“Public opinion* is the unseen product of education and practical experience. Education, in turn, is the function, in co-operation, of the family, the church and the school. If the family fails in its guiding influence and discipline and if the church fails in its religious instruction, then everything is left to the school, which is given an impossible burden to bear. It is just this situation which has arisen in the United States during the generation through which we are still passing. In overwhelming proportion, the family has become almost unconscious of its chief educational responsibility. In like manner, the church, fortunately with some noteworthy exceptions, has done the same. The heavy burden put upon the school has resulted in confused thinking, unwise plans of instruction and a loss of opportunity to lay the foundations of true education, the effects of which are becoming obvious to every one. Fundamental dis cipline, both personal and social, has pretty well disappeared, and, without that discipline which develops into self-discipline, education is impossible.
What are the American people going to do about it? If they do not correct these conditions, they are simply playing into the hands of the advocates of a totalitarian state, for that type of state is at least efficient, and it is astonishing to how many persons efficiency makes stronger appeal than liberty.
Then, too, we have many signs of an incapacity to understand and to interpret liberty, or to distinguish it from license. There is a limit to liberty, and liberty ends where license begins. It is very difficult for many persons to understand this fact or to grasp its implications. If we are to have freedom of speech, freedom of thought and freedom of the press, why should we not be free to say and think and print whatever we like? The answer is that the limit between liberty and license must be observed if liberty itself is to last. To suppose, as many individuals and groups seem to do, that liberty of thought and liberty of speech* include liberty to agitate for the destruction of liberty itself, indicates on the part of such persons not only lack of common sense but lack of any sense o humor. If liberty is to remain, the barrier between liberty and license must be recognized and observed.”

Progress, Coexistence and Intellectual Freedom (1968), Dangers, The Threat to Intellectual Freedom
Context: A system of education under government control, separation of school and church, universal free education — all these are great achievements of social progress. But everything has a reverse side. In this case it is excessive standardization, extending to the teaching process itself, to the curriculum, especially in literature, history, civics, geography, and to the system of examinations.
One cannot but see a danger in excessive reference to authority and in the limitation of discussion and intellectual boldness at an age when personal convictions are beginning to be formed. In the old China, the systems of examinations for official positions led to mental stagnation and to the canonizing of the reactionary aspects of Confucianism. It is highly undesirable to have anything like that in a modern society.

"Remarks at the Cheney Stadium in Tacoma, Washington (387)" (27 September 1963) http://www.jfklibrary.org/Research/Research-Aids/Ready-Reference/JFK-Quotations.aspx
1963

Non-Fiction, Here Comes Everybody: An Introduction to James Joyce for the Ordinary Reader (1965)

The Anabaptist Story (1996), p. 142

Election address for the 1885 general election, quoted in Blanche E. C. Dugdale, Arthur James Balfour, First Earl of Balfour, K.G., O.M., F.R.S., Etc. 1848–1905 (London: Hutchinson & Co. Ltd, 1936), p. 72
President of the Local Government Board

1963, Third State of the Union Address

Source: Generation of Vipers (1942), p. 324
Context: There are in America from fifteen to twenty million religious fundamentalists who are dedicated to doctrines incompatible with democracy in that they insist on their prerogatives as first principles. An even larger group feebly follows the trail of fire breathed by those fundamentalists. They are the most dangerous minority we have because they categorically eschew the reasoned judgments of the majority. Democracy properly allows them the right to worship as they choose. It should never have conceded them the right to establish schools. Education is not a function of any church — or even of a city — or a state; it is a function of all mankind.

Source: Lenin and Philosophy and Other Essays (1968), "Ideology and Ideological State Apparatuses", p. 96

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