Ferrer i Guàrdia (1859–1909) Spanish anarchist

The Origin and Ideals of the Modern School (1908)

Milton Friedman photo

“The threat to public schools arises from their defects, not their accomplishments. In small, closely knit communities where public schools, particularly elementary schools, are now reasonably satisfactory, not even the most comprehensive voucher plan would have much effect. The public schools would remain dominant, perhaps somewhat improved by the threat of potential competition. But elsewhere, and particularly in the urban slums where the public schools are doing such a poor job, most parents would undoubtedly try to send their children to nonpublic schools.”

Milton Friedman book Free to Choose

Source: Free to Choose (1980), Ch. 6 “What’s Wrong with Our Schools”, p. 170

Ivan Illich photo

“Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools.”

Ivan Illich book Deschooling Society

Introduction (November 1970).
Deschooling Society (1971)
Context: Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue's responsibility until it engulfs his pupils' lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring. We hope to contribute concepts needed by those who conduct such counterfoil research on education — and also to those who seek alternatives to other established service industries.

“Our main concern now is to bring peace to the hearts of the people. Schools have an important role in this since classes have children of different ethnic groups and this is where they can be educated to live side by side.”

Angelo Moreschi (1952–2020) Italian Catholic Bishop

Slowly Calm Returns to Gambella After Fierce Ethnic Clashes. Concern for 16,000 People in Flight Towards Sudan http://www.fides.org/en/news/1553-AFRICA_ETHIOPIA_SLOWLY_CALM_RETURNS_TO_GAMBELLA_AFTER_FIERCE_ETHNIC_CLASHES_CONCERN_FOR_16_000_PEOPLE_IN_FLIGHT_TOWARDS_SUDAN (20 January 2004)

Michael Marmot photo

“The family image, the family tradition, was that my parents were poor immigrants into East London, and that they thought that education was vitally important. But they both left school at fourteen, and so I grew up with the idea that, but for the opportunity, my parents would have been educated. That they were giving me this opportunity, and by golly, I better take advantage of it.”

Michael Marmot (1945) Professor of Epidemiology and Public Health

Interview, 18 March 2002

“During the 1980s, widespread dissatisfaction with America’s schools gave rise to a powerful movement for educational change, and the nation’s political institutions responded with aggressive reforms. Chubb and Moe argue that these reforms are destined to fail because they do not get to the root of the problem. The fundamental causes of poor academic performance, they claim, are not to be found in the schools, but rather in the institutions of direct democratic control by which the schools have traditionally been governed. Reformers fail to solve the problem-when the institutions ARE the problem. The authors recommend a new system of public education, built around parent-student choice and school competition, that would promote school autonomy—thus providing a firm foundation for genuine school improvement and superior student achievement.”

Terry M. Moe (1949) American political scientist

John E. Chubb, and Terry M. Moe (1990). Politics, markets, and America's schools. Brookings Institution Press; Book abstract

“The secret of American schooling is that it doesn't teach the way children learn, and it isn't supposed to; school was engineered to serve a concealed command economy and a deliberately re-stratified social order. It wasn't made for the benefit of kids and families as those individuals and institutions would define their own needs. School is the first impression children get of organized society; like most first impressions, it is the lasting one. Life according to school is dull and stupid, only consumption promises relief: Coke, Big Macs, fashion jeans, that's where real meaning is found, that is the classroom's lesson, however indirectly delivered.”

John Taylor Gatto book The Underground History of American Education

Source: The Underground History of American Education: An Intimate Investigation Into the Prison of Modern Schooling (2001), pp. 105-106

Daniel Handler photo

“If you are looking for a story about cheerful youngsters spending a jolly time at boarding school, look elsewhere. Violet, Klaus, and Sunny Baudelaire are intelligent and resourceful children, and you might expect that they would do very well at school. Don't. For the Baudelaires, school turns out to be another miserable episode in their unlucky lives.”

Daniel Handler book The Austere Academy

The Austere Academy (2000)

Gaurav Sharma (author) photo

“If Bihari version of ‘Harry Potter’ would have been shot in Sitamarhi, I am sure that school (St. Joseph) would have been pictured as Hogwarts.”

Gaurav Sharma (author) (1992) Author and novelist

Gone are the Days (2016)

George W. Bush photo

“At the same time, we will not continue to pour taxpayers' money into schools that do not teach and will not change. My plan will give every failing school a fair chance to improve, but there will be a deadline, a moment of truth when parents are given better options and their children are given a way out. There are some honest differences of opinion in Congress about what form these options should take. I have my own plan which would help children in persistently failing schools to go to another public, private or charter school. Others suggest different approaches, and I am willing to listen. But all reform must be based on a principle: Children and parents, who have had only bad choices need better choices. And it is my duty as President to help them. In sending my plan to Congress, I ask that we act before this summer, when schools begin planning for the next school year. I hope to have the support of Republicans and Democrats alike, and I hope to have your support, as well. Thank you for listening.”

George W. Bush (1946) 43rd President of the United States

2000s, 2001, Radio Address to the Nation (January 2001)

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