Quotes about education
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“There are a large number of religious establishments ["convents "] which they call khanqahs, and the nobles vie with one another in building them. Each of these is set apart for a separate school of darwishes, mostly Persians, who are men of good education and adepts in the mystical doctrines. Each has a superior and a doorkeeper and their affairs are admirably organized. They have many special customs one of which has to do with their food. The steward of the house comes in the morning to the darwishes, each of whom indicates what food he desires, and when they assemble for meals, each person is given his bread and soup in a separate dish, none sharing with another. They eat twice a day. They are each given winter clothes and summer clothes, and a monthly allowance of from twenty to thirty dirhams. Every Thursday night they receive sugar cakes, soap to wash their clothes, the price of a bath, and oil for their lamps. These men are celibate; the married men have separate convents.”

Ibn Battuta (1304–1377) Moroccan explorer

Travels in Asia and Africa (Rehalã of Ibn Battûta)

Men, School, Food, Winter

“I actually have something I would use the Department of Education to do. It would be to monitor our institutions of higher education for extreme political bias and deny federal funding if it exists.”

Ben Carson (1951) 17th and current United States Secretary of Housing and Urban Development; American neurosurgeon

As quoted in "Ben Carson has an odd plan for the Dept of Education" http://www.msnbc.com/rachel-maddow-show/ben-carson-has-odd-plan-the-dept-education, MSNBC (October 22, 2015)

“Burt and Verona are two characters rarely seen in the movies: thirtysomething, educated, healthy, self-employed, gentle, thoughtful, whimsical, not neurotic and really truly in love. Their great concern is finding the best place and way to raise their child, who is a bun still in the oven. For every character like this I’ve seen in the last 12 months, I’ve seen 20, maybe 30, mass murderers.”

Roger Ebert (1942–2013) American film critic, author, journalist, and TV presenter

Review http://www.rogerebert.com/reviews/away-we-go-2009 of Away We Go (10 June 2009) Reviews, Three-and-a-half star reviews

Love, Way

“When that power of the working class is once achieved, as it has been only in the Soviet Union, I am for maintaining it by any means whatever. Dictatorship is the obvious means in a world of enemies at home and abroad. I dislike it in principle as dangerous to its own objects. But the Soviet Union has already created liberties far greater than exist elsewhere in the world. They are liberties that most closely affect the lives of the people — power in the trade unions, in peasant organizations, in the cultural life of nationalities, freedom of women in public and private life, and a tremendous development of education for adults and children.”

Roger Nash Baldwin (1884–1981) American Civil Liberties Union (ACLU) co-founder

Article from Soviet Russia Today

Life, Women, Children, People

“In a free society, the individual has the educational equipment, as well as the economic and political occasion, to cross the frontier between the activities that take the framework for granted and those that bring it into question. He has been educated in a way that enables the mind as imagination to become ascendant over the mind as machine. He has learned to philosophize by acting, in the sense that he recognizes in every project the seed of some great or small reformation.”

Roberto Mangabeira Unger The Religion of the Future

Source: The Religion of the Future (2014), p. 295

Way, Imagination, Question, Sense

“The proletarian revolution calls for a prolonged education of the workers in the spirit of the fullest equality and brotherhood.”

Vladimir Lenin (1870–1924) Russian politician, led the October Revolution

The War and Russian Social-Democracy (September 1917), The Lenin Anthology
1910s

“I think we went through — in America, at least, we went through a period in the ’60s and ’70s when the education establishment became extremely liberal, and part of that is a flirtation with relativism. And a resistance — it’s horrible to think of — of adults telling kids what’s right and wrong. What a terrible thing. That’s oppression. And so we created these sort of value-free spaces, which conveys a value, which is that there’s no right or wrong, everyone decides for themselves. Uh, everyone’s opinion is equal. You should say your opinion and then you get a lot of incivility. What I would like to see is a revamped civics curriculum where we teach very explicitly the long tradition of left-right. Um, we teach what each side is. You can’t say right about it, that’s my language. But, um, you teach what each side is concerned about. You know, very much like the line here. Uh, both are essential. One without the other creates an unbalanced American civic order.”

Jonathan Haidt (1963) American psychologist

"The Psychology Behind Morality" (12 June 2014) http://www.onbeing.org/program/jonathan-haidt-the-psychology-behind-morality/transcript/6347#main_content

Thinking, Parting

“A burgher may acquire merit; by excessive efforts he may even educate his mind; but his personal qualities are lost, or worse than lost, let him struggle as he will. Since the nobleman, frequenting the society of the most polished, is compelled to give himself a polished manner; since this manner, neither door nor gate being shut against him, grows at last an unconstrained one; since, in court or camp, his figure, his person, are a part of his possessions, and it may be the most necessary part, — he has reason enough to put some value on them, and to show that he puts some.”

Johann Wolfgang von Goethe (1749–1832) German writer, artist, and politician

Goethe, translated by Thomas Carlyle (1824), cited in: Jürgen Habermas (1989) Structural Transformation of the Public Sphere, English ed. p. 12

Effort, Parting, Personality

“The government needs to start asking searching questions about social housing, to promote integration, to avoid segregated social housing estates where people living there are from the same single minority ethnic background. Similarly in education, while overall segregation in schooling is declining, in our most divided communities, the education that our young people receive is actually even more segregated than the neighbourhoods they live in.”

David Cameron (1966) Former Prime Minister of the United Kingdom

2010s, 2015, Speech on (20 July 2015)

People, School, Search, Communication

“Many young women of twenty-six in these days could face such an ordeal, I suppose. I have observed a sort of imitative hardness about the products of the higher education of women today which would carry them through anything, perhaps. I am not prepared to say it is a bad thing in the conditions of feminine life prevailing at present. Mabel, however, is not like that. She is as unlike that as she is unlike the simpering misses that used to surround me as a child. She has plenty of brains; she is full of character; her mind and her tastes are cultivated; but it is all mixed up' — Mr Cupples waved his hands in a vague gesture — 'with ideals of refinement and reservation and womanly mystery. I fear she is not a child of the age.”

Edmund Clerihew Bentley book Trent's Last Case

Source: Trent's Last Case (1912), Chapter III: "Breakfast"

Life, Women, Age, Fear

“We all know in our gut that art educates. In other societies, they're aware of the power it has of speaking directly to the masses, teaching them to be better socialists, better citizens. The trouble is that with us it's fallen into the wrong hands. Forget the speculators… The concept of the collector is so rotten by now that it stinks.”

Mary McCarthy book Cannibals and Missionaries

Cannibals and Missionaries (1979)

Art, Forgetting

“In America, black is beautiful. To be black is to be more righteous, nobler; carry the heaviest historic baggage — heavier than the Holocaust — and be encouraged to perpetually and publicly pick at those suppurating sores. To be black is to have an unwritten, implicit social contract with wider, whiter society. To be black it to be born with an IOY (I Own You); it is to be owed apologies, obsequiousness, education, and auto-exculpation for any wrongdoing.”

Ilana Mercer South African writer

"Rachel Dolezal: A Racially Abused Girl—Really," http://thelibertarianalliance.com/2015/07/19/rachel-dolezal-a-racially-abused-girl-really/ The Libertarian Alliance, July 19, 2015. 2010s, 2015

Beauty

“Not more knowledge but better use of the knowledge which we now have, is perhaps the main educational need and the main educational problem which confronts us.”

Norman Angell (1872–1967) British politician

Peace and the Public Mind (1935)

Knowledge, Problem

“[Our purpose is] to ensure that literature and art fit well into the whole revolutionary machine as a component part, that they operate as powerful weapons for uniting and educating the people and for attacking and destroying the enemy, and that they help the people fight the enemy with one heart and one mind.”

Mao Zedong (1893–1976) Chairman of the Central Committee of the Communist Party of China

Chapter 32 https://www.marxists.org/reference/archive/mao/works/red-book/ch32.htm, originally published in Talks at the Yenan Forum on Literature and Art (May 1942), Selected Works, Vol. III, p. 84. Quotations from Chairman Mao Zedong (The Little Red Book)

People, Art, Literature, Help

“I taught at a school in Cincinnati with a 0% graduation rate and that was also interesting so I updated from thinking school was beneficial for other people but not beneficial to me, to thinking school was beneficial for maybe some people around the middle – at least some of the better schools – but not beneficial for the vast majority of people, to then actually reading the literature on education and on intelligence and academic accomplishment and symbolic manipulation and concluding "no, school isn't good for anyone". There might be a few schools that are good for people, like there's Blair and there's Stuyvesant and these schools may actually teach people, but school can better be seen as a vaccination program against knowledge than a process for instilling knowledge in people, and of course when a vaccination program messes up, occasionally people get sick and die of the mumps or smallpox or whatever. And when school messes up occasionally people get sick and educated and they lose biological fitness. And in either case the people in charge revise the program and try to make sure that doesn't happen again, but in the case of school they also use that as part of their positive branding and you know maintain a not-very-plausible story about it being intended to cause that effect while also working hard to make sure that doesn't happen again.”

Michael Vassar (1979) President of the Singularity Institute

In an interview https://www.youtube.com/watch?v=6cSG0p-uflA with Adam Ford, December 2012

People, School, Intelligence, Literature

“As we turn over the pages of nineteenth century literature, we are constantly confronted with the question of alienation. Baudelaire, Marx, Kierkegaard, Chateaubriand, Cardinal Newman — it does not matter whether the voice comes from the Left or the Right; all are agreed in their rejection of the values of the prevailing ethic. Yet we never get a clear definition of alienation: what is man alienated from, and why? Perhaps it is precisely the democratic society, the growing affluence and education, that have revealed the natural state of man — much as the development of medicine has enabled greater accuracy of diagnosis, with the resultant tremendous increase in the record of certain diseases. Perhaps the discovery of human self-alienation was simply a statistical refinement made possible by the spread of the privileges of culture to the middle classes.”

Kenneth Rexroth (1905–1982) American poet, writer, anarchist, academic and conscientious objector

Gustave Flaubert: A Sentimental Education (p. 187)
Classics Revisited (1968)

Disease, Literature, Question, Nature

“Aesthetic theories arose one hundred fifty years ago among the wealthy classes of the Christian European world. …And notwithstanding its obvious insolidity, nobody else's theory so pleased the cultured crowd or was accepted so readily and with such absence of criticism. It so suited the people of the upper classes that to this day, notwithstanding its entirely fantastic character and the arbitrary nature of its assertions, it is repeated by the educated and uneducated as though it were something indubitable and self-evident.”

Leo Tolstoy (1828–1910) Russian writer

What is Art? (1897)

People, World, Nature

“An education isn't how much you have committed to memory, or even how much you know. It's being able to differentiate between what you do know and what you don't. It's knowing where to go to find out what you need to know, and it's knowing how to use the information once you get it.”

William Feather (1889–1981) Publisher, Author

As quoted in Telephony, Vol. 150 (1956), p. 23 http://books.google.com/books?id=Wm0jAQAAMAAJ&q=%22being+able+to+differentiate+between+what+you+do+know%22&dq=%22being+able+to+differentiate+between+what+you+do+know%22&hl=en&sa=X&ei=qYJOU9dAzoXRAYumgcAP&ved=0CMsCEOgBMDQ; the first two sentences of this statement began to be attributed to Anatole France in the 1990s, but without any citations of sources.

Memory

“One of the serious results of propaganda is that it has caused the public to think that education and propaganda are the same thing, and thus to make an ignorant multitude believe it is being educated when it is only being manipulated. Education aims at independence of judgement. Propaganda offers ready-made opinions for the unthinking herd.”

Everett Dean Martin (1880–1941)

Source: Are We Victims of Propaganda, Our Invisible Masters: A Debate with Edward Bernays (1929), p. 145

Thinking

“Through religious education, our young people also learn respect for and an understanding of other beliefs and how to make a positive difference to themselves and the world by putting their beliefs and values into action.”

Alex Salmond (1954) Scottish National Party politician and former First Minister of Scotland

Cardinal Winning Lecture (February 2, 2008)

People, World, Understanding, Learning

“But there was in my father's mind another sentiment, less creditable to him, than the wish to give me the best education to be had. I mean those social aspirations which he continued to nourish, though by his removal to the remote situation of Hauxwell, and consequent detachment from the Castle, he was no longer able to gratify them. He had the instinct of good society, and liked to live with gentlemen, and to know what was going on in the upper world. His acquaintance with the peerage was accurate; he must have read Debrett at that time more than the Bible. Hence, in estimating colleges he was led to take the footman's view, and to prefer one which was frequented by the sons of gentlemen.”

Mark Pattison (1813–1884) English author and Church of England priest

Source: Memoirs (1885), Chapter I, pp. 22–24

World, Time, Reading

“[The Treaty that followed] “provided for the suspension of official examinations for five years in towns where foreigners had been molested - a device meant to give a chance to the missionary educated young men and Christians to be employed in service…””

K. M. Panikkar (1895–1963) Indian diplomat, academic and historian

Asia and Western Dominance: a survey of the Vasco Da Gama epoch of Asian history, 1498–1945

Men, Chance

“English: "… the transformation of the educational system which is already ongoing. All prima— precary schools will be eliminated."”

Carlos Menem (1930) Argentine politician who was President of Argentina from 1989 to 1999

"… la transformación del sistema educativo que ya está en marcha. Se eliminarán totalmente las escuelas prima— precarias." Actos fallidos de Políticos en YouTube http://www.youtube.com/watch?v=SkuoHwqcldA.

School

“A child born today in the United Kingdom stands a ten times greater chance of being admitted to a mental hospital than to a university … This can be taken as an indication that we are driving our children mad more effectively than we are genuinely educating them. Perhaps it is our way of educating them that is driving them mad.”

Ronald David Laing book The Politics of Experience

Source: The Politics of Experience (1967), p. 104

Children, Way, Universe, Chance

“The foolishness of that comment [equating meat-eating to the Holocaust] is so deep, I can only ascribe it to higher education. You have to have gone to college to say something that stupid.”

Dennis Prager (1948) American writer, speaker, radio and TV commentator, theologian

Dennis Prager as quoted in "P.E.T.A." http://listenonrepeat.com/watch/?v=hrmv6EPKfpg (1 April 2004), Penn & Teller's Bullshit!, Home Box Office: Regarding PETA's equating of the consumption of animals to the genocide of Jews in the Holocaust. 2000s

Stupidity

“It was a passion from my childhood to work for children, I carried it forward. I have been very strongly advocating that poverty must not be used as an excuse to continue child labour. It perpetuates poverty. If children are deprived of education, they remain poor.”

Kailash Satyarthi (1954) Indian children's rights activist

Kailash Satyarthi’s crusade to save childhood continues… (2014)

Children, Passion, Childhood

“… of all the minorities in America, the blacks have undertaken assimilation as first-class citizens under the greatest number of handicaps. Many early political leaders of the United States, including Abraham Lincoln, were fearful the blacks might never achieve complete adjustment because of the slavery culture in which the first few generations were raised. Nevertheless, freedom and education brought a whole new horizon of hope to the blacks within three generations. Tens of thousands of them hurdled the culture gap, and soon the blacks in other countries saw their ethnic cousins in the United States enjoying a higher standard of living than blacks in any part of the world. In fact, by 1970 a black high school student in Alabama or Mississippi had a better opportunity to get a college education than a white student in England.”

W. Cleon Skousen (1913–2006) ex FBI agent, conservative United States author and faith-based political theorist

The 5,000 Year Leap (1981)

World, Fear, School, Hope

“In training a child to activity of thought, above all things we must beware of what I will call "inert ideas"—that is to say, ideas that are merely received into the mind without being utilised, or tested, or thrown into fresh combinations.
In the history of education, the most striking phenomenon is that schools of learning, which at one epoch are alive with a ferment of genius, in a succeeding generation exhibit merely pedantry and routine. The reason is, that they are overladen with inert ideas. Education with inert ideas is not only useless: it is, above all things, harmful—Corruptio optimi, pessima”

Alfred North Whitehead (1861–1947) English mathematician and philosopher

the corruption of the best is the worst
1920s, The Aims of Education (1929)

School, History, Idea, Learning

“I've been educated in some pretty lively barrooms, like the Cedar Bar in New York. And I went to high school with Frank Stella and when he got out of college he went to New York and started painting… I was working with sculpture in a kind of dilatory way, and he said to come up and work in his tiny loft when he wasn't there. At the same time I sort of dabbled in a little bit of painting, and a kind of confusion. I was an eye, ear, nose, and throat person too… One day Frank Stella just said to me, 'Look, if you paint another painting I'm going to cut off your hands.' I asked, 'Can't I become a good painter?' Frank said, 'No, because you are a good sculptor now.' That's really my formal education…. the company of artists is the great education. We educate each other. I've learned from older, wiser people by the old Greek method of sitting down and drinking with them. And that's how I received my education.”

Carl Andre (1935) American artist

Source: Artists talks 1969 – 1977, p. 27 - quote referring to his close art-friend, American Minimal Art artist Frank Stella

People, School, Way, Drink

“With highly civilised nations continued progress depends in a subordinate degree on natural selection; for such nations do not supplant and exterminate one another as do savage tribes. Nevertheless the more intelligent members within the same community will succeed better in the long run than the inferior, and leave a more numerous progeny, and this is a form of natural selection. The more efficient causes of progress seem to consist of a good education during youth whilst the brain is impressible, and of a high standard of excellence, inculcated by the ablest and best men, embodied in the laws, customs and traditions of the nation, and enforced by public opinion. It should, however, be borne in mind, that the enforcement of public opinion depends on our appreciation of the approbation and disapprobation of others; and this appreciation is founded on our sympathy, which it can hardly be doubted was originally developed through natural selection as one of the most important elements of the social instincts.”

Charles Darwin book The Descent of Man, and Selection in Relation to Sex

volume I, chapter V: "On the Development of the Intellectual and Moral Faculties during Primeval and Civilised Times" (second edition, 1874) page 143 http://darwin-online.org.uk/content/frameset?pageseq=166&itemID=F944&viewtype=image The Descent of Man (1871)

Men, Youth, Law, Intelligence

“The great superiority of debating, as the schools should look upon it, lies in the fact that it adds to many of the elements of the present absorbing interest in athletics those educational values which contribute directly to the highest type of citizenship.”

William Trufant Foster (1879–1950) American economist

Source: Argumentation and debating, 1908, p. viii

School

“Nothing is more stimulating for self-education than working in a new area.”

Eric R. Kandel (1929) American neuropsychiatrist

In Search of Memory (2006)

“Education costs money, but then so does ignorance.”

Claus Moser, Baron Moser (1922–2015) British statistician and Civil Servant

The Daily Telegraph, 21 August 1990 http://www2.gsu.edu/~dscthw/8350/bayes/perfinfo.pdf

Money, Deep, Inspirational, Life

“Adams could no more interest Algernon Swinburne than he could interest Encke's comet. To Swinburne he could be no more than a worm. The quality of genius was an education almost ultimate, for one touched there the limits of the human mind on that side; but one could only receive; one had nothing to give — nothing even to offer.”

Henry Adams (1838–1918) journalist, historian, academic, novelist

The Education of Henry Adams (1907)

“Beware of those who come pretending to help education when they are trying to seize control of education. Socialist and Communist planners have ambitions to eliminate all local control - which means the teachers themselves would lose control.”

W. Cleon Skousen book The Naked Communist

The Naked Communist (1958)

Teachers, Help

“A man is educated and turned out to work. But a woman is educated — and turned out to grass.”

Pearl S. Buck (1892–1973) American writer

Of Men and Women (1941), Ch. 4

Grass

“Here is an empire in which is the only relic of the oldest civilization of the world—one which, 2,700 years ago, according to some authorities, had a system of primary education—which had its system of logic before the time of Aristotle, and its code of morals before that of Socrates. Here is a country which has had its uninterrupted traditions and histories for so long a period—that supplied silks and other articles of luxury to the Romans 2,000 years ago! They are the very soul of commerce in the East, and one of the wealthiest nations in the world. They are the most industrious people in Asia, having acquired the name of the ants of the East…You find them not as barbarians at home, where they cultivate all the arts and sciences, and where they have carried all, except one, to a point of perfection but little below our own—but that one is war. You have there a people who have carried agriculture to a state of horticulture, and whose great cities rival in population those of the Western world. Now, there must be something in such a people deserving of respect. If in speaking of them we stigmatize them as barbarians, and threaten them with force because we say they are inaccessible to reason, it must be because we do not understand them; because their ways are not our ways, nor our ways theirs. Now, is not so venerable an empire as that deserving of some sympathy—at least of some justice—at the hands of conservative England?”

Richard Cobden (1804–1865) English manufacturer and Radical and Liberal statesman

Speech http://hansard.millbanksystems.com/commons/1857/feb/26/resolutions-moved-debate-adjourned in the House of Commons (26 February 1857) on China. 1850s

War, People, World, Justice

“I will tell you: It's three agencies of government, when I get there, that are gone: Commerce, Education and the — what's the third one there? Let's see. — OK. So Commerce, Education and the — The third agency of government I would — I would do away with the Education, the — Commerce and — let's see — I can't. The third one, I can't. Sorry. Oops.”

Rick Perry (1950) 14th and current United States Secretary of Energy

Republican presidential debate, 2011-11-09
2011

“Moral education is the development of individuality, and individuality can not be developed by formulas and mechanical processes: it is the work of the master who brings to his task a genuine and loving interest in the individual.”

John Lancaster Spalding (1840–1916) Catholic bishop

Source: Aphorisms and Reflections (1901), p. 116

Love

“We are obliged to conclude that the Declaration of Independence represented the movement of a people. It was not, of course, a movement from the top. Revolutions do not come from that direction. It was not without the support of many of the most respectable people in the Colonies, who were entitled to all the consideration that is given to breeding, education, and possessions. It had the support of another element of great significance and importance to which I shall later refer. But the preponderance of all those who occupied a position which took on the aspect of aristocracy did not approve of the Revolution and held toward it an attitude either of neutrality or open hostility. It was in no sense a rising of the oppressed and downtrodden. It brought no scum to the surface, for the reason that colonial society had developed no scum. The great body of the people were accustomed to privations, but they were free from depravity. If they had poverty, it was not of the hopeless kind that afflicts great cities, but the inspiring kind that marks the spirit of the pioneer. The American Revolution represented the informed and mature convictions of a great mass of independent, liberty-loving, God-fearing people who knew their rights, and possessed the courage to dare to maintain them.”

Calvin Coolidge (1872–1933) American politician, 30th president of the United States (in office from 1923 to 1929)

1920s, Speech on the Anniversary of the Declaration of Independence (1926)

Love, God, Hostility, People

“I don’t expect any conservatives to recognize the truth of Obama’s fundamental conservatism for at least a couple of decades—perhaps only after a real progressive presidency. In any case, today they are too invested in painting him as the devil incarnate in order to frighten grassroots Republicans into voting to keep Obama from confiscating all their guns, throwing them into FEMA re-education camps, and other nonsense that is believed by many Republicans. But just as they eventually came to appreciate Bill Clinton’s core conservatism, Republicans will someday see that Obama was no less conservative.”

Bruce Bartlett (1951) American historian

2010s, Obama is a Republican (2014)

Truth, Painting

“Culture is good, genius is brilliant, civ1lization is a blessing, education is a great pr1vilege; but we may be educated villains.. The thing that we want most of ail is the precious gift of the Holy Ghost.”

John Hall (1829–1898) Presbyterian pastor from Northern Ireland in New York, died 1898

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 320.

“It is a fact not to be disputed, that the aristocracy have not "progressed " in proportion to the other classes. A young nobleman of the present day has not a better education than his ancestor in the time of Elizabeth.”

Letitia Elizabeth Landon (1802–1838) English poet and novelist

The Monthly Magazine

Time

“I believe in future generations; I believe in education, in the elimination of all that is worthless in our culture. We must leave only the good things. I don't need to explain this in detail. Every Brazilian knows which way of thinking and which negative attitudes comprise the root of the behavior that prevents our progress, with order, in a more accelerated rhythm.”

Marcos Pontes book Missão Cumprida

Missão Cumprida (2011), chapter 114

Way, Behavior, Thinking, Future

“There is a difference between the ordinary person who may discuss these things occasionally over a pint of beer at the local pub, or worry about them for a while before dropping off to sleep, and the person who makes a serious lifelong commitment to struggling with them and turns that commitment into a part of his or her very self-definition. For one cannot say, I’ve finished theology; now I’ll move on to another subject. There is a sense in which one might say something similar of Akkadian grammar or the family tree of the Hapsburg dynasty, but one cannot reasonably assert it of exploration into God’s revelation, which is, by definition infinite in its implications for human understanding. To be a theological student in the full sense of those words cannot be a temporary state or a preamble to something else, such as the ministerial priesthood or an all-round education. Rather, it is a solemn engagement to developing over a lifetime the gift of Christian wonder or curiosity, which is the specifically theological mode of faith. As theologians, then, we commit ourselves to the lifelong study and reflection which the satisfaction of such curiosity will need. Our faith is from now on, in St. Anselm’s words, fides quaerens intellectum, “a faith that quests for understanding.””

Aidan Nichols (1948) British theologian

The Shape of Catholic Theology (1991), pp. 18-19.

God, Family, Faith, Beer

“I think the movement contributed to this nation a sense of universal freedom. Precisely because women saw our movement in the sixties, stimulated them to want their rights. The fact that students saw the movement of the sixties created a student movement in this country. The fact that the people were against the war in Vietnam, saw us go into the street and win, made it possible for them to have the courage to go into the street and win, and the lesson that I would like to see from this is, that we must now find a way to deal with the problem of full employment, and as surely as we were able to bring about the Civil Rights Act, the voter rights act--the Voting Rights Act, I mean the education act, and the housing act, so is it possible for all of us now to combine our forces in a coalition, including Catholic, Protestant, Jew and labor and blacks and Puerto Ricans and Mexican-Americans and all other minorities, to bring about the one thing that will bring peace internally to the United States. And that is that any man who wants a job, or any woman who wants a job, shall not be left unemployed.”

Bayard Rustin (1912–1987) American civil rights activist and gay rights activist

Eyes on the Prize interview http://digital.wustl.edu/cgi/t/text/text-idx?c=eop;cc=eop;rgn=main;view=text;idno=rus0015.0145.091, Interview with Bayard Rustin, conducted by Blackside, Inc. in 1979, for Eyes on the Prize: America's Civil Rights Years (1954-1965). Washington University Libraries, Film and Media Archive, Henry Hampton Collection. (1979)

Women, War, People, Peace

“A convicted felon who had strong family ties, a stake in the community, and an education might get probation, while a man who had few family ties, little stake in the community, and little education might draw a ten-year sentence for the same crime.”

Joe Biden (1942) 47th Vice President of the United States (in office from 2009 to 2017)

Page 122
2000s, Promises to Keep (2008)

Family, Communication, Strong, Drawing

“The best gift an educator can give is to get someone to become self-reflective.”

Randy Pausch book The Last Lecture

The Last Lecture (2007)

“The tendency in Africa for nations to become independent and, at the same time, the need to do justice to all, does not only mean being just to the black man of Africa but also being just to the white man of Africa. They are the people, not only in the Union but throughout major portions of Africa, who brought civilisation here, who made possible the present development of black nationalism by bringing the natives education, by showing them the Western way of life, by bringing to Africa industry and development, by inspiring them with the ideals which Western civilisation has developed for itself.”

Hendrik Verwoerd (1901–1966) Prime Minister of South Africa from 1958 until his assassination in 1966

As Prime Minister in Parliament on 3 February 1960, in his impromptu reply to Harold Macmillan’s ‘Wind of Change’ speech, 10 quotes by Hendrik Verwoerd (Politics Web) https://www.sahistory.org.za/archive/hendrik-verwoerd-10-quotes-hendrik-verwoerd-politics-web-20-september-2016, sahistory.org.za (20 September 2016)

Life, People, Justice, Way

“While one welcomes aid that gets through to help the poorest people in the poorest parts of the world, does my hon. Friend share my concern that some policies, particularly those adopted by the World Bank in its advice to poor countries in receipt of loans it organises, force on those countries economic models that often involve cuts in public expenditure which make the living conditions of people dependent on public services, health, education or housing worse because those countries are pursuing some economic Valhalla similar to that pursued by the present Government? Does he believe that the Government should consider their role in multinational agencies such as the World Bank as well as my hon. Friend's obvious and quite correct concern about the lack of spending on overseas aid in general?”

Jeremy Corbyn (1949) British Labour Party politician

Question http://hansard.millbanksystems.com/commons/1988/jul/28/overseas-aid-and-development in the House of Commons (28 July 1988). 1980s

People, Health, World, Help

“Until justice is blind to color, until education is unaware of race, until opportunity is unconcerned with the color of men's skins, emancipation will be a proclamation but not a fact. To the extent that the proclamation of emancipation is not fulfilled in fact, to that extent we shall have fallen short of assuring freedom to the free.”

Lyndon B. Johnson (1908–1973) American politician, 36th president of the United States (in office from 1963 to 1969)

1960s, Memorial Day speech (1963)

Men, Justice, Color, Freedom

“I believe that we probably have lost the culture war. That doesn't mean the war is not going to continue, and that it isn't going to be fought on other fronts. But in terms of society in general, we have lost. This is why, even when we win in politics, our victories fail to translate into the kind of policies we believe are important.Therefore, what seems to me a legitimate strategy for us to follow is to look at ways to separate ourselves from the institutions that have been captured by the ideology of Political Correctness, or by other enemies of our traditional culture. I would point out to you that the word "holy" means "set apart," and that it is not against our tradition to be, in fact, "set apart." You can look in the Old Testament, you can look at Christian history. You will see that there were times when those who had our beliefs were definitely in the minority and it was a band of hardy monks who preserved the culture while the surrounding society disintegrated.What I mean by separation is, for example, what the homeschoolers have done. Faced with public school systems that no longer educate but instead "condition" students with the attitudes demanded by Political Correctness, they have seceded. They have separated themselves from public schools and have created new institutions, new schools, in their homes.”

Paul Weyrich (1942–2008) American political activist

Letter to Amy Ridenour, National Center for Public Policy Research http://www.nationalcenter.org/Weyrich299.html (1999-02-16)

War, School, Way, Home

“Look at the budget that was just proposed in Washington. It is an attack of unimaginable cruelty on the most vulnerable among us, the youngest, the oldest, the poorest, and hard-working people who need a little help to gain or hang on to a decent middle-class life. It grossly underfunds public education, mental health, and efforts even to combat the opioid epidemic. And in reversing our commitment to fight climate change, it puts the future of our nation and our world at risk. And to top it off, it is shrouded in a trillion-dollar mathematical lie. Let's call it what it is. It's a con. They don't even try to hide it.”

Hillary Clinton (1947) American politician, senator, Secretary of State, First Lady

Post Presidential Election, Wellesley Commencement Speech (2017)

Life, People, Health, Lie

“Auschwitz existed within history, not outside of it. The main lesson I learned there is simple: We Jews should never, ever become like our tormentors … Since 1967 it has become obvious that political Zionism has one monolithic aim: Maximum land in Palestine with a minimum of Palestinians on it. This aim is pursued with an inexcusable cruelty as demonstrated during the assault on Gaza. The cruelty is explicitly formulated in the Dahiye doctrine of the military and morally supported by the Holocaust religion.I am pained by the parallels I observe between my experiences in Germany prior to 1939 and those suffered by Palestinians today. I cannot help but hear echoes of the Nazi mythos of "blood and soil" in the rhetoric of settler fundamentalism which claims a sacred right to all the lands of biblical Judea and Samaria. The various forms of collective punishment visited upon the Palestinian people -- coerced ghettoization behind a "security wall"; the bulldozing of homes and destruction of fields; the bombing of schools, mosques, and government buildings; an economic blockade that deprives people of the water, food, medicine, education and the basic necessities for dignified survival -- force me to recall the deprivations and humiliations that I experienced in my youth. This century-long process of oppression means unimaginable suffering for Palestinians.”

Hajo Meyer (1924–2014) Dutch physicist

" An Ethical Tradition Betrayed http://www.huffingtonpost.com/hajo-meyer/an-ethical-tradition-betr_b_438660.html," huffingtonpost.com, Jan. 27, 2010. Retrieved on March 27, 2010.

Pain, People, Youth, School

“It is not my intention to denounce modern education. If it is bad, it may be said that all education is bad which is not self-education, and quite a lot of self-education is going on today — some of it in our schools, under the very noses of the teachers!”

Robertson Davies book A Voice from the Attic

A Voice from the Attic (1960)

School, Teachers

“Only twice have I been sorry that I had had no college degree. Such degrees are frightfully overrated in this country and though I have no degrees I know I am as well educated as those who have. Not so many years ago I was asked to give a series of lectures at The Postgraduate College in Washington, D. C. I was to speak on the intellect and the intuition… when they discovered I had no degrees… they proceeded to cancel the lectures… Shortly after I was asked by Cornell University… to speak to them on the modern spiritual approach to truth… This was also cancelled because I had no college degrees.”

Alice A. Bailey (1880–1949) esoteric, theosophist, writer

Source: The Unfinished Autobiography (1951), Chapter 6

Truth, Universe, Country

“This is a difficult goal to present to teachers, coming as it does at a time when education is under attack from many quarters. But our society is changing rapidly and the difficulties of foreseeing what kinds of skills future generations will require are increasing. Although we have so far depended on the rational, left half of the human brain to plan our children's future and to solve the problems they might encounter on the way to that future, the onslaught of profound change is shaking our confidence in technological thinking and in the old methdods of education. Without abandoning training in tradtional verbal and computational skills, concerned teachers are looking for teaching techniques that will enchance children's intuitive and creative powers, thus preparing students to meet new challenges with flexibility, inventiveness, and imagination and with the ability to grasp complex arrays of interconnected ideas and facts, to perceive underlying patterns of events, and to see old problems in new ways.”

Betty Edwards (1926) American artist

Source: The New Drawing on the Right Side of the Brain (1979), p.196

Children, Way, Confidence, Imagination

“We do need education, just not the one-size-fits-all education. Albert Einstein did not talk until he was four years old.”

Newton Lee American computer scientist

Google It: Total Information Awareness, 2016

“War has become the environment of our time if only because it is an accelerated form of innovation and education.”

Marshall McLuhan (1911–1980) Canadian educator, philosopher, and scholar-- a professor of English literature, a literary critic, and a …

Source: 1990s and beyond, The Book of Probes : Marshall McLuhan (2011), p. 381

War, Time

“All education is a struggle," said Marchbanks. "I had to struggle against schools and universities, of course, in order to get time to educate myself, which I did magnificently.”

Robertson Davies (1913–1995) Canadian journalist, playwright, professor, critic, and novelist

Introduction.
The Papers of Samuel Marchbanks (1985)

School, Universe, Time

“We shall have to share out the fruits of technology among the whole of mankind. The notion that the direct and immediate producers of the fruits of technology have a proprietary right to these fruits will have to be forgotten. After all, who is the producer? Man is a social animal, and the immediate producer has been helped to produce by the whole structure of society, beginning with his own education.”

Arnold J. Toynbee (1889–1975) British historian, author of A Study of History

Surviving the Future (1971), Oxford University Press, 1972, p. 95.

Help, Animals

“These are the sensations and feelings that are gradually blunted by education, staled by custom, rejected in favor of social conformity.”

Herbert Read (1893–1968) English anarchist, poet, and critic of literature and art

Referring to the curiosity and sense of wonder of the child, p. 17
Collected Poems (1966)

Feeling

“Two universities have been founded in this country, amply endowed and furnished with professors in the different sciences; and I should be sorry that those who have been educated at either of them should undervalue the benefits of such an education.”

Lloyd Kenyon, 1st Baron Kenyon (1732–1802) British Baron

King v. The College of Physicians (1797), 7 T. R. 288.

Universe, Science, Country

“The education of the common people requires, perhaps, in a civilized and commercial society, the attention of the public more than that of people of some rank and fortune.”

Adam Smith (1723–1790) Scottish moral philosopher and political economist

Source: (1776), Book V, Chapter I, Part III, p. 845.

People

“Life as we live it is obviously very brutal, and makes us insensitive, dull, heavy, stupid, and so we may hope through ideas, through ideational mentation, to bring about a certain quality of sensitivity.… But even when we are sharpened and quickened intellectually by argument, by discussion, by reading, this does not actually bring about that quality of sensitivity. And you know all those people who are erudite, who read, who theorize, who can discuss brilliantly, are extraordinarily dull people. So I think sensitivity, which destroys mediocrity, is very important to understand. Because most of us are becoming, I am afraid, more mediocre. We are not using that word in any derogative sense at all, but merely observing the fact of mediocrity in the sense of being average, fairly well educated, earning a livelihood and perhaps capable of clever discussion; but this leaves us still bourgeois, mediocre, not only in our attitudes but in our activities.”

Jiddu Krishnamurti (1895–1986) Indian spiritual philosopher

Part V, Ch. 3 : 3rd Public Talk Madras 14th January 1968 "The Sacred" http://www.jiddu-krishnamurti.net/en/awakening-of-intelligence/1968-01-14-jiddu-krishnamurti-awakening-of-intelligence-the-sacred 1970s, The Awakening of Intelligence (1973)

Life, People, Stupidity, Hope

“There as elsewhere a cruel universe combined to crush a child. As though three or four vigorous brothers and sisters, with the best will, were not enough to crush any child, every one else conspired towards an education which he hated. From cradle to grave this problem of running order through chaos, direction through space, discipline through freedom, unity through multiplicity, has always been, and must always be, the task of education, as it is the moral of religion, philosophy, science, art, politics, and economy; but a boy's will is his life, and he dies when it is broken, as the colt dies in harness, taking a new nature in becoming tame. Rarely has the boy felt kindly towards his tamers. Between him and his master has always been war. Henry Adams never knew a boy of his generation to like a master, and the task of remaining on friendly terms with one's own family, in such a relation, was never easy.”

Henry Adams (1838–1918) journalist, historian, academic, novelist

The Education of Henry Adams (1907)

Life, Hate, War, Family

“Real success is about helping other people succeed. To be well educated in a society of increasing illiteracy is not real success; neither is to be well fed and healthy while millions die of malnutrition.”

Nigel Cumberland (1967) British author and leadership coach

Your Job-Hunt Ltd – Advice from an Award-Winning Asian Headhunter (2003), Successful Recruitment in a Week (2012) https://books.google.ae/books?idp24GkAsgjGEC&printsecfrontcover&dqnigel+cumberland&hlen&saX&ved0ahUKEwjF75Xw0IHNAhULLcAKHazACBMQ6AEIGjAA#vonepage&qnigel%20cumberland&ffalse, 100 Things Successful People Do: Little Exercises for Successful Living (2016) https://books.google.ae/books?idnu0lCwAAQBAJ&dqnigel+cumberland&hlen&saX&ved0ahUKEwjF75Xw0IHNAhULLcAKHazACBMQ6AEIMjAE

People, Success, Help

“All white men are responsible for white oppression. It is much too easy to say, "Racism is not my fault," or "I am not responsible for the country's inhumanity to the black man. … But insofar as white do-gooders tolerate and sponsor racism in their educational institutions, their political, economic and social structures, their churches, and in every other aspect of American life, they are directly responsible for racism. … Racism is possible because whites are indifferent to suffering and patient with cruelty. Karl Jaspers' description of metaphysical guilt is pertinent here. "There exists among men, because they are men, a solidarity through which each shares responsibility for every injustice and every wrong committed in the world, and especially for crimes that are committed in his presence or of which he cannot be ignorant."”

James H. Cone (1938–2018) American theologian

Source: Black Theology and Black Power (1969), p. 24

Life, Men, World, Suffering

“My self-image was not unstable. I saw myself, quite correctly, as unfit for the educational and social systems.”

Susanna Kaysen book Girl, Interrupted

Girl, Interrupted (1994)

“One of the painful signs of years of dumbed-down education is how many people are unable to make a coherent argument. They can vent their emotions, question other people's motives, make bold assertions, repeat slogans-- anything except reason.”

Thomas Sowell (1930) American economist, social theorist, political philosopher and author

Random Thoughts http://townhall.com/columnists/ThomasSowell/2007/09/03/random_thoughts?page=full&comments=true, Sep 03, 2007 2000s

Pain, People, Motivation, Question

“To me, it has always been a matter of wonder that Christ said nothing as to the obligation man is under to his country, nothing as to the rights of the people as against the wish and will of kings, nothing against the frightful system of human slavery—almost universal in his time. What he did not say is altogether more wonderful than what he did say. It is marvelous that he said nothing upon the subject of intemperance, nothing about education, nothing about philosophy, nothing about nature, nothing about art. He said nothing in favor of the home, except to offer a reward to those who would desert their wives and families.”

Robert G. Ingersoll (1833–1899) Union United States Army officer

"To the Indianapolis Clergy." The Iconoclast (Indianapolis, IN) (1883)

People, Family, Art, Home

“Prep school, public school, university: these now tedious influences standardize English autobiography, giving the educated Englishman the sad if fascinating appearance of a stuffed bird of sly and beady eye in some old seaside museum. The fixation on school has become a class trait. It manifests itself as a mixture of incurious piety and parlour game.”

V.S. Pritchett (1900–1997) British writer and critic

"Evelyn Waugh: Club and Country", p. 95
The Tale Bearers: English and American Writers (1980)

Sadness, School, Game, Bird

“The concept of a system is not a simple or unique one. There are many different kinds of systems, and different systems may be organized and operated in different ways. As individuals we all belong to some social system, we participate in an economic system, we are the product of several educational systems, and we are members of one or more family systems. In a similar fashion, the equipment of which physical systems are made may be members of many other systems, such as electrical, mechanical, sensing, actuating, energy, materials, and/or information systems. One of the challenges to the person who engineers a system is to find the many alternative ways in which the function, the operation, and/or the equipment of concern and interest may be considered, understood, and made to perform most effectively.”

Harold Chestnut (1917–2001) American engineer

Source: Systems Engineering Tools, (1965), Systems Engineering Methods (1967), p. 1: First paragraph of Ch. 1. The Environment for System Engineering Methods

Family, Way, Fashion, Sense

“What nationalist educators often fail to recognize is that merely being taught by teachers who are black has not and will not solve the problem if the teachers have been socialized to internalize racist thinking.”

Bell Hooks (1952) American author, feminist, and social activist

Rock My Soul (2003)

Problem, Thinking, Teachers

“There is much that is lacking in the political education of American troops, for which army policy cannot be criticized in view of the similar apathy on the home front. Late in the struggle the army became aware of this weakness among our soldiers. The Information and Education Division was then organized to repair this gap in the psychological preparation for combat. Some progress in the face of considerable resistance has been made by this service, but at the time of writing the men still have only a dim comprehension of the meaning of the fascist political state and its menace to our liberal democratic government. The war is generally regarded as a struggle between national states for economic empires. The men are not fully convinced that our country was actually threatened, or, if so, only remotely, or because of the machinations of large financial interests. In such passive attitudes lie the seeds of disillusion, which could prove very dangerous in the postwar period. Certainly they stand in startling contrast with the strong political and national convictions of our Axis enemies, which can inspire their troops, when the occasion demands, with a fanatical and religious fervor. Fortunately, strong intellectual motivation has not proved to be of the first importance to good morale in combat. The danger of this lack seems to be less to the prospect of military success than to success in the peace and to stability in the postwar period.”

Roy R. Grinker, Sr. (1900–1993) American psychiatrist and neurologist

Source: Men Under Stress, 1945, p. 38-39 cited in: The Clare Spark Blog (2009) Strategic Regression in “the greatest generation” http://clarespark.com/2009/12/09/strategic-regression-in-the-greatest-generation/ December 9, 2009

Men, War, Lie, Peace

“We speak glibly of conservation education, but what do we mean by it? If we mean indoctrination, then let us be reminded that it is just as easy to indoctrinate with fallacies as with facts. If we mean to teach the capacity for independent judgement, then I am appalled by the magnitude of the task.”

Aldo Leopold (1887–1948) American writer and scientist

"The Ecological Conscience" [1947]; Published in The River of the Mother of God and Other Essays by Aldo Leopold, Susan L. Flader and J. Baird Callicott (eds.) 1991, p. 343.
1940s

“Environment, education, experience, make men conscious of passing reality but overwhelm their intuitive capacity when this is not very strong.”

Piet Mondrian (1872–1944) Peintre Néerlandais

Source: 1940's, A New Realism', 1943-1945, p. 17

Men, Reality, Strong

“The moral faculties are generally esteemed, and with justice, as of higher value than the intellectual powers. But we should always bear in mind that the activity of the mind in vividly recalling past impressions is one of the fundamental though secondary bases of conscience. This fact affords the strongest argument for educating and stimulating in all possible ways the intellectual faculties of every human being.”

Charles Darwin book The Descent of Man, and Selection in Relation to Sex

volume II, chapter XXI: "General Summary and Conclusion", page 393 http://darwin-online.org.uk/content/frameset?pageseq=410&itemID=F937.2&viewtype=image The Descent of Man (1871)

Justice, Way, Past

“It is realized that if there is to be peace in the world, it must be attained through men and with man, in his nature and mores, just about as he now is. Intensive effort is exerted to reach the hearts and minds of men with the vital pleas for peace and human understanding, to the end that human attitudes and relations may be steadily improved. But this is a process of international education, or better, education for international living, and it is at best gradual. Men change their attitudes and habits slowly, and but grudgingly divorce their minds from fears, suspicions, and prejudices.”

Ralph Bunche (1904–1971) American diplomat

Some Reflections on Peace in Our Time (1950)

Men, World, Fear, Peace

“Any education that matters is liberal. All the saving truths, all the healing graces that distinguish a good education from a bad one or a full education from a half-empty one are contained in that word.”

Alan Simpson (1931) American politician

Alan Simpson (b. 1912), an English born educator who became a U.S. citizen in 1954, in "The Marks of an Educated Man" in Readings for Liberal Education (1962), edited by by Louis Glenn Locke, William Merriam Gibson, and George Warren Arms, p. 47.
Misattributed

Truth

“People have become educated but have yet to become human.”

Abdul Sattar Edhi (1928–2016) Pakistani philanthropist, social activist, ascetic and humanitarian

as quoted by Mr. Salman Masood, journalist in the Daily Dawn ( July 8, 2016) http://www.nytimes.com/2016/07/09/world/middleeast/abdul-sattar-edhi-pakistans-father-teresa-dies-at-88.html?_r=0/. Retrieved on July 20, 2016

People

“How is it possible that today's academic Left has supported rather than protested campus speech codes as well as the grotesque surveillance and over-regulation of student life? American colleges have abandoned their educational mission and become government colonies, ruled by officious bureaucrats enforcing federal dictates. This despotic imperialism has no place in a modern democracy.”

Camille Paglia book Free Women, Free Men

From the Introduction http://archive.is/4luev to Free Women, Free Men https://en.wikiquote.org/wiki/Special:BookSources/1101871814, Paglia, Knopf Doubleday Publishing Group (2017) Free Women, Free Men (2017)

Life, Democracy, Support

“Unfortunately, here in the Dominican, a lot of the time kids just quit school at 10, 11, 12 and play baseball full-time. It’s great for the kids who make it because they become superstars and [make] millions of dollars in the big leagues. But for 98 kids out of a hundred, it results in a kid who is 18, 19 with no education. So it’s kind of a win-lose here in the Dominican.”

Joe Kehoskie (1973) American baseball agent

Discussing amateur baseball in the Dominican Republic, from the PBS documentary Stealing Home http://www.pbs.org/stealinghome/transcript.html (18 June 2001)

School, Time

“Preta, I’m not going to discuss promiscuity with anyone. I don't run that risk because my children are well educated and they don't live in a promiscuous environment such as is, unfortunately, yours.”

Jair Bolsonaro (1955) Brazilian president elect

Responding to the singer Preta Gil after asked about what he would do if his son fell in love with a black woman on 28 March 2011 https://extra.globo.com/famosos/deputado-jair-bolsonaro-fala-da-promiscuidade-de-preta-gil-declara-que-seria-incapaz-de-amar-um-filho-homossexual-em-entrevista-1980933.html in an interview to the program CQC on Band. Brazil presidential candidate Bolsonaro's most controversial quotes https://www.yahoo.com/news/brazil-presidential-candidate-bolsonaros-most-controversial-quotes-012652084.html. Yahoo!, 29 September 2018.

Children

“We have to be grown-ups, I think [when discussing the payment of funds today to prevent climate harm which may be decades in the future]. There are lots of things we do where the investments come way, way in the future. Educating 4-year-olds... that's an investment that goes way into the future as well.”

William D. Nordhaus (1941) American economist

"Economist Says Best Climate Fix A Tough Sell, But Worth It." http://www.npr.org/2014/02/11/271537401/economist-says-best-climate-fix-a-tough-sell-but-worth-it National Public Radio. February 11, 2014.

Way, Thinking, Future

“Education is training in wisdom and virtue, and the exercise of these is freedom.”

Everett Dean Martin (1880–1941)

Source: The Meaning of a Liberal Education (1926), p. 219

Wisdom, Exercises, Freedom, Training

“The true purpose of education is to prepare young men and women for effective citizenship in a free form of government.”

Dwight D. Eisenhower (1890–1969) American general and politician, 34th president of the United States (in office from 1953 to 1961)

Speech at Williamsburg College http://www.eisenhower.archives.gov/education/bsa/citizenship_merit_badge/eisenhower_citizenship_quotations.pdf (15 May 1953) 1950s

Women, Men

“We are so accustomed to hear arithmetic spoken of as one of the three fundamental ingredients in all schemes of instruction, that it seems like inquiring too curiously to ask why this should be. Reading, Writing, and Arithmetic—these three are assumed to be of co-ordinate rank. Are they indeed co-ordinate, and if so on what grounds?
In this modern “trivium” the art of reading is put first. Well, there is no doubt as to its right to the foremost place. For reading is the instrument of all our acquisition. It is indispensable. There is not an hour in our lives in which it does not make a great difference to us whether we can read or not. And the art of Writing, too; that is the instrument of all communication, and it becomes, in one form or other, useful to us every day. But Counting—doing sums,—how often in life does this accomplishment come into exercise? Beyond the simplest additions, and the power to check the items of a bill, the arithmetical knowledge required of any well-informed person in private life is very limited. For all practical purposes, whatever I may have learned at school of fractions, or proportion, or decimals, is, unless I happen to be in business, far less available to me in life than a knowledge, say, of history of my own country, or the elementary truths of physics. The truth is, that regarded as practical arts, reading, writing, and arithmetic have no right to be classed together as co-ordinate elements of education; for the last of these is considerably less useful to the average man or woman not only than the other two, but than 267 many others that might be named. But reading, writing, and such mathematical or logical exercise as may be gained in connection with the manifestation of numbers, have a right to constitute the primary elements of instruction. And I believe that arithmetic, if it deserves the high place that it conventionally holds in our educational system, deserves it mainly on the ground that it is to be treated as a logical exercise. It is the only branch of mathematics which has found its way into primary and early education; other departments of pure science being reserved for what is called higher or university instruction. But all the arguments in favor of teaching algebra and trigonometry to advanced students, apply equally to the teaching of the principles or theory of arithmetic to schoolboys. It is calculated to do for them exactly the same kind of service, to educate one side of their minds, to bring into play one set of faculties which cannot be so severely or properly exercised in any other department of learning. In short, relatively to the needs of a beginner, Arithmetic, as a science, is just as valuable—it is certainly quite as intelligible—as the higher mathematics to a university student.”

Joshua Girling Fitch (1824–1903) British educationalist

Source: Lectures on Teaching, (1906), pp. 267-268.

Life, Truth, School, Art

“Khamenei is certainly better educated than the late Khomeini. At least he can speak and write correct Persian and Arabic, something the late Ayatollah never managed. From available evidence Khamenei also has a better knowledge of Islam and its history than Khomeini did. Nevertheless, Khamenei has never been accepted as a theologian or Islamic scholar, but as a political leader, bestowing on him a degree of dangerous ambiguity. That ambiguity enables him to hit much higher than his weight by using his political position as long as the going is good. However, the slightest sign that his political power may be on the wane or seriously challenged could expose him as a prophet without armor. And that, in the context of Iran’s violent politics, created of the same substance as angels or not, is a dicey situation to be in, to say the least.”

Amir Taheri (1942) Iranian journalist

The Supreme Guide and the Substance of the Angels http://english.aawsat.com/2015/08/article55344963/the-supreme-guide-and-the-substance-of-the-angels, Ashraq Al-Awsat (31 Aug, 2015).

Angels, History, Knowledge

“It is education that has altered my life. Carried me far.”

Richard Rodríguez (1944) American journalist and essayist

Hunger of Memory: The Education of Richard Rodriguez (1982)

Life

“[Robert] Frost says in a piece of homely doggerel that he has hoped wisdom could be not only Attic but Laconic, Boeotian even—“at least not systematic”; but how systematically Frostian the worst of his later poems are! His good poems are the best refutation of, the most damning comment on, his bad: his Complete Poems have the air of being able to educate any faithful reader into tearing out a third of the pages, reading a third, and practically wearing out the rest.”

Randall Jarrell (1914–1965) poet, critic, novelist, essayist

“To the Laodiceans”, p. 21
No Other Book: Selected Essays (1999)
Variant: [Robert] Frost says in a piece of homely doggerel that he has hoped wisdom could be not only Attic but Laconic, Boeotian even—“at least not systematic”; but how systematically Frostian the worst of his later poems are! His good poems are the best refutation of, the most damning comment on, his bad: his Complete Poems have the air of being able to educate any faithful reader into tearing out a third of the pages, reading a third, and practically wearing out the rest.

Wisdom, Faith, Hope, Home

“Secondly, the student is trained to accept historical mis-statements on the authority of the book. If education is a pre- paration for adult life, he learns first to accept without question, and later to make his own contribution to the creation of historical fallacies, and still later to perpetuate what he has learnt. In this way, ignorant authors are leading innocent students to hysterical conclusions. The process of the writers' mind provides excellent material for a manual on logical fallacies. Thirdly, the student is told nothing about the relationship between evidence and truth. The truth is what the book ordains and the teacher repeats. No source is cited. No proof is offered. No argument is presented. The authors play a dangerous game of winks and nods and faints and gestures with evidence. The art is taught well through precept and example. The student grows into a young man eager to deal in assumptions but inapt in handling inquiries. Those who become historians produce narratives patterned on the textbooks on which they were brought up. Fourthly, the student is compelled to face a galling situation in his later years when he comes to realize that what he had learnt at school and college was not the truth. Imagine a graduate of one of our best colleges at the start of his studies in history in a university in Europe. Every lecture he attends and every book he reads drive him mad with exasperation, anger and frustration. He makes several grim discoveries. Most of the "facts", interpretations and theories on which he had been fostered in Pakistan now turn out to have been a fata morgana, an extravaganza of fantasies and reveries, myths and visions, whims and utopias, chimeras and fantasies.”

Khursheed Kamal Aziz (1927–2009) historian

The Murder of History, critique of history textbooks used in Pakistan, 1993

Life, Truth, Books, School

“In many of his biographical writings Tolstoy makes clear that, in pursuit of a virtuous life, he had to struggle hard with his own nature, habits, and animal passions, and had to overcome early training and education; but in this drama he shows that, in attempting to be a Christian, he had to battle constantly, often bitterly, with his own family, with the Church, and with all the social, economic, and political conditions and institutions that surrounded him.”

Robert Hunter (author) (1874–1942) American sociologist, author, golf course architect

Source: Why We Fail as Christians (1919), p. 42

Life, Family, Nature, Passion

“Mainstream sociological theory sees differences in jobs, skills, and education as the primary causes of inequality, and substantial wealth transfers embarrass this theory. The classical sociologist Emil Durkheim, for example, predicted that family inheritances would decline over time in favor of giving to charitable and nonprofit organizations, but studies examining actual bequests invalidate this predication. … In 1989 charitable bequests constituted less than 10 percent of proceeds of estates valued at over $600,000 in the United States.”

Thomas Shapiro (1947) American sociologist

Source: The Hidden Cost of Being African American: How Wealth Perpetuates Inequality (2005), p. 32

Family, Study, Time, Wealth

“The dons are too busy educating the young men to be able to teach them anything.”

Samuel Butler (1835–1902) novelist

Oxford and Cambridge
The Note-Books of Samuel Butler (1912), Part XIV - Higgledy-Piggledy

Men, Business

“By this time I had discovered that all the gamey bits were cut out of the school texts, because I had a Shakespeare of my own; the Ontario Department of Education was hard at its impossible task of trying to educate the masses without in any permanent way inflaming their minds.”

Robertson Davies (1913–1995) Canadian journalist, playwright, professor, critic, and novelist

Shakespeare over the Port (1960)

School, Way, Time

“I have told the story of a progressive, educated, Hindu family of this country in Lajja. The family falls victim to communal violence, where a rationalist and atheist young man gradually transforms into a staunch Hindu, becomes a fundamentalist and gets destroyed in the process. The state destroys him, the government destroys him and gradually mushrooming religious fanaticism destroys him. He is defeated. Many young men in this country are transforming from human beings to Hindus. They are being repeatedly victimized by the state, in educational institutions, workplaces, business and trade, all because of religious discrimination. They are being labelled second-class citizens. Why should I not speak the truth? The truth will always be valued. The ones who make a truth controversial, the fault lies with them and not with the truth. And the ones who blame the truth support the actions of the miscreants. The Hindus getting into trouble here is a bad excuse. Those who like to stay silent for the sake of convenience are responsible for eroding human strength and courage. They are cowards and exploiters. They are the biggest threats to all minority communities. They believe if you point out a wrong it will lead to trouble. The same argument works for the Muslims there.”

Taslima Nasrin (1962) Poet, columnist, novelist

Nāsarina, T., & Chakraborty, M. (2018). Split: A life.

Men, Truth, Family, Communication

“No country can possibly move ahead, no free society can possibly be sustained, unless it has an educated citizenry whose qualities of mind and heart permit it to take part in the complicated and increasingly sophisticated decisions that pour not only upon the President and upon the Congress, but upon all the citizens who exercise the ultimate power…Quite obviously, there is a higher purpose, and that is the hope that you will turn to the service of the State the scholarship, the education, the qualities which society has helped develop in you; that you will render on the community level, or on the state level, or on the national level, or render on the community level, or on the state level, or on the national level, or the international level a contribution to the maintenance of freedom and peace and the security of our country and those associated with it in a most critical time.”

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

"Commencement Address at San Diego State College (226)" (6 June 1963) http://www.jfklibrary.org/Research/Research-Aids/Ready-Reference/JFK-Quotations.aspx 1963

Peace, Hope, Exercises, Communication

“As educators of linguistically and culturally diverse students we face choices with respect to how we view language and human potential. Is language the means of interpreting our increasingly complex world and mobilizing intellect, imagination, and identity to create new knowledge and act on social realities or is it simply a set of sounds and symbols and the codes that bind them? Can our society benefit from all the intelligence, imagination, and multilingual talent it can get or should schools develop these attributes only among a privileged elite while focusing on English-only basic skills for those constructed as incapable of independent learning?”

Jim Cummins (professor) (1949) professor at the Ontario Institute for Studies in Education of the University of Toronto

Language and the Human Spirit (2003)

World, School, Imagination, Intelligence

“If you’re born poor, you will die on average nine years earlier than others. If you’re black, you’re treated more harshly by the criminal justice system than if you’re white. If you’re a white, working-class boy, you’re less likely than anybody else to go to university. If you’re at a state school, you’re less likely to reach the top professions than if you’re educated privately. If you’re a woman, you still earn less than a man. If you suffer from mental health problems, there’s too often not enough help to hand. If you’re young, you’ll find it harder than ever before to own your own home. These are all burning injustices, and – as I did with the misuse of stop and search and deaths in police custody and modern slavery – I am determined to fight against them.”

Theresa May (1956) Prime Minister of the United Kingdom

Speech declaring bid for the Conservative Party leadership http://www.independent.co.uk/news/uk/politics/theresa-mays-tory-leadership-launch-statement-full-text-a7111026.html (30 June 2016)

Death, Health, School, Justice

Quotes about education page 10

Quotes about education
page 10