“It is not envy or malice, as so many people think, but utter despair that has persuaded many educational reformers to recommend the abolition of the English public schools.”

Introduction
1960s, The Art of the Soluble, 1967

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Peter Medawar40

scientist 1915–1987

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Context: The idea of education has been so tied to schools, universities, and professors that many assume that there is no other way, but education is available to anyone within reach of a library, a post office, or even a newsstand.
Today you can buy the Dialogues of Plato for less than you would spend on a fifth of whiskey, or Gibbon's Decline and Fall of the Roman Empire for the price of a cheap shirt. You can buy a fair beginning of any education in any bookstore with a good stock of paperback books for less than you would spend on a week's supply of gasoline.
Often I hear people say they do not have time to read. That's absolute nonsense. In the one year during which I kept that kind of record, I read twenty-five books while waiting for people. In offices, applying for jobs, waiting to see a dentist, waiting in a restaurant for friends, many such places. I read on buses, trains, and planes. If one really wants to learn, one has to decide what is important. Spending an evening on the town? Attending a ball game? Or learning something that can be with you your life long?

“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.”

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

“Despair leads to many forms of thought,” said the magus, “and many kinds of action. Despair drives some to greater sanity, towards an analysis of the world as it is and what it might be. Others it drives to deep and dangerous insanity, towards an imposition of their own desires upon reality. I sympathize with your despair, Johannes Klosterheim, because it has no solace, in the end. Your despair is the worst there is to know. And yet men often look upon the likes of you and envy you, as you doubtless envy Duke Arioch, as Duke Arioch doubtless envies his master Lucifer, whom he would betray, and perhaps as Lucifer envied God. And what does God envy, I wonder? Perhaps he envies the simple mortal who is content with his lot and envies nobody.”

Michael Moorcock (1939) English writer, editor, critic

Source: The von Bek family, The War Hound and the World's Pain (1981), Chapter 15 (p. 153)

“Envy has been, is, and shall be, the destruction of many.”

Pythagoras (-585–-495 BC) ancient Greek mathematician and philosopher

The Sayings of the Wise (1555)
Context: Envy has been, is, and shall be, the destruction of many. What is there, that Envy hath not defamed, or Malice left undefiled? Truly, no good thing.