“For a very small expence the public can facilitate, can encourage, and can even impose upon almost the whole body of the people, the necessity of acquiring those most essential parts of education.”

— Adam Smith

Source: (1776), Book V, Chapter I, Part III, Article II, p. 847.

Adopted from Wikiquote. Last update June 3, 2021. History

Help us to complete the source, original and additional information

Do you have more details about the quote "For a very small expence the public can facilitate, can encourage, and can even impose upon almost the whole body of th…" by Adam Smith?

Adam Smith 175

Scottish moral philosopher and political economist 1723–1790

Zheng Yuanjie (1955) Chiese writer

Zheng Yuanjie (2004) in: "Zheng Yuanjie's 19 years in fairy tales" on chinadaily.com.cn, May 10, 2004 ( online http://www.chinadaily.com.cn/english/doc/2004-05/10/content_329434.htm).

“United States can't impose peace. We can encourage the development of a state…. We can facilitate that. But we can't force people to make hard decisions. They're gonna have to do that themselves…. Gotta ask yourselves, why don't they want there to be a democracy. The answer is, because it doesn't fit in with their ideological vision.”

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

Oct. 17, 2007 press conference, talking about the Palestinians (not the Iraqis)
2000s, 2007

“What we seek to advance, what we seek to develop in all of our colleges and universities, are educated men and women who can bear the burdens of responsible citizenship, who can make judgments about life as it is, and as it must be, and encourage the people to make those decisions which can bring not only prosperity and security, but happiness to the people of the United Sates and those who depend upon it.”

John F. Kennedy (1917–1963) 35th president of the United States of America

"Address at the University of North Dakota (379)" (25 September 1963) http://www.jfklibrary.org/Research/Research-Aids/Ready-Reference/JFK-Quotations.aspx
1963

“So long as mathematicians can impose up-and-down semantics upon students while trafficking personally in the non-up-and-down advantages of their concise statements, they can impose upon the ignorance of man a monopoly of access to accurate processing of information and can fool even themselves by thought habits governing the becoming behavior of professional specialists, by disclaiming the necessity of, or responsibility for, comprehensive adjustment of the a priori thought to total reality of universal principles.”

Buckminster Fuller (1895–1983) American architect, systems theorist, author, designer, inventor and futurist

"The Designers and the Politicians" (1962), later published in Ideas and Integrities : A Spontaneous Autobiographical Disclosure (1969), p. 234, and The Buckminster Fuller Reader (1970), p. 305
1960s
Context: So long as mathematicians can impose up-and-down semantics upon students while trafficking personally in the non-up-and-down advantages of their concise statements, they can impose upon the ignorance of man a monopoly of access to accurate processing of information and can fool even themselves by thought habits governing the becoming behavior of professional specialists, by disclaiming the necessity of, or responsibility for, comprehensive adjustment of the a priori thought to total reality of universal principles. The everywhere-relative velocities and momentums of interactions, of energetic phenomena of universe, are central to the preoccupations and realizations of the comprehensive designer. The concept of relativity involves high frequency of re-established awareness, and progressively integrating consideration of the respective, and also integrated dynamic complexities of the moving and transforming frame of reference and of the integrated dynamic complexities of the observed, as well as of the series of integrated sub-dynamic complexities, in respect to each of the major categories of the relatively moving frames of reference, of the observer and the observed. It also involves constant reference of all the reciprocating sub-sets to the comprehensive totality of non-simultaneous universe, from which naught may be lost.

“No one can "get" an education, for of necessity education is a continuing process.”

Louis L'Amour (1908–1988) Novelist, short story writer

“Upon the subject of education, not presuming to dictate any plan or system respecting it, I can only say that I view it as the most important subject which we as a people can be engaged in.”

Abraham Lincoln (1809–1865) 16th President of the United States

Address Delivered in Candidacy for the State Legislature (9 March 1832)
1830s
Context: Upon the subject of education, not presuming to dictate any plan or system respecting it, I can only say that I view it as the most important subject which we as a people can be engaged in. That every man may receive at least a moderate education, and thereby be enabled to read the histories of his own and other countries, by which he may duly appreciate the value of our free institutions, appears to be an object of vital importance, even on this account alone, to say nothing of the advantages and satisfaction to be derived from all being able to read the Scriptures, and other works both of a religious and moral nature, for themselves.