Quotes about education
page 11

“A criticism with which we have become familiar in this country is that an alarmingly large number of students receiving university education, and the universities are responsible for wastage and unnecessary duplication of teaching arrangements…

… Take the whole of British India with a population of two hundred and sixty-three million. India has only sixteen universities and the number of their students will be about one lac and twenty thousand. The total expenditure on higher education in India is less than four crores rupees.

Let me now turn to other countries. The British Isles afford a good illustration for comparison from the point of view of population which is about is about forty five million; but the number of universities is as many as sixteen – what we have for the whole of India – and fifty-five thousand students receive instructions under their jurisdiction. About six crores and forty lacs of rupees are spent on higher education only in England and Wales. To universities alone within this area the state annually contributes two crores and twenty-seven lacs of rupees.”

Syama Prasad Mookerjee (1901–1953) Indian politician

Speech delivered at Calcutta University Convocation on 22nd February 1936.
Source: one crore is equal to ten million
Source: ten lacs is equal to one million

Universe, Country

“Man, at least when educated, is a pessimist. He believes it safer not to reflect on his achievements; Jove is known to strike such people down.”

John Kenneth Galbraith (1908–2006) American economist and diplomat

Source: The Age of Uncertainty (1977), Chapter 12, p. 324

People

“Along with this element of universal tolerance, I should couple our Republican system of Government, which gives to every man a share and a responsibility in the direction of public affairs. And third, I should place our system of universal free education.”

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

1920s, The Genius of America (1924)

Universe

“Apart from a 20-minute stunt as Eeyore at Disneyland for “Disney Way One” and countless joyful hours of volunteering with my fellow colleagues, my job at Disney Online was mainly to make children happy by creating entertaining and educational games.”

Newton Lee American computer scientist

Disney Stories: Getting to Digital, 2012

Happiness, Children, Way, Game

“The effects of Asian contacts on Europe, though considerably less, cannot be considered insignificant. The growth of capitalism in the seventeenth, eighteenth and nineteenth centuries, in itself a profound and revolutionary change, is intimately connected with the expansion of European trade and business into Asia. The political development of the leading Western European nations during this period was also related to their exploitation of their Asian possessions and the wealth they derived from the trade with and government of their Eastern dependencies. Their material life, as reflected in clothing, food, beverages, etc., also bears permanent marks of their Eastern contacts. We have already dealt briefly with the penetration of cultural, artistic and philosophical influences, though their effects cannot still be estimated. Unlike the Rococo movement of the eighteenth century, the spiritual and cultural reactions of the nineteenth and twentieth centuries are deeper, and have not yet fully come to the surface. The influence of Chinese literature and of Indian philosophical thought, to mention only two trends which have become important in recent years, cannot be evaluated for many years to come. Yet it is true, as T. S. Eliot has stated, that most modern poets in Europe have in some measure been influenced by the literature of China. Equally the number of translations of the Bhagavad Gita and the Upanishads, which have been appearing every year, meant not for Orientalists and scholars but for the educated public, and the revival of interest in the religious experience of India, are sufficient to prove that a penetration of European thought by Oriental influences is now taking place which future historians may consider to be of some significance.”

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

Life, Food, Literature, Business

“Even before 1918 we had traveled far from the doctrine of 1870, that "elementary" education was the education of a special class which would obtain no other — what the Committee of Council called in 1839 education "suited to the condition of workmen and servants"”

R. H. Tawney (1880–1962) English philosopher

and secondary education that of their masters.
Secondary Education For All (1922)

Travel

“Finally, it should be clear by now that a nation can be no stronger abroad than she is at home. Only an America which practices what it preaches about equal rights and social justice will be respected by those whose choice affects our future. Only an America which has fully educated its citizens is fully capable of tackling the complex problems and perceiving the hidden dangers of the world in which we live. And only an America which is growing and prospering economically can sustain the worldwide defenses of freedom, while demonstrating to all concerned the opportunities of our system and society.”

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

1963, Remarks Prepared for Delivery at the Trade Mart in Dallas

World, Justice, Home, Problem

“There was never a conspiracy, never a tremendous fear. This is a society which is now in its third generation of severe political repression, so that children in North Korea have several hours of political education a day. Their parents did, and their grandparents did.”

Ash Carter (1954) United States Secretary of Defense

pbs.org interview http://www.pbs.org/wgbh/pages/frontline/shows/kim/interviews/acarter.html

Children, Fear, Parent

“…no number of centuries could ever educate him to Swinburne's level, even in technical appreciation.”

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

The Education of Henry Adams (1907)

“If you’re doing something you love, an hour seems like 5 minutes. If you are doing something that doesn’t resonate with your spirit 5 minutes can seem like an hour. And the reason that so many people are opting out of Education is because it doesn't feed their spirit, it doesn't feed their energy or their passion.”

Ken Robinson (1950) UK writer

TED Conference http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution.html (2010)

Love, People, Passion

“How strange it seems that education, in practice, so often means suppression: that instead of leading the mind outward to the light of day it crowds things in upon it that darken and weary it. Yet evidently the true object of education, now as ever, is to develop the capabilities of the head and of the heart.”

Louis Sullivan (1856–1924) American architect

Emotional Architecture as Compared to Intellectual (1894)

Light, Heart

“To arrive at such a discovery, fruit of a log and precious education, involves a whole field of precise technique. The artist must immerse himself in his own anxiety, dredging up everything that is alien, imposed or personal in the derogatory sense, in order to arrive at the authentic zone of values.”

Piero Manzoni (1933–1963) Italian artist

Source: For the Discovery of a Zone of Images', Piero Manzoni, 1957, pp. 18-19

Sense, Personality

“The Assembly passed a budget that makes the right choices for young students across the state by helping schools avoid cutting essential educational programs, laying off teachers and increasing local property taxes. Without a sound investment in our children and their education, New York would face crumbling school buildings, overcrowded classrooms, and few opportunities to excel.”

Jose Peralta (1971–2018) American politician

Children, School, Teachers, Help

“Progress is implied in independence. Without self-government neither industrial progress is possible, nor the educational scheme will be useful to the nation…To make efforts for India’s freedom is more important than social reforms.”

Bal Gangadhar Tilak (1856–1920) Indian independence activist

[Hunt, Frazier, Great Personalities, http://books.google.com/books?id=EgEZRS4xer0C&pg=PT153, 1931, New York Life Insurance Company, 153–]

Effort, Freedom

“In so far as the intention of education is to train the child for a vocation it is a millstone around his neck.”

John Carroll (1944) Australian professor and author

Source: Break-Out from the Crystal Palace (1974), p. 34

Training

“It seemed strange to me that someone who painted big, scary abstractions should have been so commonsensical in her literary tastes, though later I would discover that twelve-tone composers read Keats just as experimental poets listened to Glenn Miller — few people are avant-garde outside their own domain.I suppose that as Midwesterners, the children of chemical engineers and homemakers, we experienced the arts as so foreign, even so preposterously unreasonable, that once we’d decided to embrace them we did so with lots of conviction and little discrimination. Surely it was no accident that T. S. Eliot and Ezra Pound, the two great poetic synthesists of our day, the very men who had ransacked all of world culture and could refer in the same poem to the Buddha and to Sophocles or to Confucius and to Jefferson — it was no accident that they were both from the heartland. Public-library intellectuals, magpies of knowledge, like most autodidacts we were incapable of evaluating our sources. As a teen-ager, I tried to write verse like Milton’s; later, I wanted to write novels like Nabokov’s. In a novel I wrote in college, I imitated Evelyn Waugh. If someone had said to me, "But do you, the graceless son of a Cincinnati broker of chemical equipment, do you seriously imagine that you can just write a Renaissance Christian epic or something in the style of a Cambridge-educated Russian aristocrat or of the spokesman of the Bright Young Things of London circa 1925?"”

Edmund White (1940) American novelist and LGBT essayist

if someone had spoken like this to me, I wouldn’t even have understood his point. My Women.The New Yorker https://archive.is/20121204150452/www.newyorker.com/fact/content/articles/050613fa_fact 6 June 2005 Articles and Interviews

Men, Children, People, World

“They that examine into the Nature of Man, abstract from Art and Education, may observe, that what renders him a Sociable Animal, consists not in his desire of Company, Good-nature, Pity, Affability, and other Graces of a fair Outside; but that his vilest and most hateful Qualities are the most necessary Accomplishments to fit him for the largest, and, according to the World, the happiest and most flourishing Societies.”

Bernard Mandeville book The Fable of the Bees

Preface
The Fable of the Bees (1714)

Hate, World, Art, Nature

“Television is of great educational value. It teaches you while still young how to (a) kill, (b) rob, (c) embezzle, (d) shoot, (e) poison, and, generally speaking, (f) how to grow up into a Wild West outlaw or gangster by the time you leave school.”

George Mikes (1912–1987) Hungarian-born British author

How to Be an Alien: A Handbook for Beginners and More Advanced Pupils (1946)

School, Time

“Civility carries with it the essence of courtesy, politeness, and consideration of others. All of the education and accomplishments in the world will not count for much unless they are accompanied by marks of gentility, of respect for others, of going the extra mile.”

Gordon B. Hinckley book Standing for Something

Standing for Something: Ten Neglected Virtues That Will Heal Our Hearts and Homes.

World

“You imply our education is of no use to you in after life. But no education is. We are not an employment agency; all we can do is to give you a grounding in the art of mixing with your fellow men, to tell you what to expect from life and give you an outward manner and inward poise, an old prescription from the eighteenth century which we call a classical education, an education which confers the infrequent virtues of good sense and good taste and the benefit of dual nationality, English and Mediterranean, and which, taking into account the difficulties of modern life, we find the philosophy best able to overcome them.”

Cyril Connolly book Enemies of Promise

Source: Enemies of Promise (1938), Part 3: A Georgian Boyhood, Ch. 24: Vale (p. 258)

Life, Men, Art, Sense

“Education is the master and politics is its servant. It is necessary to combine power with morality as well as with science and technology”

Zakir Hussain (politician) (1897–1969) 3rd President of India

Source: Philosophy of Education, p. 86.

Science

“There are two types of education: education for livelihood and education for life. When we study in college, it helps us to get a job so that we can earn a living. We can become a doctor, a scientist, an engineer or whatever we want. We may go on to attain wealth, possession and fame. All of this comes from education for livelihood. But this alone will never make our life full and complete. Education is not only to help us live a comfortable life of plenty. When our plans fall apart, when we face failure and loss, when we are knocked down, education should help us get back on our feet. Education should help us regain our mental equipoise, self-confidence and positive attitude, so that we can continue forward. This is why education for life is as important as education for livelihood. Education for life is spirituality.”

Mata Amritanandamayi (1953) Hindu spiritual leader and guru

Amritanandamayi's Address Upon Receiving an Honorary Doctorate of Humane Letters from the State University of New York (2010)

Life, Confidence, Failure, Study

“By the time Verily was sixteen, a sturdy and rather good-looking young man of some education and impeccable manners, he had become a thoroughgoing skeptic. If the dogmas about witchery could be so hopelessly wrong, how could any of the teachings of the ministers be relied upon? It left Verily Cooper at loose ends, intellectually speaking, for all his teachers spoke as if religion were the cornerstone of all other learning, and yet all of Verily’s actual studies led him to the conclusion that sciences founded upon religion were uncertain at best, utterly bogus at worst.”

Orson Scott Card (1951) American science fiction novelist

Source: The Tales of Alvin Maker, Alvin Journeyman (1995), Chapter 9.

Religion, Study, Learning, Teachers

“I beg to introduce myself to you as a clerk in the Accounts Department of the Port Trust Office at Madras… I have no University education but I have undergone the ordinary school course. After leaving school I have been employing the spare time at my disposal to work at Mathematics. I have not trodden through the conventional regular course which is followed in a University course, but I am striking out a new path for myself. I have made a special investigation of divergent series in general and the results I get are termed by the local mathematicians as "startling"…. Very recently I came across a tract published by you styled Orders of Infinity in page 36 of which I find a statement that no definite expression has been as yet found for the number of prime numbers less than any given number. I have found an expression which very nearly approximates to the real result, the error being negligible. I would request that you go through the enclosed papers. Being poor, if you are convinced that there is anything of value I would like to have my theorems published. I have not given the actual investigations nor the expressons that I get but I have indicated the lines on which I proceed. Being inexperienced I would very highly value any advice you give me. Requesting to be excused for the trouble I give you. I remain, Dear Sir, Yours truly…”

Srinivasa Ramanujan (1887–1920) Indian mathematician

Letter to G. H. Hardy, (16 January 1913), published in Ramanujan: Letters and Commentary American Mathematical Society (1995) History of Mathematics, Vol. 9

School, Error, Mathematics, Universe

“Millions in this country without health care, jobs or access to education must watch this government squander over $ 450 million a day on this occupation.”

Michael Prysner (1983) American anti-war political activist

"Our Real Enemies"

Health, Country

“But passing by all other considerations, and contemplating merely the political institutions of the United States, I lament that we waste so much time and money in punishing crimes and take so little pains to prevent them. We profess to be republicans, and yet we neglect the only means of establishing and perpetuating our republican forms of government; that is, the universal education of our youth in the principles of Christianity by means of the Bible; for this divine book, above all others, favors that equality among mankind, that respect for just laws, and all those sober and frugal virtues which constitute the soul of republicanism.”

Benjamin Rush (1745–1813) American physician, educator, author

A Defence of the Use of the Bible in Schools American Tract Society, 1820. http://www.biblebelievers.com/Bible_in_schools.html

Money, Pain, Books, Youth

“We won with young. We won with old. We won with highly educated. We won with poorly educated. I love the poorly educated.”

Donald J. Trump (1946) 45th President of the United States of America

Donald Trump declares 'I love the poorly educated' as he storms to victory in Nevada caucus http://www.independent.co.uk/news/people/donald-trump-declares-i-love-the-poorly-educated-as-he-storms-to-victory-in-nevada-caucus-a6893106.html, 24 February 2016 2010s, 2016, February

Love

“The trouble with modern education is you never know how ignorant they are”

Evelyn Waugh book Brideshead Revisited

Part 1, Chapter 3
Brideshead Revisited (1945)

“The object of education is not merely to enable our children to gain their daily bread and to acquire pleasant means of recreation, but that they should know God and serve Him with earnestness and devotion.”

Hermann Adler (1839–1911) Chief Rabbi of the British Empire from 1891 to 1911

Source: Quoted in Joseph H. Hertz, The Pentateuch and Haftorahs (One-volume edition), p. 78-9

God, Children

“How have people come to be taken in by The Phenomenon of Man? We must not underestimate the size of the market for works of this kind, for philosophy-fiction. Just as compulsory primary education created a market catered for by cheap dailies and weeklies, so the spread of secondary and latterly tertiary education has created a large population of people, often with well-developed literary and scholarly tastes, who have been educated far beyond their capacity to undertake analytical thought.”

Peter Medawar (1915–1987) scientist

1960s, Review of Teilhard de Chardin's "The Phenomenon of Man", 1961

People

“Educational facilities will be extended and better standards of morality will be established. Political institutions, too, will be improved. In this way a backward nation can develop into a progressive state.”

Friedrich List (1789–1846) German economist with dual American citizenship

Source: The Natural System of Political Economy (1837), p. 44

Way

“Every citizen knows his place. He is born to that place, and the elaborate discipline of training and education and surgery he undergoes fits him at last so completely to it that he has neither ideas nor organs for any purpose beyond it.”

H. G. Wells book The First Men in the Moon

Source: The First Men in the Moon (1901), Ch. 24: The Natural History of the Selenites

Idea, Training

“Because the managerial élites are now so large and have such a dominant effect on our educational system, we are actually teaching most people to manage, not to think. Not only do we not reward thought, we punish it as unprofessional.”

John Ralston Saul book The Unconscious Civilization

The Unconscious Civilization (1995)

People, Thinking

“The Southern school superintendent is a kind of remote deity who breathes the purer air of Mount Parnassus. The teachers see him only on those august occasions when they need to be reminded of the nobility of their calling. The powers of a superintendent are considerable. He hires and fires, manipulates the board of education, handles a staggering amount of money, and maintains the precarious existence of the status quo.”

Pat Conroy (1945–2016) American novelist

Source: The Water is Wide (1972), p. 11

Money, School, Teachers

“Education is that which remains, if one has forgotten everything he learned in school.”

Albert Einstein (1879–1955) German-born physicist and founder of the theory of relativity

Einstein did write this quote in "On Education" from 1936, which appeared in Out of My Later Years, but it was not his own original quip, he attributed it to an unnamed "wit". Very popular in French: "La culture est ce qui reste lorsque l’on a tout oublié" (Culture is that which remains, if one has forgotten everything). Attributed in French to Édouard Herriot (1872-1957) and, in English, sometimes to Ortega y Gasset. Another French variant is "la culture est ce qui reste lorsqu'on a oublié toutes les choses apprises" (Culture is that which remains if one has forgotten everything one has learned), which appears in the 1912 book Propos Critiques by Georges Duhamel, p. 14 http://books.google.com/books?id=Xpk_AAAAIAAJ&q=%22la+culture+est+ce+qui+reste+lorsqu%27on+a+oubli%C3%A9+toutes+les+choses+apprises%22#search_anchor. And another English variant is "Culture is that which remains with a man when he has forgotten all he has learned" which appears in The Living Age: Volume 335 from 1929, p. 159 http://books.google.com/books?id=tHFRAAAAYAAJ&q=%22Culture+is+that+which+remains+with+a+man+when+he+has+forgotten+all+he+has+learned%22#search_anchor, where it is attributed to "Edouard Herriot, French Minister of Education". Another English variant is "Education is that which remains behind when all we have learned at school is forgotten", which appears in The Education Outlook, vol. 60 p. 532 http://books.google.com/books?id=dNcgAQAAMAAJ&pg=RA1-PA532#v=onepage&q=%22education%20is%20that%20which%20remains%22&f=false (from an issue dated 2 December 1907), where it is attributed to Ralph Waldo Emerson. The saying is found in an 1891 article by Swedish writer Ellen Key https://en.wikipedia.org/wiki/Ellen_Key, "Själamorden i skolorna", which was published in the journal "Verdandi", no. 2, pages 86-98 (the saying is on p. 97). The same article was republished later as a chapter in her 1900 book "Barnets Århundrade". Here is the quote in Swedish ( p. 160 https://archive.org/stream/barnetsrhundrade02ellenkey#page/n167/mode/2up): Men bildning är lyckligtvis icke blott kunskap om fakta, utan enligt en ypperlig paradox: »det, som är kvar, sedan vi glömt allt, vad vi lärt». Here it is from the 1909 English translation of the book ( p. 231 https://archive.org/stream/centurychild00frangoog#page/n246/mode/2up): "But education happily is not simply the knowledge of facts, it is, as an admirable paradox has put it, what is left over after we have forgotten all we have learnt." From the way Ellen Key puts it, she doesn’t take credit for the saying, but rather refers to it as an already known “paradox” that she explicitly puts between quotation marks. Misattributed

School, Learning

“An education is meaningless unless it equips students to have a better life.”

Clarence Thomas (1948) Associate Justice of the Supreme Court of the United States

Page 142
2000s, (2008)

Life

“If you ask most teachers of science what their main goal is, they will probably say: for my students to understand the basic concepts of physics, chemistry, biology, or whatever other field is being studied. The critical words here are ‘understand’ and ‘concept’, and both of these terms assume a fundamentally psychological approach to learning… If we see the goals of science education in terms of what students will be able to do, and how they will be able to make sense of the world, rather than in terms of our speculations about what may be going on in their brains, then we need to see scientific learning as the acquisition of cultural tools and practices, as learning to participate in very specific and often specialized forms of human activity”

Jay Lemke (1946) American academic

Jay L. Lemke, " Teaching all the languages of science: Words, symbols, images, and actions http://academic.brooklyn.cuny.edu/education/jlemke/papers/barcelon.htm." Conference on Science Education in Barcelona. 1998.

World, Understanding, Sense, Study

“I was—and am—deeply concerned about the deterioration in ethical standards in our country; the blurring of right and wrong; the dilution of the biblically-based values that made our nation great. It was apparent to me that significant moral erosion was taking place rapidly in every corner of our modern culture—education, politics, sports, entertainment, churches and families.”

Don Soderquist (1934–2016)

Don Soderquist “ Live Learn Lead to Make a Difference https://books.google.com/books?id=s0q7mZf9oDkC&lpg=pg=PP1&dq=Don%20Soderquist&pg=PP1#v=onepage&q&f=false, Thomas Nelson, April 2006 p. 19. On Having a Personal Mission and Vision

Family, Sport, Country

“Recently there has been a falling off in ideological and political work among students and intellectuals, and some unhealthy tendencies have appeared. Some people seem to think that there is no longer any need to concern oneself with politics or with the future of the motherland and the ideals of mankind. It seems as if Marxism was once all the rage but is currently not so much in fashion. To counter these tendencies, we must strengthen our ideological and political work. Both students and intellectuals should study hard. In addition to the study of their specialized subjects, they must make progress both ideologically and politically, which means that they should study Marxism, current events and politics. Not to have a correct political point of view is like having no soul […] All departments and organizations should shoulder their responsibilities in ideological and political work. This applies to the Communist Party, the Youth League, government departments in charge of this work, and especially to heads of educational institutions and teachers.”

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

Chapter 12 https://www.marxists.org/reference/archive/mao/works/red-book/ch12.htm; originally published in "On the Correct Handling of Contradictions Among the People" (27 February 1957), 1st pocket ed., pp. 43-44 Quotations from Chairman Mao Zedong (The Little Red Book)

People, Youth, Soul, Fashion

“Being born on the banks of the Bosphorus, I'm Byzantine by nationality, but French by education, German by training, Spanish by choice, Catalan at heart, fron the Canary Isles sometimes, and now becoming someone from Barranquilla by adoption and affection.”

Alberto Assa (1909–1996) Colombian eductor and translator

Por haber nacido a orillas del Bósforo, soy bizantino de nación, pero francés de educación, alemán de formación, español de vocación, catalán de corazón, canario de añoración, y ahora barranquillero de adopción y afición. Document from the University of Cartagena, p. 23 Found as PDF online http://www.google.co.uk/search?hl=en&site=&source=hp&q=%22Por+haber+nacido+a+orillas+del+B%C3%B3sforo%2C+soy+bizantino%22&rlz=1R2SKPT_enGB432&oq=%22Por+haber+nacido+a+orillas+del+B%C3%B3sforo%2C+soy+bizantino%22&aq=f&aqi=&aql=&gs_l=hp.3...1875.4703.0.5000.3.3.0.0.0.0.203.453.0j2j1.3.0...0.0.XWR5R0Td2Ow

Heart, Training

“Liberty is the prevention of control by others. This requires self-control and, therefore, religious and spiritual influences; education, knowledge, well-being.”

John Dalberg-Acton, 1st Baron Acton (1834–1902) British politician and historian

As quoted in Faith in Freedom : Libertarian Principles and Psychiatric Practices (2004) by Thomas Stephen Szasz, p. 10. Selected Writings of Lord Acton, ed. J. Rufus Fears, 3 vols. (Indianapolis: Liberty Fund, 1985-88), 3:490

Knowledge

“Progress in every country depends mainly on the education of its people. Without education, we are a nation of children. The difference between one man and another, apart from birth and social position, consists in the extent of knowledge, general and practical, acquired by him. We may safely assume that man in all countries within certain limits start with the same degree of intelligence. A civilised nation is distinguished from an uncivilised one by the extent of its acquired intelligence and skill.”

Mokshagundam Visveshvaraya (1860–1962) Indian engineer, scholar, statesman and the Diwan of Mysore

Quoted in The Most Celebrated Indian Engineer:Mokshagundam Visvesvaraya, 22 November 2013, Official web site of Government of India: Vigyan Prasar http://www.vigyanprasar.gov.in/dream/feb2000/article1.htm,

Children, People, Intelligence, Birth

“An educated man is thoroughly inoculated against humbug, thinks for himself and tries to give his thoughts, in speech or on paper, some style.”

Alan Simpson (1931) American politician

Alan Simpson (b. 1912), on becoming president of Vassar College, as quoted in Newsweek (1 July 1963)
Misattributed

Thinking

“The sinners … did not even have the consolation of feeling they were in God’s good books. The educated people told them that they were displeasing to God and “they ought to know.””

Albert Nolan (1934) South African priest and activist

Source: Jesus Before Christianity: The Gospel of Liberation (1976), p. 24.

God, People, Books, Feeling

“Here I am, because of the People of Paris [ Paris Commune ], up to my neck in politics. President of the Federation of Artists, member of the Commune committee, city council delegate and delegate for Public Education: the four most important posts in Paris. I get up, I have breakfast, and I preside and sit on committees twelve hours a day. Now my head is starting to spin. But in spite of all this worry and trying to understand unfamiliar things, I am really happy..”

Gustave Courbet (1819–1877) French painter

Quote from a letter to his parents (30th April 1870); as cited in 'Courbet Speaks', 'Courbet-dossier', Musée-dOrsay http://www.musee-orsay.fr/en/collections/courbet-dossier/courbet-speaks.html 1870s

Happiness, People, Communication, Understanding

“It is interesting to remember that someone gave me a copy of Prof. Thomas Sowell's book, Education, Myths and Tragedies, in which he predicted much of what has happened to blacks and education. I threw it in the trash, unread, declaring that he was not a black man since no black could take the positions that he had taken, whatever they were, since I had only heard his views were not those of a black man.”

Clarence Thomas (1948) Associate Justice of the Supreme Court of the United States

1990s, I Am a Man, a Black Man, an American (1998)

Books

“Many schools are now introducing computers into the educational curriculum. Within 10 years it is predicted that computers will play a significant role in every classroom in North America. The question is, how will they be used? Many educators have been focusing on the use of computers for drill and programmed instruction—to provide individualized practice and instruction in the usual curriculum areas. There is another use for computers in education which some educators, myself included, find more exciting. These involve using the computer:
• to provide an environment in which learning can be intrinsically motivating and fun.
• to allow children to discover, explore and create knowledge.
• to help develop skills of thinking and problem solving.
• to make some of the most powerful ideas of the burgeoning computer culture accessible and tangible to children at an early age.
If you have ever watched a child playing good video games or if you play them yourself, then you know the powerful motivation that graphics displays can create. As I’ve watched children play these games, every bit of their attention focused on the screen, I’ve often thought how wonderful it would be to harness this motivation and channel it toward intellectual growth and learning…”

Michael Friendly (1945) American psychologist

Michael Friendly. Advanced Logo: A Language for Learning. Lawrence Erlbaum Associates, Inc. 1988. Preface

Children, Age, School, Game

“An educated, healthy and confident nation is harder to govern.”

Tony Benn (1925–2014) British Labour Party politician

Interview with Michael Moore in the movie Sicko (2007).
2000s

Confidence

“Janera:: Do you think then that it’s good that the French are abolishing the headscarves or the yarmulke?
Roubini: I’m not in favor of restricting what people wear. It’s counterproductive and creates more separation. The effect of the French policy is that children will attend a religious school and won’t be exposed to the secular education that France offers. They won’t learn the value of western modern secular values.”

Nouriel Roubini (1958) American economist

Quoted in Janera Soerel, "Talking to Nouriel Roubini," Janera (2007-05-02).

Children, People, School, Thinking

“By making college more affordable for all and more accessible for minority students, the first new higher education authorizing legislation in a decade will help strengthen our nation and America's middle class, and spur a new age of innovation and ingenuity in our country.”

Nancy Pelosi (1940) American politician, first female Speaker of the House of Representatives, born 1940

[Pelosi: Higher Education Bill is Bipartisan Investment in College Affordability and in America's Middle Class, July 31, 2008, http://web.ebscohost.com/ehost/detail?vid=4&hid=116&sid=67fb11ac-0f16-45c1-8646-27ef9a9cdd0f%40sessionmgr107&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=mth&AN=32X1328555230, 2008-11-08]
2000s

Age, Help, Country

“There is a sense of widespread neglect and decay in the field of indigenous education within a few decades after the onset of British rule. (…) The conclusion that the decay noticed in the early 19th century and more so in subsequent decades originated with European supremacy in India, therefore, seems inescapable. The 1769-70 famine in Bengal (when, according to British record, one-third of the population actually perished), may be taken as a mere forerunner of what was to come. (…) During the latter part of the 19th century, impressions of decay, decline and deprivation began to agitate the mind of the Indian people. Such impressions no doubt resulted from concrete personal, parental and social experience of what had gone before. They were, perhaps, somewhat exaggerated at times. By 1900, it had become general Indian belief that the country had been decimated by British rule in all possible ways; that not only had it become impoverished, but it had been degraded to the furthest possible extent; that the people of India had been cheated of most of what they had; that their customs and manners were ridiculed, and that the infrastructure of their society mostly eroded. One of the statements which thus came up was that the ignorance and illiteracy in India was caused by British rule; and, conversely, that at the beginning of British political dominance, India had had extensive education, learning and literacy. By 1930, much had been written on this point in the same manner as had been written on the deliberate destruction of Indian crafts and industry, and the impoverishment of the Indian countryside.”

Dharampal (1922–2006) Indian historian

Dharmapal: The Beautiful Tree, Indigenous Indian Education in the Eighteenth Century. (1983)

People, Way, Parent, Sense

“my name came up in a conversation. Someone at the sherry party had wondered if the professor had seen my latest article on affirmative action. The professor replied with arch politeness, ‘And what does Mr. Rodriguez have to complain about?’ You who read this act of contrition should know that by writing it I seek a kind of forgiveness—not yours. The forgiveness, rather, of those many persons whose absence from higher education permitted me to be classed a minority student. I wish that they would read this. I doubt they ever will.”

Richard Rodríguez (1944) American journalist and essayist

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

Forgiveness, Reading, Personality

“Transference from the primary school to higher education should depend solely upon whether it is likely to be for the benefit of the children concerned.”

R. H. Tawney (1880–1962) English philosopher

Secondary Education For All (1922)

Children, School, Dependency

“B. Hussein Obama said he was for slavery reparations in many forms, but the only one that got applause was for more "investment" in schools. In Obama's defense, the precise question was: "But is African-Americans ever going to get reparations for slavery?" So a switch to the subject of education was only natural.
Moreover, a question on reparations has got to be confusing when you're half-white and half-black. What do you do? Demand an apology for slavery and money from yourself? I guess biracial reparations would involve sending yourself money, then sending back a portion of that money to yourself, minus 50 percent in processing fees — which is the same way federal aid works.”

Ann Coulter (1961) author, political commentator

"Did I Miss The ‘Hip’ Part?" (1 August 2007) http://townhall.com/columnists/anncoulter/2007/08/01/did_i_miss_the_‘hip’_part/page/full/. 2007

Money, School, Way, Question

“During every week from April to September there are, on the average, ten wild plants coming into first bloom. … No man can heed all of these anniversaries; no man can ignore all of them. … Tell me of what plant-birthday a man takes notice, and I shall tell you a good deal about his vocation, his hobbies, his hay fever, and the general level of his ecological education.”

Aldo Leopold book A Sand County Almanac

“July: Prairie Birthday”, p. 44.
A Sand County Almanac, 1949, "May: Back from the Argentine," "June: The Alder Fork," "July: Great Possessions," and "July: Prairie Birthday"

Birthday

“The State is competent to assign duties and draw the line between good and evil only in its immediate sphere. Beyond the limits of things necessary for its well-being, it can only give indirect help to fight the battle of life by promoting the influences which prevail against temptation, — religion, education, and the distribution of wealth.”

John Dalberg-Acton, 1st Baron Acton (1834–1902) British politician and historian

p, 125
The History of Freedom in Antiquity (1877)

Life, Religion, Evil, Help

“The ‘Digital India’ initiative is one of the key measures to make government transparent, responsive and citizen friendly. The objective is to create a digitally empowered society and infuse technology into government, healthcare and education. From creating infrastructure to services, from manufacture of products to human resource development, from enabling citizens to promoting digital literacy, ‘Digital India’ aims to impact all aspects of life in India.”

Sushma Swaraj (1952–2019) Indian politician

On Digital India, BGR (February 7, 2016), "India ready to offer assistance to Sri Lanka in IT sector: Sushma Swaraj" http://www.bgr.in/news/india-ready-to-offere-assistance-to-sri-lanka-in-it-sector-sushma-swaraj/

Life

“What is lacking is not sufficient knowledge of the solution but universal consciousness of the gravity of the problem and education of the billions who are its victims.”

Martin Luther King, Jr. (1929–1968) American clergyman, activist, and leader in the American Civil Rights Movement

1960s, Family Planning - A Special and Urgent Concern (1966)

Knowledge, Problem, Universe

“But he was a quick study. An autodidact. Anything that was technical, that was logical, that ran according to rules, Peter could figure out. And knew it. Didn’t bother to ask for help. So much quicker to work it out on his own than suffer through someone’s well-meaning efforts to educate him—and to forge an emotional connection with him in so doing. There was something, somewhere, that he could do better than most people.”

Neal Stephenson book Reamde

Thanksgiving (prologue)
Reamde (2011), Part I: Nine Dragons

People, Effort, Study, Suffering

“A liberal education forms… a single body. Those, therefore, who from tender years receive instruction in the various forms of learning, recognize the same stamp on all the arts, and an intercourse between all studies, and so they more readily comprehend them all.”

Vitruvius book De architectura

Source: De architectura (The Ten Books On Architecture) (~ 15BC), Book I, Chapter I, Sec. 12

Art, Study, Learning

“The public press under an autocracy is necessarily a true agency of propaganda. Under a free government it must be the very reverse. Propaganda seeks to present a part of the facts, to distort their relations, and to force conclusions which could not be drawn from a complete and candid survey of all the facts. It has been observed that propaganda seeks to close the mind, while education seeks to open it. This has become one of the dangers of the present day.”

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

1920s, The Press Under a Free Government (1925)

Parting

“The cultivation of science is a luxury of no common kind amid the bustle and vexation of life, and is quite compatible with the most active professional duties. Your education and the example you have had to copy will, I am sure, guard you against those presumptuous and skeptical opinions which scientific knowledge too often engenders. In the ardour of pursuit and under the intoxication of success scientific men are apt to forget that they are the instrument by which Providence is gradually revealing the wonders of creation, and that they ought to exercise their functions with the same humility as those who are engaged in unfolding the mysteries of His revealed will.”

David Brewster (1781–1868) British astronomer and mathematician

In a letter to James David Forbes, as found in Life and letters of James David Forbes, p. 39.

Life, Men, Exercises, Knowledge

“The Culture-Philistine … everywhere meets with educated people of his own sort, and since schools, universities and academies are adapted to his requirements and fashioned on the model corresponding to his cultivation. Since he finds almost everywhere the same tacit conventions with respect to religion, morality and literature, with respect to marriage, the family, the community and the state, he considers it demonstrated that this imposing homogeneity is culture. It never enters his head that this systematic and well-organised philistinism, which is set up in all high places and installed at every editorial desk, is not by any means made culture just because its organs are in concert. It is not even bad culture, says Nietzsche; it is barbarism fortified to the best of its ability, but entirely lacking the freshness and savage force of original barbarism; and he has many graphic expressions to describe Culture-Philistinism as the morass in which all weariness is stuck fast, and in the poisonous mists of which all endeavour languishes.”

Georg Brandes (1842–1927) Danish literature critic and scholar

Source: An Essay on Aristocratic Radicalism (1889), p. 8

Marriage, People, School, Family

“Too often what are called "educated" people are simply people who have been sheltered from reality for years in ivy-covered buildings. Those whose whole careers have been spent in ivy-covered buildings, insulated by tenure, can remain adolescents on into their golden retirement years.”

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

Random Thoughts http://townhall.com/columnists/ThomasSowell/2007/05/01/random_thoughts, May 01, 2007 2000s

People, Reality

“Of course the intellectual class did not notice this for many decades, as an intellectual is a highly educated man who can't do arithmetic with his shoes on, and is proud of the lack.”

Robert A. Heinlein book The Cat Who Walks Through Walls

Source: The Cat Who Walks Through Walls (1985), p. 564

Shoe

“… The past and the present call on you to advance. Let what you have gained be an impulse to something higher. Your nature is too great to be crushed. You were not created what you are, merely to toil, eat, drink, and sleep, like the inferior animals. If you will, you can rise. No power in society, no hardship in your condition can depress you, keep you down, in knowledge, power, virtue, influence, but by your own consent. Do not be lulled to sleep by the flatteries which you hear, as if your participation in the national sovereignty made you equal to the noblest of your race. You have many and great deficiencies to be remedied; and the remedy lies, not in the ballot-box, not in the exercise of your political powers, but in the faithful education of yourselves and your children...”

William Ellery Channing (1780–1842) United States Unitarian clergyman

Self-Culture (1838)

Children, Faith, Exercises, Drink

“My university education had been a shallow and superficial enterprise. The central driving forces of the economy I lived in were either ignored or left vague, to the point of meaningless.”

Herbert Schiller (1919–2000) American media critic

Introduction, One Life, One Century, p. 19
Living In The Number One Country (2000)

Universe

“I suspect that a major goal of the reform campaign is to make the work of a teacher so degrading and insulting that the dignified and the truly educated teachers will simply leave while they still retain a modicum of self-respect.”

Chris Hedges (1956) American journalist

“Why the United States Is Destroying Its Education System” (2011)

Teachers

“For six years, the only consistent thing about our national drug policy has been its inconsistency. Harsher penalties, urine testing, hysteria, budget cuts and the simplistic "Just Say No!' campaign (the equivalent of telling manic depressives to "just cheer up") have returned drug education and treatment to the Reefer Madness era.”

Abbie Hoffman (1936–1989) American political and social activist

"Reefer Madness" in The Nation (21 November 1987) http://www.marijuanalibrary.org/Nation_Hoffman_112187.html.

Penalty, Madness

“My father says that education is neither Eastern or Western. Education is education: it's the right of everyone.”

Malala Yousafzai (1997) Pakistani children's education activist

BBC television interview, Oct 2013

“[The war is] a succession of miracles! The old Prussian spirit of Frd. Rex, of Clausewitz, Blücher, York, Gneisenau etc. has again manifested itself, as in 1870-71…The brilliant leading Generals in this war came from My school, they fought under my command in the [First] World War as lieutenants, captains or young majors. Educated by Schlieffen they put the plans he had worked out under me into practice along the same lines as we did in 1914.”

Wilhelm II, German Emperor (1859–1941) German Emperor and King of Prussia

Letter to Poultney Bigelow (14 September 1940), quoted in John C. G. Röhl, The Kaiser and his Court: Wilhelm II and the Government of Germany (Cambridge: Cambridge University Press, 1996), p. 211
1940s

War, World, School, Success

“Is it the being tied to One that offends us? Why this ought rather to recommend it to us, and would really do so, were we guided by reason, and not by humor and brutish passion. He who does not make friendship the chief inducement of his choice, and prefer it before any other consideration does not deserve a good wife, and therefore should not complain if he goes without one…
The Christian institution of marriage provides the best that may be for domestic quiet and content, and for the education of children.”

Mary Astell (1666–1731) English feminist writer

As quoted in Women's Political & Social Thought: An Anthology, p. 112. Editors Hilda L. Smith, Berenice A. Carroll. Editorial Indiana University Press, 2000. ISBN 0253337585.

Friendship, Marriage, Children, Passion

“The belief in a Divine education, open to each man and to all men, takes up into itself all that is true in the end proposed by culture, supplements, and perfects it.”

John Campbell Shairp (1819–1885) British writer

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 504.

Men, Perfection

“Modern education includes morality; therefore the modern child seeks only entertainment in its wonder-tales and gladly dispenses with all disagreeable incident.”

L. Frank Baum book The Wonderful Wizard of Oz

Introduction, Chicago, April 1900
The Wonderful Wizard of Oz (1900)

“Society highly values its normal man. It educates children to lose themselves and to become absurd, and thus to be normal. Normal men have killed perhaps 100,000,000 of their fellow normal men in the last fifty years.”

Ronald David Laing book The Politics of Experience

Source: The Politics of Experience (1967), p. 28

Men, Children

“I was surprised, while preparing this lecture, to notice how, among my friends who had read the book, a division into two groups appeared. Both groups are equally discerning and educated, and as far as I can tell, equal in numbers. One group is eager to say that they don't understand a word of it, and there are artists and historians among them. Those of the other group claim that they understood it all on first reading, without difficulty. Of course I believe them both, without understanding the combination that separates them so sharply. Perhaps distinctive and contrasting features in the comprehension of works of art are responsible. What I say speaks to some, but not to others. Some are ready, and others are not. But when both someday find that they agree in understanding it, that day may be its last as a book alive in the dissension over its intelligibility.”

George Kubler (1912–1996) American art historian

George Kubler (1982)"The Shape of Time, Reconsidered," in: Perspecta (Volume 19, MIT Press)

Books, Art, Intelligence, Understanding

“What I have in common with the right hon. Member for Cardiff, South-East (Mr. Callaghan) is that, undeniably, our generation came into Parliament because we were determined to prevent what happened in the 1930s from occurring again and to prevent a breakdown in the social structure and the political institutions that led to the rise of authoritarianism in Europe and finally to the Second World War. That was our determination, and for 25 years, from 1950 to 1975, the people we represented had a better standard of living, bigger and better homes, better education, a better Health Service, better roads and better transport and were able to enjoy holidays such as they had not envisaged before.”

Edward Heath (1916–2005) Prime Minister of the United Kingdom (1970–1974)

Speech in the House of Commons (27 November 1980) http://hansard.millbanksystems.com/commons/1980/nov/27/industry-and-the-economy Post-Prime Ministerial

War, People, Health, World

“Why is compassion not part of our established curriculum, an inherent part of our education? Compassion, awe, wonder, curiosity, exaltation, humility — these are the very foundation of any real civilization, no longer the prerogatives, the preserves of any one church, but belonging to everyone, every child in every home, in every school.”

Yehudi Menuhin (1916–1999) American violinist and conductor

Just for Animals; quoted in Souls Like Ourselves by Andrea Wiebers and David Wiebers (Rochester, MN: Sojourn Press, 2000), p. 16.

School, Home, Parting

“On entering life, then, young people meet with various collective opinions, more or less narrow-minded. The more the individual has it in him to become a real personality, the more he will resist following a herd. But even if an inner voice says to him; “Become thyself! Be thyself!” he hears its appeal with despondency. Has he a self? He does not know; he is not yet aware of it. He therefore looks about for a teacher, an educator, one who will teach him, not something foreign, but how to become his own individual self.
We had in Denmark a great man who with impressive force exhorted his contemporaries to become individuals. But Søren Kierkegaard’s appeal was not intended to be taken so unconditionally as it sounded. For the goal was fixed. They were to become individuals, not in order to develop into free personalities, but in order by this means to become true Christians. Their freedom was only apparent; above them was suspended a “Thou shalt believe!” and a “Thou shalt obey!” Even as individuals they had a halter round their necks, and on the farther side of the narrow passage of individualism, through which the herd was driven, the herd awaited them again one flock, one shepherd.
It is not with this idea of immediately resigning his personality again that the young man in our day desires to become himself and seeks an educator. He will not have a dogma set up before him, at which he is expected to arrive.”

Georg Brandes (1842–1927) Danish literature critic and scholar

Source: An Essay on Aristocratic Radicalism (1889), pp. 9-10

Life, People, Idea, Freedom

“They will by this means receive their education where they receive their birth, and be accustomed from their infancy to inhabit and affect their native soil.”
Educentur hic qui hic nascuntur, statimque ab infantia natale solum amare frequentare consuescant.

Pliny the Younger (61–113) Roman writer

Letter 13, 9.
Letters, Book IV

Birth

“Jewish success is due to a culture that promotes excellence, blessed with self discipline, education, dedication and a quest for leaving this world a better place.”

Nonie Darwish (1949) American activist

Address at the Feat of Tabernacles convention, Jerusalem (2007)

World, Success

“I can’t think of better ways to learn than through pleasure and curiosity. I guess the reason these two qualities play so small a role in formal education is that they are so subjective and individual. Curiosity and delight can’t be institutionalized.Childhood and adolescence form our sensibilities. By the time I arrived in college, I had already developed a deep suspicion of all theories of art that did not originate in pleasure.”

Dana Gioia (1950) American writer

"Lonely Impulse of Delight: One Reader's Childhood," http://www.danagioia.net/essays/elonely.htm The Southern Review (Winter 2005) Essays

Pleasure, Art, Way, Thinking

“Pietism and methodism reemphasized personal guilt, personal experience, and individual perfection. They were not intended to deviate from ecclesiastical conformity, but unavoidably they did deviate; subjective piety became the bridge of the victorious reappearance of autonomous reason. Pietism was the bridge to Enlightenment. But even Enlightenment did not consider itself individualistic. One believed not in a conformity which is based on biblical revelation but in one which should be based on the power of reason in every individual. The principles of practical and theoretical reason were supposed to be universal among men and able to create, with the help of research and education, a new conformity.”

Paul Tillich book The Courage to Be

Source: The Courage to Be (1952), p. 114

Men, Universe, Victory, Help

“We need university education in Fiji and must seriously think about starting post secondary education in Fiji. In the near future we hope to see a university college in Fiji and ultimately a fully fledged university”

A.D. Patel (1905–1969) Fijian politician

During 1964 budget debate, he called for the establishment of a university in Fiji.

Hope, Thinking, Universe, Future

“The real world with its common logic pushes us toward catastrophe. The artists seek in his work to free himself from this weight. Art is being transformed into politics, love into trade, education into an apparatus for stifling the mind. In the midst of such horrors, clearly only the dream within me has life. But how do other people live? -There is color, virginal expression - new, without a cage, without routine, without limit, a bath of sun and light. We must realize that nothing man does is of any value. The trouble is that people want to be paid. Only sick men can be artists. Their suffering pushes them into the accomplishment of deeds which reinvest the world with meaning. The sensitive man or the artist can only be a sick man in our civilized life, so full of lies. To think of art as a profession, how appealing!”

Bram van Velde (1895–1981) Dutch painter

Painting is man in the face of his downfall.
1960's
Source: Abstract Painting, Michel Seuphor, Dell Publishing Co., 1964, p. 134

Love, Life, Men, People

“The introduction of the Christian religion into the world has produced an incalculable change in history. There had previously been only a history of nations — there is now a history of mankind; and the idea of an education of human nature as a whole, — an education the work of Jesus Christ Himself — is become like a compass for the historian, the key of history, and the hope of nations.”

Jean-Henri Merle d'Aubigné (1794–1872) Swiss historian

Reported in Josiah Hotchkiss Gilbert, Dictionary of Burning Words of Brilliant Writers (1895), p. 141.

World, Religion, Hope, History

“When a community has sufficiently advanced so that its government begins to take on that of the nature of a republic, the processes of education become even more important, but the method is necessarily reversed. It is all the more necessary under a system of free government that the people should be enlightened, that they should be correctly informed, than it is under an absolute government that they should be ignorant. Under a republic the institutions of learning, while bound by the constitution and laws, are in no way subservient to the government. The principles which they enunciate do not depend for their authority upon whether they square with the wish of the ruling dynasty, but whether they square with the everlasting truth. Under these conditions the press, which had before been made an instrument for concealing or perverting the facts, must be made an instrument for their true representation and their sound and logical interpretation. From the position of a mere organ, constantly bound to servitude, public prints rise to a dignity, not only of independence, but of a great educational and enlightening factor. They attain new powers, which it is almost impossible to measure, and become charged with commensurate responsibilities.”

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

1920s, The Press Under a Free Government (1925)

People, Truth, Law, Way

“By the term individual I shall mean that in which each of us is peculiarly himself. I shall emphasize not what is common is us, but what is uncommon, and this leads me to a restatement of our question. In considering what is happening to the individual, I shall discuss what in modern civilization is happening to the uncommon in us. Are we becoming more common or more uncommon? Are the common people destroying the uncommon? Is the public self of us crushing out the personal self? Are we being directed more from without than from within? As our group memberships grow larger, do we as persons tend to grow smaller? Do the tendencies of the present day, mass movements, social organization, publicity, public education, emphasize the unique in man, or enhance the dominance of undifferentiated man acting as mass?”

Everett Dean Martin (1880–1941)

Source: The Conflict of the Individual and the Mass in the Modern World (1932), p. 9

People, Question, Personality

“What are books but folly, and what is an education but an arrant hypocrisy, and what is art but a curse when they touch not the heart and impel it not to action?”

Louis Sullivan (1856–1924) American architect

This exact expression has not been located in available editions of this work, and might be simply a paraphrase of the above statement.
Variant: To teach is to touch the heart and impel it to action.
Source: Kindergarten Chats (1918), Ch. 36 : Another City

Books, Art, Heart

“Education is an ornament for the prosperous, a refuge for the unfortunate.”

Democritus Ancient Greek philosopher, pupil of Leucippus, founder of the atomic theory

Freeman (1948), p. 161

“A person can be highly educated, professionally successful and financially illiterate.”

Robert T. Kiyosaki (1947) American finance author , investor

Rich Dad Poor Dad: What the Rich Teach Their Kids About Money-That the Poor and the Middle Class Do Not!

Success, Personality

“It is from the education of the new generations that we will especially be able to expect a real moral progress. It is important first of all to develop in it (or 'him', the next generations…) self-control, love of truth and solidarity spirit.”

African Spir (1837–1890) Russian philosopher

Source: Words of a Sage : Selected thoughts of African Spir (1937), p. 58.

Love, Truth

“Yet even here all these peoples have remained rooted in their sacred homelands for centuries. Though oppressed and colonized by outsiders, they have never been expelled en masse, and so the theme of restoration to the homeland has played little part in the conceptions of these peoples. There are, however, two peoples, apart from the Jews, for whom restoration of the homeland and commonwealth have been central: the Greeks and the Armenians, and together with the Jews, they constitute the archetypal Diaspora peoples, or what John Armstrong has called ‘mobilized diasporas° Unlike diasporas composed of recent mi migrant workers—Indians, Chinese and others in Southeast Asia, East Africa and the Caribbean— mobilized diasporas are of considerable antiquity, are generally polyglot and multi-skilled trading communities and have ancient, portable religious traditions. Greeks, Jews, and Armenians claimed an ancient homeland and kingdom, looked back nostalgically to a golden age or ages of great kings, saints, sages and poets, yearned to return to ancient capitals with sacred sites and buildings, took with them wherever they went their ancient scriptures, sacred scripts and separate liturgies, founded in every city congregations with churches, clergy and religious schools, traded across the Middle East and Europe using the networks of enclaves of their co-religionists to compete with other ethnic trading networks, and used their wealth, education and economic skills to offset their political powerlessness)”

Anthony D. Smith (1939–2016) British academic

Source: Myths and Memories of the Nation (1999), Chapter: Greeks, Armenians and Jews.

People, Age, School, Communication

“It’s important to understand how we got where we are today. In 1966, the unthinkable happened: a madman climbed the University of Texas clock tower and opened fire, killing more than a dozen people. It was the first mass shooting in the age of television, and it left a real impression on the country. It was the kind of terror we didn’t expect to ever see again. But around 30 years ago, we started to see an uptick in these types of shootings, and over the last decade they’ve become the new norm.
In July 2012, a gunman walked into a darkened theater in Aurora and shot 12 people to death, injuring 70 more. One of his weapons was an assault rifle. The sudden and utterly random violence was a terrifying sign of what was to come.
In December 2012, a young man entered an elementary school in Newtown and murdered six educators and 20 young children. One of his weapons was an assault rifle. Watching the aftermath of these young babies being gunned down was heartrending.
In June 2016, a gunman entered a nightclub in Orlando and sprayed revelers with gunfire. The shooter fired hundreds of rounds, many in close proximity, and killed 49. Many of the victims were shot in the head at close range. One of his weapons was an assault rifle.
Last month, a gunman opened fire on concertgoers in Las Vegas, turning an evening of music into a killing field. All told, the shooter used multiple assault rifles fitted with bump-fire stocks to kill 58 people. The concert venue looked like a warzone.
Over the weekend in Sutherland Springs, 26 were killed by a gunman with an assault rifle. The dead ranged from 17 months old to 77 years. No one is spared with these weapons of war. When so many rounds are fired so quickly, no one is spared. Another community devastated and dozens of families left to pick up the pieces.
These are just a few of the many communities we talk about in hushed tones—San Bernardino, Littleton, Aurora, towns and cities across the country that have been permanently scarred.”

Dianne Feinstein (1933) American politician

[Senators Introduce Assault Weapons Ban, November 8, 2017, w:Diane Feinstein, Diane, Feinstein, https://www.feinstein.senate.gov/public/index.cfm/2017/11/senators-introduce-assault-weapons-ban]
On the introduction of the Assault Weapons Ban of 2017

Death, War, Children, People

“When Antipater demanded fifty children as hostages from the Spartans, they offered him, in their stead, a hundred men of distinction; unlike ordinary educators, who precisely reverse the offering. The Spartans thought rightly and nobly. In the world of childhood all posterity stands before us, upon which we, like Moses upon the promised land, may only gaze, but not enter.”

Jean Paul (1763–1825) German novelist

Jean-Paul Richter, Levana; or, The Doctrine of Education https://archive.org/details/levanaordoctrine02jean 1807 1865 translation p. 1

Men, Children, World, Childhood

“Poverty and inequality like this should cause Europeans to cringe in horror, especially since (we have it on good authority) there is no safety net in America, no unemployment benefits, no retirement, no assistance for the destitute--not the slightest bit of social solidarity. In the U. S. "only the most fortunate have the right to medical care and to grow old with dignity," as one writer recently put it in Libération. University courses are reserved only for those who can pay, which partly explains the "low level of education" in the benighted US.”

Jean-François Revel (1924–2006) French writer and philosopher

2000s, Europe's Anti-American Obsession (2003)

Universe

“University is about confronting new ideas, unfamiliar, un-"safe". If you want to be "safe" you are not worthy of a university education.”

Richard Dawkins (1941) English ethologist, evolutionary biologist and author

https://twitter.com/richarddawkins/status/590953689826914305 (22 April 2015) Twitter

Idea, Universe

“The Prince was written by Machiavelli for the Haves on how to hold power. Rules for Radicals is written for the Have-Nots on how to take it away.In this book we are concerned with how to create mass organizations to seize power and give it to the people; to realize the democratic dream of equality, justice, peace, cooperation, equal and full opportunities for education, full and useful employment, health, and the creation of those circumstances in which man can have the chance to live by values that give meaning to life.”

Saul D. Alinsky (1909–1972) American community organizer and writer

Source: Rules for Radicals: A Practical Primer for Realistic Radicals (1971), p. 3

Life, People, Health, Books

“… back when nearly everyone in the Western World was ruled by religions touting these Commandments, it was a period of unparalleled tyranny and cruelty known as the Dark Ages. It was a time of thought police, when one could be killed simply for not believing what they were told. The first half [of the Ten Commandments] only serves to promote religion, with no benefit to humanity at all. Education, enlightenment and free inquiry are the key, not the forced conformity by those claiming authority from an imaginary being.”

Aron Ra (1962) Aron Ra is an atheist activist and the host of the Ra-Men Podcast

Youtube, Other, The Damn Commandments https://www.youtube.com/watch?v=8u3z69YpLx0 (January 7, 2015)

Age, World, Religion, Time

“Cultural imperialism involved, among many other things, exploration, missionary and humanitarian missions, travel, and the use of education and publishing to disseminate European ideas.”

George Ritzer (1940) American sociologist

Source: Globalization - A Basic Text (2010), Chapter 3, Related Processes I: Imperialism, Colonialism, and More, p. 67

Travel, Idea

Quotes about education page 11

Quotes about education
page 11