Quotes about education
page 12

“When I look back on all the crap I learned in high school,
It's a wonder I can think at all,
And though my lack of education hasn't hurt me none,
I can read the writing on the wall.”

Paul Simon (1941) American musician, songwriter and producer

Kodachrome
Song lyrics, There Goes Rhymin' Simon (1973)

School, Thinking, Learning, Reading

“It has been well said that the effective leader must know the meaning and master the techniques of the educator.”

Philip Selznick (1919–2010) American sociologist

Source: Leadership in Administration: A Sociological Interpretation, 1957, p. 127

“Have you ever been at sea in a dense fog, when it seemed as if a tangible white darkness shut you in, and the great ship, tense and anxious, groped her way toward the shore with plummet and sounding-line, and you waited with beating heart for something to happen? I was like that ship before my education began, only I was without compass or sounding-line, and had no way of knowing how near the harbour was. "Light! give me light!"”

Helen Keller book The Story of My Life

was the wordless cry of my soul, and the light of love shone on me in that very hour.
Source: The Story of My Life (1903), Ch. 4

Love, Way, Soul, Light

“I was trained to be an evil mastermind from a young age. Pulling the wings off flies, poisoning the earth's water supply - I was covering that stuff in kindergarten. I guess we're all just lucky my father faked his own death before he got to the raping and pillaging part of my education, or no one would be safe.”

Cassandra Clare The Mortal Instruments

Jace to Imogen, pg. 79
The Mortal Instruments, City of Ashes (2008)

Death, Age, Water, Evil

“The continuity of physical traits and the limitation of the effects of environment to the individual only are now so thoroughly recognized by scientists that it is at most a question of time when the social consequences which result from such crossings will be generally understood by the public at large. As soon as the true bearing and import of the facts are appreciated by lawmakers, a complete change in our political structure will inevitably occur, and our present reliance on the influences of education will be superseded by a readjustment based on racial values.”

Madison Grant book The Passing of the Great Race

Page 262.
The Passing of the Great Race (1916)

Question, Change, Time

“I think another impact that it's really important that we all think about, is that contraception when it first became available was a revolution in this country. It allowed women to enter employment and educational opportunities that had previously not been accessible because they were unable to control their reproduction in the same way. And I just can't imagine rolling back the clock on that progress.”

Sandra Fluke (1981) American women's rights activist and lawyer

"Sandra Fluke responds to Nationwide Campaign Against Contraceptives", (February 23, 2012).
U.S. Congressional testimony (February 23, 2012)

Women, Way, Imagination, Thinking

“Nothing is more certain than that whatever has to court public favor for its support will sooner or later be prostituted to utilitarian ends. The educational institutions of the United States afford a striking demonstration of this truth. Virtually without exception, liberal education, that is to say, education centered about ideas and ideals, has fared best in those institutions which draw their income from private sources. They have been able … to insist that education be not entirely a means for breadwinning. This means that they have been relatively free to promote pure knowledge and the training of the mind. … In state institutions, always at the mercy of elected bodies and of the public generally, and under obligation to show practical fruits for their expenditure of money, the movement toward specialism and vocationalism has been irresistible. They have never been able to say that they will do what they will with their own because their own is not private. It seems fair to say that the opposite of the private is the prostitute.”

Richard M. Weaver (1910–1963) American scholar

Source: Ideas have Consequences (1948), pp. 136-137.

Money, Truth, Idea, Support

“Simplicity is a great virtue but it requires hard work to achieve it and education to appreciate it. And to make matters worse: complexity sells better.”

Edsger W. Dijkstra (1930–2002) Dutch computer scientist

Dijkstra (1984) On the nature of Computing Science http://www.cs.utexas.edu/users/EWD/transcriptions/EWD08xx/EWD896.html (EWD896). 1980s

“One thing I learned a long time ago was my fretboard, in terms of all the scales in all the positions…You have to learn it - there are no two ways about it. I shift between positions so easily now that I really don't have to think about them much…I would suggest starting your scale education with the major and minor scales, and after that, diminished, augmented and whole-tone. Then depending on what kind of music you want to play, the modes should be learned. My theory about this kind of thing is that you should learn it all. Once you've learned it you can play whatever you want to play, and I think that your playing will be more advanced, and you'll have a better understanding of the instrument.”

Al Di Meola (1954) guitarist

[Denyer, Ralph, The Guitar Handbook, 2002, 102, 0-679-74275-1]

Music, Way, Understanding, Thinking

“Education, journalism, technology, entertainment and business may also find better methods for their purpose than books and writing. But this does not mean that tapes and films have made books obsolescent—the contention is almost too ludicrous to be taken seriously. Books are certainly old fashioned, but only people with a very limited perception are silly enough to condemn ideas because of their age. It is, of course, equally silly to condemn the new fangled simply because it is strange, and I am full of admiration for the technologists who have developed all sorts of gadgets for the purpose of improving communications. However, I believe that all these fascinating machines are complementary to, and not substitutes for, books and the printed word.”

Prince Philip, Duke of Edinburgh (1921) member of the British Royal Family, consort to Queen Elizabeth II

Do Books Matter? (ed. Brian Baumfield), ISBN 0705700143, p. 15 (1973)
1970s

People, Books, Age, Communication

“As the entire middle class, the bourgeois and petty bourgeois intelligentsia, boycotted the Soviet government for months after the October Revolution and crippled the railroad, post and telegraph, and educational and administrative apparatus, and, in this fashion, opposed the workers government, naturally all measures of pressure were exerted against it. These included the deprivation of political rights, of economic means of existence, etc., in order to break their resistance with an iron fist. It was precisely in this way that the socialist dictatorship expressed itself, for it cannot shrink from any use of force to secure or prevent certain measures involving the interests of the whole.”

Rosa Luxemburg (1871–1919) Polish Marxist theorist, socialist philosopher, and revolutionary

The Russian Revolution (1918)

Way, Fashion, Nature

“I was born in Iowa. My mom was a social worker and my dad had an education degree but they decided to teach my siblings and me at home. However, Iowa was one of the last three states in the country where homeschooling was illegal. You could literally be taken away from your parents by the government for truancy. That experience as a child really burned into me how an intrusive government could completely change your life. My parents dragged me to the Capitol at 10 and I started working on my first campaign at 12. I still maintain my healthy fear of a big and burdensome government.”

Elijah Haahr (1982)

Up Close and Personal with Speaker Pro Tem Elijah Haahr https://themissouritimes.com/40993/close-personal-speaker-pro-tem-elijah-haahr/ (May 18, 2017)

Life, Fear, Home, Moms

“Not that an isolated occasion of saying the truth automatically leads to the disappearance of falsehood. Dharampal's famous book The Beautiful Tree completely demolished the myth that the Brahmins kept all the education for their own caste, and that Shudras were kept in darkness and illiteracy. Yet, the myth is still repeated… It is not enough to unearth the truth, it also has to be broadcast, and nobody should get away with pretending it isn't there.”

Koenraad Elst (1959) orientalist, writer

Koenraad Elst, Ayodhya and After: Issues Before Hindu Society (1991)
1990s, Ayodhya and After: Issues Before Hindu Society (1991)

Truth, Books, Beauty, Tree

“Belief in God's presence and action in American public life, in social events, in education, in civic celebrations and political discussions, which for two hundred years had been considered broadly beneficent, changed radically on September 11, 2001.”

Francis George (1937–2015) Catholic cardinal

God in Action: How Faith in God Can Address the Challenges of the World (2011) Ch. 1 "God in American Public Life," p. 21.

Life, God, Change

“Coming back to Iraq, obviously the situation has been getting worse over time, but I think it is still salvageable. We now have a political process going on, and I think if one looks at the place and what's been happening there, one has to marvel at what has been accomplished. There is an old saying, no news is good news, and the media obviously work on the reverse principle: Good news is no news. Most of the good things that have happened have not been reported, but there has been tremendous progress in many respects. Three elections were held three fair elections in which millions of Iraqis stood in line waiting to vote and knowing they were risking their lives every moment that they did so. And all this wrangling that's going on now is part of the democratic process, the fact that they argue, that they negotiate, that they try to find a compromise. This is part of their democratic education.
So I find all this both annoying and encouraging. I see that more and more people are becoming involved in the political process. And there's one thing in Iraq in particular that I think is encouraging, and that is the role of women. Of all the Arab countries, with the possible exception of Tunisia, Iraq is the one where women have made most progress. I'm not talking about rights, a word that has no meaning in that context. I'm talking about opportunity, access. Women in Iraq had access to education, to higher education, and therefore to the professions, and therefore to the political process to a degree without parallel elsewhere in the Arab world, as I said, with the possible exception of Tunisia. And I think that the participation of women the increasing participation of women is a very encouraging sign for the development of democratic institutions.”

Bernard Lewis (1916–2018) British-American historian

Books, Islam and the West: A Conversation with Bernard Lewis (2006)

Women, People, World, Thinking

“With Darwinist-materialist education communism advances and the people would be ruined. It is not enough to put religion classes in the schools. The state needs to stop Darwinist-materialist education.”

Harun Yahya (1956) Turkish author

25 April 2013.
A9 TV addresses, 2013

People, School, Religion, Communication

“With all their faults, trade-unions have done more for humanity than any other organization of men that ever existed. They have done more for decency, for honesty, for education, for the betterment of the race, for the developing of character in man, than any other association of men.”

Clarence Darrow (1857–1938) American lawyer and leading member of the American Civil Liberties Union

The Railroad Trainman (November 1909)

Men

“South Korea, not very tolerant, is an outlier. Although the country is rich, well-educated, peaceful and ethnically homogenous – all trends that appear to coincide with racial tolerance – more than one in three South Koreans said they do not want a neighbor of a different race. This may have to do with Korea's particular view of its own racial-national identity as unique – studied by scholars such as B. R. Myers – and with the influx of Southeast Asian neighbors and the nation's long-held tensions with Japan.”

Max Fisher American journalist

Max Fisher, "A fascinating map of the world’s most and least racially tolerant countries" https://www.washingtonpost.com/news/worldviews/wp/2013/05/15/a-fascinating-map-of-the-worlds-most-and-least-racially-tolerant-countries/ (15 May 2013), The Washington Post

Peace, Study, Appearance, Country

“Of good natural parts and of a liberal education.”

Miguel de Cervantes (1547–1616) Spanish novelist, poet, and playwright

Source: Don Quixote de la Mancha (1605–1615), Part I, Book III, Ch. 8.

Nature, Parting

“The whole tenor of this tendentious scheme for "national integration" becomes fully explicit in the following fiat from the Ministry of Education: “Characterisation of the medieval period as a dark period or as a time of conflict between Hindus and Muslims is forbidden. Historians cannot identify Muslims as rulers and Hindus as subjects. The state cannot be described as a theocracy, without examining the actual influence of religion. No exaggeration of the role of religion in political conflicts is permitted… Nor should there be neglect and omission of trends and processes of assimilation and synthesis.””

Sita Ram Goel book The Story of Islamic Imperialism in India

The Story of Islamic Imperialism in India (1994)

Religion, Time

“Theory in the social sciences should have three major functions. First, it should aid in the codification of our existing concrete knowledge. It can do so by providing generalized hypotheses for the systematic reformulation of existing facts and insights, by extending the range of implication of particular hypotheses, and by unifying discrete observations under general concepts. Through codification, general theory in the social sciences will help to promote the process of cumulative growth of our knowledge. In making us more aware of the interconnections among items of existing knowledge which are now available in a scattered, fragmentary form, it will help us fix our attention on the points where further work must be done.
Second, general theory in the social sciences should be a guide to research. By codification it enables us to locate and define more precisely the boundaries of our knowledge and of our ignorance. Codification facilitates the selection of problems, although it is not, of course, the only useful technique for the selection of problems for fruitful research. Further than this, general theory should provide hypotheses to be applied and tested by the investigation of these problems…
Third, general theory as a point of departure for specialized work in the social sciences will facilitate the control of the biases of observation and interpretation which are at present fostered by the departmentalization of education and research in the social sciences.”

Talcott Parsons (1902–1979) American sociologist

Source: Toward a general theory of action (1951), p. 3

Departure, Knowledge, Problem, Science

“The more educators and the people investigate the people's thinking, and are thus jointly educated, the more they continue to investigate.”

Paulo Freire (1921–1997) educator and philosopher

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

People, Thinking

“Education is the instruction of the intellect in the laws of Nature, under which name I include not merely things and their forces, but men and their ways; and the fashioning of the affections and of the will into an earnest and loving desire to move in harmony with those laws. For me, education means neither more nor less than this. Anything which professes to call itself education must be tried by this standard, and if it fails to stand the test, I will not call it education, whatever may be the force of authority, or of numbers, upon the other side.”

Thomas Henry Huxley (1825–1895) English biologist and comparative anatomist

1860s, A Liberal Education and Where to Find It (1868)

Love, Men, Law, Way

“As for the piano, I was left to my own devices practically from the age of twelve. As is frequently the case in teachers' families, our parents were so busy with their pupils (literally from morning until late at night) that they hardly had any time for their own children. And that, in spite of the fact that with the favourable prejudice common to all parents, they had a very high opinion of my gifts. (I myself had a much more sober attitude. I was always aware of a great many faults although at times I felt that I had in me something "not quite usual".) But I won't speak of this. As a pianist, I am known. My good and bad points are known and nobody can be interested in my "prehistoric period". I will only say that because of this early "independence" I did a lot of silly things which I could have easily avoided if I had been under the vigilant eye of an experienced and intelligent teacher for another three or four years. I lacked what is known as a "school". I lacked discipline. But it is an ill wind that blows nobody any good; my enforced independence compelled me, though sometimes by very devious ways, to achieve a great deal on my own and even my failures and errors subsequently proved more than once to be useful and educational, and in an occupation such as learning to master an art, where if not all, then almost all depends on individuality, the only sound foundation will always be the knowledge gained as the result of personal effort and personal experience.”

Heinrich Neuhaus (1888–1964) Soviet musician

The Art of Piano Playing (1958), Ch. 1. The Artistic Image of a Musical Composition

Children, Age, School, Family

“I think [my experience] gave me—without I think ever romanticizing (because these were people you romanticize as somehow super people), it gave me a very deep and lasting respect for the common sense and the abilities of human beings, adults. At the same time, it increased my awareness of the importance of information and the challenge that that posed, therefore the challenge of education. And the great gap between what people need to know in order to protect their own self-interest and what they do know, which of course in some Platonic and other theories is filled in by those who believe that they know best, a view which as you know I’ve always greatly distrusted.”

Robert A. Dahl (1915–2014) American political scientist

A Conversation with Robert A. Dahl (2009)

People, Thinking, Sense, Time

“I felt I wanted to talk about the Fed’s mission, and I wanted to do so in understandable terms, and to emphasize that unemployment is part of our mission. The recession has taken a particularly heavy toll on those who have less education and income—middle-income and low-income families—and the Fed’s concern with the job market is a theme I’ve wanted to get across. Why are we doing all these things that are in the newspapers all the time? I was trying to explain that we’re doing this to help American families who are struggling in the aftermath of the Great Recession.”

Janet Yellen (1946) American economist and professor

The Hand on the Lever (2014)

Family, Understanding, Time, Help

“In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity, where the State has undertaken to provide it, is a right that must be made available to all on equal terms.”

Earl Warren (1891–1974) United States federal judge

Writing for the court, Brown v. Board of Education, 347 U.S. 483 (1954)
1950s

Life

“And I want to be there when you're coming down / And I want to be there when you hit the ground
Don't go away / Say what you say / Say that you'll stay… because I need more time just to make things right
Damn my education / I can't find the words to say
Me and you, what's going on?/All we seem to know/Is how to show, the feelings that are wrong”

Noel Gallagher (1967) British musician

Don't Go Away
Be Here Now (1997)

Feeling, Time

“As control engineers and scientists, we have greatly altered the way people and nations live and interact with one another. We have helped to create a world in which people live longer, enjoy better health, are better educated, and can travel and communicate over greater distances. But the systems that provide these better lives are fragile systems subject to unpredictable failures and possible destruction. We have also helped to create a world in which international relations are such that the very civilizations we have helped to build over centuries can be destroyed in a matter of hours.”

Harold Chestnut (1917–2001) American engineer

Harold Chestnut (1986) " Applications of Control Principles to International Relations http://www.ieeecss.org/CSM/library/1986/dec1986/w13-14.pdf" In: IEEE Control Systems Magazine, Vol.6, No. 6, Dec. 1986. pp. 13-14

People, Health, World, Way

“Indeed, Barack Obama has exceptional qualities and deserves kudos for his achievement. He is genteel, articulate, poised and charming. He is a Harvard-educated lawyer, yet he remains accessible to the common man. He has been married since 1992, has two lovely daughters and is by all accounts a devoted family man. He is a pious Christian and a member of the United Church of Christ.”

Jeffrey T. Kuhner (1969) American journalist

Insight on the News, editorial: "Washington Watch: Obama's fund-raising record reveals weakness of Hillary's campaign", 2007-7-1

Love, Family, Christ, Daughters

“It has also been said that your Education has been a failure no matter how much it has done for you, if it has failed to open your heart. Dr. Zakir Hussain, when Vice-Chancellor of the Aligarh University, said, that the aim of Education was that students should become responsible citizens and not merely bundles of styles and sophistication like articles in a furniture shop – the product now being churned out lacks even that saving grace….. The old system may have produced 'snobs' what is being spewed out now are 'slobs'. The young student in Indian Schools is being smothered under a dead weight of books and notes dealing with a host of subjects imaginable and unimaginable. Busy cramming from morning till night and repeating parrot-like that he does not understand, he is fast becoming a literate moron. Initiative, leadership and education in the real sense of the term are encouraged only in a few public Schools.”

Peter de Noronha (1897–1970) Indian businessman

The Pageant of Life (1964), On Teachers & Education

Books, School, Imagination, Failure

“Gay activism has been naive in its belligerent confidence that “homophobia” will eventually disappear with proper “education” of the benighted. Reeducation of fractious young boys on the scale required would mean fascist obliteration of all individual freedoms. Furthermore, no truly masculine father would ever welcome an feminine or artistic son at the start, since the son’s lack of virility not only threatens but liquidates that father’s identity, dissolving husband into wife. Later there may be public rituals of acceptance, but the damage will already have been done. Gay men are aliens, cursed and gifted, the shamans of our time.”

Camille Paglia (1947) American writer

Source: Vamps and Tramps (1994), "No Law in the Arena: A Pagan Theory of Sexuality", p. 86

Men, Confidence, Boy, Freedom

“Most professors know that American higher education in the humanities is in a deplorable state. Yet many remain silent, perhaps through prudent self-preservation, which is starting to look a lot like moral cowardice. They have put loyalty to their colleagues before loyalty to their students, ostensibly the raison d'être for educational institutions. How many more minds must be distorted or destroyed before the faculty decides to defend the Western intellectual values of free inquiry and orderly acquisition of knowledge?”

Camille Paglia (1947) American writer

Source: Vamps and Tramps (1994), p. xix

Knowledge, Loyalty

“He knows that law is the adhesive force in the cement of society, creating order out of chaos and coherence in place of anarchy. He knows that for one man to defy a law or court order he does not like is to invite others to defy those which they do not like, leading to a breakdown of all justice and all order. He knows, too, that every fellowman is entitled to be regarded with decency and treated with dignity. Any educated citizen who seeks to subvert the law, to suppress freedom, or to subject other human beings to acts that are less than human, degrades his heritage, ignores his learning, and betrays his obligation.”

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

1963, Address at Vanderbilt University

Justice, Law, Freedom, Learning

“The act of segmenting the organization into departments would influence the behavior of organizational members in several ways. The members of each unit would become specialists in dealing with the particular tasks. Both because of their prior education and experience and because of the nature of their task, they would develop specialized working styles and mental processes.”

Paul R. Lawrence (1922–2011) American business theorist

Source: Organization and environment: Managing differentiation and integration, 1967, p. 9

Way, Behavior, Nature

“Educ[ated]: during the holidays from Eton.”

Osbert Sitwell (1892–1969) British baronet

Entry in Who's Who (1929).

Holiday

“Usually when you ask somebody in college why they are there, they'll tell you it's to get an education. The truth of it is, they are there to get the degree so that they can get ahead in the rat race. Too many college radicals are two-timing punks.”

Abbie Hoffman book Steal This Book

"Free Education".
Steal This Book (1971)

Truth, Time

“The notion that every well educated person would have a mastery of at least the basic elements of the humanities, sciences, and social sciences is a far cry from the specialized education that most students today receive, particularly in the research universities.”

Joseph E. Stiglitz (1943) American economist and professor, born 1943.

Autobiographical Essay (2001)

Universe, Science, Personality, Cry

“The principle of recognition of evil under all its guises is at the basis of the true education of man.”

Boris Sidis (1867–1923) American psychiatrist

Philistine and Genius (1919)

Evil

“Ressentiment must therefore be strongest in a society like ours, where approximately equal rights (political and otherwise) or formal social equality, publicly recognized, go hand in hand with wide factual differences in power, property, and education.”

Max Scheler (1874–1928) German philosopher

Source: Das Ressentiment im Aufbau der Moralen (1912), L. Coser, trans. (1973), p. 50

““I learned a great deal,” said Beran. “And then I lost all heart for further learning.”
Palafox’s eyes glinted. “Education is not achieved through the heart—it is a systematization of the mental processes.”
“But I am something other than a mental process,” said Beran. “I am a man. I must reckon with the whole of myself.””

Jack Vance book The Languages of Pao

Source: The Languages of Pao (1958), Chapter 13 (p. 133)

Learning, Heart

“…today everything is commercialized--politics, religion, education, ideology, belief, the armed services. …Everything has its price.”

Carroll Quigley (1910–1977) American historian

Oscar Iden Lecture Series, Lecture 3: "The State of Individuals" (1976)

Religion

“If young people are educated properly, we have moral order; if not, vice and disorder prevail. Religion alone can initiate and achieve a true education.”

John Bosco (1815–1888) Italian Roman Catholic priest, educator and writer

People, Religion

“One of our immediate educational objectives must be the elimination of the competitive spirit, and the substitution of the co-operative consciousness. p. 74”

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

Education in the New Age (1954)

““Jerry had an expensive public school education, so he doesn’t recognize Latin when he hears it,” said Joanna”

Agatha Christie book The Moving Finger

The Moving Finger (1942)

School

“You are what is keeping and making the black race look bad. Wake up fool. Do not glorify this half a man, he has worked for nothing. He chose to keep himself where he is, not the white people. It is time to take responsibility for your own actions, and not act like a stinking fool. Kids and young black men and women look at this site, and believe that they are abused. That is a bold-faced lie. It is out of the mouths of cheap thugs like you that are hurting our young and taking away the chances they have to make themselves a productive part of society. Brothers and sisters, the only slavery in America now is the one you put yourself into. Rise up like Doctor King as taught us, and be a real human being. We are all in this togehter, white and black. Peace to all, and I hope this stupid fake hate stops real soon. We are all brothers and sisters. Do not be fooled by the tyranny of evil men like this. Lift yourself up, educate yourselves, and work hard for a good life. No one owes you anything. Stand proud as a person of color, and do something meaningful with your life. I did and I am the best at what I do! Peace out, R. Sherman.”

Richard Sherman (American football) (1988) American football player

Posted on a website under the alias "RSherman25", quoted in "Richard Sherman Blasts 'Black Lives Matter' Activist" https://web.archive.org/web/20150916235759/http://newsbusters.org/blogs/culture/dylan-gwinn/2015/09/14/richard-sherman-blasts-black-lives-matter-activist (14 September 2015), by Dylan Gwinn, NewsBusters (2015), Reston, Virginia: Media Research Center. Sherman has said that although he agreed with some of the sentiments expressed, he did not write or say this http://www.seattletimes.com/sports/seahawks/video-richard-sherman-speaks-passionately-on-black-lives-matter/. Misattributed

Life, Women, Men, Hate

“During the 50's, the Philippines had one of the highest standards of education in Asia. Many of our neighbors sent their sons and daughters to study at our institutions of learning.”

Francis Escudero (1969) Filipino politician

2009, Speech: The Socio-Economic Peace Program of Senator Francis Escudero

Study, Learning, Daughters

“Without education, we are in a horrible and deadly danger of taking educated people seriously.”

G. K. Chesterton (1874–1936) English mystery novelist and Christian apologist

Collected Works of G.K. Chesterton : The Illustrated London News, 1905-1907 (1986), p. 71

People

“That is real freedom. That is being educated, and understanding how to think. The alternative is unconsciousness, the default setting, the rat race, the constant gnawing sense of having had, and lost, some infinite thing.”

David Foster Wallace (1962–2008) American fiction writer and essayist

Commencement Address at Kenyon College. Gambier, Ohio. May 21, 2005.
Essays

Understanding, Thinking, Sense, Freedom

“Even traditionally well educated and literate individuals are significantly restricted by the fact that they are able to use only a fraction of the biological and conceptual thinking tools which are available”

Tony Buzan (1942–2019) British psychologist

the mind map
The Mind Map Book, Buzan and Buzan (1991)

Thinking

“We should recognize that schools will never solve the bedrock problems of education because the problems are problems of families, of cultural pressures that the schools reflect and thus cannot really remedy.”

David Guterson (1956) Novelist, short story writer, poet, journalist, and essayist

"When Schools Fail Children: An English Teacher Educates His Kids at Home", Harper's Magazine (November 1990)

School, Family, Problem

“Though Latin long held sway in Court and bureaucratic circles, the cultural cement of the empire’s core populations was Greek and its education was in the Greek classics and tongue. Imperial tradition, Christian Orthodoxy and Greek culture became even more the bases of Byzantium and her Hellenic community, after she had lost most of her western and Asiatic possessions in the seventh century — to Visigoths and then Arabs m Spain and North Africa, to the Lombards in much of Italy, to the Slavs in the Balkans and to Muslim armies in Egypt and the Near East. Political circumstances, and the resilience of Greek culture and Greek education, made her predominantly Greek in speech and character. After the sack of Constantinople in 1204 and the establishment of a Latin empire under Venetian auspices, the rivalry of the Greek empires based on Nicaea, Epirus and Trebizond to realize the patriotic Hellenic dream of recapturing the former capital further stimulated Greek ethnic sentiment against Latin usurpation. W1cn in the face of Turkith threats, the fifteenth-century Byzantine emperor, Michael Palaeologus, tried to place the Orthodox Church under the Papacy and hence Western protection; an inflamed Greek sentiment vigorously opposed his policy. The city’s populace in the fourteenth and fifteenth centuries, their Hellenic sentiments fanned by monks, priests and the Orthodox party against the Latin policies of the government, actually preferred the Turkish turban to the Latin mitre and attacked the urban wealthy classes. But the Turkish conquest and the demise of Byzantium did not spell the end of the Orthodox Greek community and its ethnic sentiment. tinder its Church and Patriarch, and organized as a recognized milliet of the Ottoman empire, the Greek community flourished in exile, the upper classes of its Diaspora assuming privileged economic and bureaucratic positions in the empire. So Byzantine bureaucratic incorporation had paradoxical effects: as in Egypt, it helped to sunder the mass of the Greek community from the state and its Court and bureaucratic imperial myths and culture in favour of a more demotic Greek Orthodoxy; but, unlike Egypt, the demise of the state served to strengthen that Orthodoxy and reattach to it the old dynastic Messianic symbolism of a restored Byzantine empire in opposition to Turkish oppression.”

Anthony D. Smith (1939–2016) British academic

The Ethnic Origins of Nations (1987)

Dreams, Communication, Help

“A democrat by conviction rather than by temperament, urging democracy as 'the only method consistent with human instinct toward expansion,' he was yet an educator, and believed in equality upon a high, not upon a low plane. Like Ruskin, he demanded of men their best, and with less than their best refused to be satisfied.”

Florence Earle Coates (1850–1927) American writer and poet

Mrs. Coates on Matthew Arnold—Literary and social critic who both encouraged and inspired Mrs. Coates' writing, and was a guest on several occasions at the Coates' Germantown, Philadelphia, Pennsylvania home during his stays in Philadelphia (31 March 1894). From The Critic, 31 March 1894.

Men, Democracy

“I have asked many teachers and parents what they thought mathematics to be and why it was important to learn it. Few held a view of mathematics that was sufficiently coherent to justify devoting several thousand hours of a child's life to learning it, and children sense this. When a teacher tells a student that the reason for those many hours of arithmetic is to be able to check the change at the supermarket, the teacher is simply not believed. Children see such "reasons" as one more example of adult double talk. The same effect is produced when children are told school math is "fun" when they are pretty sure that teachers who say so spend their leisure hours on anything except this allegedly fun-filled activity. Nor does it help to tell them that they need math to become scientists---most children don't have such a plan. The children can see perfectly well that the teacher does not enjoy math any more than they do and that the reason for doing it is simply that it has been inscribed into the curriculum. All of this erodes children's confidence in the adult world and the process of education. And I think it introduces a deep element of dishonestly into the education relationship.”

Seymour Papert book Mindstorms: Children, Computers, and Powerful Ideas

Source: Mindstorms: Children, Computers, and Powerful Ideas (1980), Chapter 2, Mathophobia: The Fear of Learning

Life, Children, World, School

“If they (the ASME) had not been (aware of human problems involved) — and Taylor either failed to encounter, or to recognize the significance of, the early work in industrial psychology contributed by Walter Dill Scott, Hugo Munsterberg, and others — there was the amazing fact that one of them, Frank Bunker Gilbreth, happened to fall in love with a girl who was a psychologist by education, a teacher by profession, and a mother by vocation. I know of no occurrence in the whole history of human thought more worthy of the epithet "providential" than that fact. Here were three engineers — Taylor, Gantt, and Gilbreth — struggling to realize the wider implications of their technique, in travail with a "mental revolution," their great danger that they might not appreciate the difference between applying scientific thinking to material things and to human beings, and one of them married Lillian Moller, a woman who by training, by instinct, and by experience was deeply aware of human beings, the perfect mental complement in the work to which they had set their hands.”

Lyndall Urwick (1891–1983) British management consultant

Cited in: Harold F. Smiddy and Lionel Naum. " Evolution of a "Science of Managing" in America https://archive.org/details/selectedreadings00shul," in: Selected readings in management, Fremont A. Shull (edd), 1957. p. 16-17 1950s, "Management's Debt to the Engineers", 1952

Love, History, Girl, Problem

“Arbitrary compulsory education is after all a flagrant curtailment of parental rights and at least as "totalitarian" as conscription. Yet practically nobody dared to contradict the sacrifices made to the idol of "education" and few people sensed that compulsory elementary education was a great step in the direction of totalitarianism which in time intervened in every region of human existence. True, the father's right is not violated by compulsory education in so far as a certain degree of education is reasonably deemed necessary by the State for citizenship, to be administered in the school of the father's choice, provided that school is not subversive in its nature. But the supreme rule is that the child belongs to the parent and not to the State.”

Erik von Kuehnelt-Leddihn (1909–1999) Austrian noble and political theorist

Pg 67n
The Menace of the Herd (1943)

People, School, Nature, Parent

“If you're brought up a Catholic and you've had 13 years of convent education with nuns, there's no way you ever get out from under that. I've accepted that fact about myself so there are certain things—like my lost saint—that sometimes are not so lost.”

Mia Farrow (1945) American actress, singer, humanitarian and former fashion model

On her religious upbringing, quoted in The Independent, 2006

Way

“It has come to be a legend, and I believe with more foundation of fact than most legends, that Howard University was the outgrowth of the inspiration of a prayer meeting. I hope it is true, and I shall choose to believe it, for it makes of this scene and this occasion a new testimony that prayers are answered. Here has been established a great university, a sort of educational laboratory for the production of intellectual and spiritual leadership among a people whose history, if you will examine it as it deserves, is one of the striking evidences of a soundness of our civilization.”

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

1920s, The Progress of a People (1924)

People, Hope, History, Universe

“Because certain elements of geometry have for a long time been included in the general course of education, every educated man is able to distinguish between the practical task of the land surveyor and the theoretical investigation of the geometer. The corresponding distinction between the theory of probability and statistics has yet to be recognized.”

Richard von Mises (1883–1953) Austrian physicist and mathematician

Second Lecture, The Elements of the Theory of Probability, p. 32
Probability, Statistics And Truth - Second Revised English Edition - (1957)

Time

“Manifest bases for conflict may be there in actual inequities in education, but the possibilities for conflict are further increased as the result of underlying factors transferred from other situations.”

Arie W. Kruglanski (1939) American psychologist

Source: "Conflict and power." 1970, p. 72

“The freedom secured by the Constitution consists, in one of its essential dimensions, of the right of the individual not to be injured by the unlawful exercise of governmental power. The mandate for segregated schools, Brown v. Board of Education, 347 U. S. 483 (1954); a wrongful invasion of the home, Silverman v. United States, 365 U. S. 505 (1961); or punishing a protester whose views offend others, Texas v. Johnson, 491 U. S. 397 (1989); and scores of other examples teach that individual liberty has constitutional protection, and that liberty’s full extent and meaning may remain yet to be discovered and affirmed. Yet freedom does not stop with individual rights. Our constitutional system embraces, too, the right of citizens to debate so they can learn and decide and then, through the political process, act in concert to try to shape the course of their own times and the course of a nation that must strive always to make freedom ever greater and more secure. Here Michigan voters acted in concert and statewide to seek consensus and adopt a policy on a difficult subject against a historical background of race in America that has been a source of tragedy and persisting injustice. That history demands that we continue to learn, to listen, and to remain open to new approaches if we are to aspire always to a constitutional order in which all persons are treated with fairness and equal dignity. Were the Court to rule that the question addressed by Michigan voters is too sensitive or complex to be within the grasp of the electorate; or that the policies at issue remain too delicate to be resolved save by university officials or faculties, acting at some remove from immediate public scru-tiny and control; or that these matters are so arcane that the electorate’s power must be limited because the people cannot prudently exercise that power even after a full debate, that holding would be an unprecedented restriction on the exercise of a fundamental right held not just by one person but by all in common. It is the right to speak and debate and learn and then, as a matter of political will, to act through a lawful electoral process.”

Anthony Kennedy (1936) Associate Justice of the Supreme Court of the United States

Schuette v. Coalition to Defend Affirmative Action, 572 U. S. ____, (2016), plurality opinion.

People, School, Law, Exercises

“I must be absolutely clear about this. Britain cannot accept the present situation on the Budget. It is demonstrably unjust. It is politically indefensible: I cannot play Sister Bountiful to the Community while my own electorate are being asked to forego improvements in the fields of health, education, welfare and the rest.”

Margaret Thatcher (1925–2013) British stateswoman and politician

Winston Churchill Memorial Lecture (18 October 1979) http://www.margaretthatcher.org/document/104149 regarding the UK's contribution to the European Community budget. First term as Prime Minister

Health, Communication, Sister

“From seeming evil still educing good.”

James Thomson (poet) (1700–1748) Scottish writer (1700-1748)

Source: Hymn (1730), line 114.

Evil

“It is absurd to believe in the possibility of perpetual peace…Fascist education must be education for battle. Fascism believes in sanctity and heroism.”

Achille Starace (1889–1945) Italian Fascist general

Quoted in "Believe, Obey, Fight" - Page 98 - by Tracy H. Koon - Political Science – 1985.

Peace

“The majority of people I coach are unhappy or dissatisfied with their working lives. They describe their work in so many depressing ways – as ‘boring’, ‘tedious’, ‘mind-numbing’, ‘stressful’, ‘painful’ or even ‘scary’. I hear similar opinions as I travel the world from all types of people no matter what their background, education or choice of career.”

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

Pain, People, World, Way

“In our land the educated poor, who at the most can only cycle or take short railway journeys into the country from an adjoining town, are fast losing their rightful heritage — the beauty of the country-side, which is rapidly disappearing with very little benefit to anyone. Apparently nobody but a few timid adherents of the Archeological Society cares a straw.”

Harry Johnston (1858–1927) British explorer, botanist, linguist and colonial administrator

As quoted in "Gleanings" by Mary V. Fuller, in The American City, Vol. I, No. 3 (November 1903)

Beauty, Country

“The learner is the key entity and occupies the nucleus of the systems complex of education.”

Béla H. Bánáthy (1919–2003) Hungarian linguist and systems scientist

Source: Systems Design of Education (1991), p. 96

“I am sure that a definite limit exists to the degree of equality which is desirable. We do not want complete equality of incomes, since extra responsibility and exceptional talent require and deserve a differential reward. We are not hostile, as our opponents sometimes foolishly suggest, to 'detached residences in Bournemouth where some elderly woman has obviously more than a thousand a year'. I do not myself want to see all private education disappear; nor the Prime Minister denied an official car, as in one Scandinavian country; nor the Queen riding a bicycle; nor the House of Lords instantly abolished; nor the manufacture of Rolls-Royces banned; nor the Brigade of Guards, nor Oxford and Cambridge, nor Boodle's nor (more doubtfully) the Royal Yacht Squadron, nor even, on a rather lower level, the Milroy Room, lose their present distinctive character; nor anything so dull and colourless as this.”

Anthony Crosland book The Future of Socialism

"The Future of Socialism" (Jonathan Cape, 1956) p. 149. The remark about 'detached residences in Bournemouth' refers to an article in catholic newspaper The Tablet http://archive.thetablet.co.uk/article/31st-may-1952/4/the-old-fabians-and-the-new titled "The Old Fabians and the New" (31 May 1952, p. 4) in which Roy Jenkins is presumed to be seeking to deprive their residents of their capital.

Hostility, Cars, Housing, Country

“Godzilla 2014 missed the mark primarily because it is not an origins story. Gojira was a monster of our own making. Similarly Gino was supposed to impose nature’s response to our meddling. But G2014 pre-existed genetic modifications and nuclear testing. We have no responsibility for him, nor the mutos either. They come from a time that never was, millions of years ago, “when the world was much more radioactive than it is today”. The story implies that mutos ‘eat radiation’. In the film, they can track it through every kind of protective shielding, and they eat nuclear devices like fruit -metallic peal and all. I guess millions of years ago, nuclear missiles grew on trees, and kaiju were common even though they’re absent from the fossil record -with only one top-secret exception. As an advocate of science education with a deep interest in paleontology, and as someone who would rather see humans held accountable for what they do to their environment, this film was very disappointing. As an atheist, it was even worse. The star of the film not only has impossible dimensions and an inexplicable power, he is also immortal. He’s been alive forever, and spends all his time sleeping. He awakens only he senses submarines or the arrival of other kaiju, because he has a mission to protect humanity. G2014 put the ‘god’ in Godzilla. The director called him a god, and some of the characters in the movie describe him as a god too. So he’s not a lizard, not a dinosaur, but one of the Lovecraftian great old ones like Cthulhu. In a video I made years ago, I too joked about Godzilla being a god. But it was still somewhat disappointing to see him depicted that way.”

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

Patheos, Weighing in on Godzilla http://www.patheos.com/blogs/reasonadvocates/2014/06/08/weighing-in-on-godzilla/ (June 8, 2014)

God, Secret, World, Disappointment

“Politicians argue for abortion largely because they do not want to spend the necessary money to feed, clothe and educate more people… There are those who argue that the right to privacy is of higher order than the right to life. I do not share that view… That was the premise of slavery. You could not protest the existence or treatment of slaves on the plantation because that was private and therefore outside of your right to concerned.”

Jesse Jackson (1941) African-American civil rights activist and politician

"How we respect life is the over-riding moral issue" in Right to Life News (January 1977) http://www.swiss.ai.mit.edu/%7Erauch/nvp/consistent/jackson.html

Life, Money, People, Clothes

“Yet, we are well assured that learning did not form any prominent feature in the education of a young nobleman during the Saxon government: it is notorious, that Alfred the Great was twelve years of age before he learned to read; and that he owed his knowledge of letters to accident, rather than to the intention of his tutors. A book adorned with paintings in the hands of his mother, attracted his notice, and he expressed his desire to have it: she promised to comply with his request on condition that he learned to read it, which it seems he did; and this trifling incident laid the groundwork of his future scholarship.”

Joseph Strutt (1749–1802) British engraver, artist, antiquary and writer

xx
The Sports and Pastimes of the People of England (1801), Education

Books, Age, Knowledge, Learning

“The aim of education is to strengthen and multiply the powers and activities of the mind rather than to increase its possessions.”

John Lancaster Spalding (1840–1916) Catholic bishop

Source: Aphorisms and Reflections (1901), p. 230

“[E]ducation in a democracy, in our democracy, must use all the instruments of civilization, home, church, community, as well as school, for the adequate, suitable development of each child. This means that character and imagination, as well as heart and hand, are developed together.
Education in a democracy must consciously direct reading and observation, principle and practice to the happiness, the responsibilities, and the participation of group living. Government in a democracy is not “they,” it is “us.””

Aurelia Henry Reinhardt (1877–1948) American educator and social activist

Speech given to the Unitarian Radio Hour, reprinted in [McKanan, Dan, A Documentary History of Unitarian Universalism, Volume Two: From 1900 to the Present, https://books.google.com/books?id=4FBUDwAAQBAJ, 3 July 2018, 2017, Skinner House Books, 978-1-55896-791-5, 105-7]

School, Democracy, Home, Imagination

“There must be a co-education of the different social classes as well as of the two sexes. I might have founded a school giving lessons gratuitously; but a school for poor children only would not be a rational school, since, if they were not taught submission and credulity as in the old type of school, they would have been strongly disposed to rebel, and would instinctively cherish sentiments of hatred.”

Francesc Ferrer i Guàrdia (1859–1909) Spanish anarchist

The Origin and Ideals of the Modern School (1908)

Children, School, Sex

“England has not yet imitated the example set by America and by most of the British Dominions in making public secondary education free.”

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

Secondary Education For All (1922)

“If you can read this bumper sticker, you are both very well educated and much too close.”
Si hoc adfixum in obice legere potes, et liberaliter educatus et nimis popinquus ades.

Henry N. Beard book Latin for All Occasions

Latin for All Occasions (1990)

Reading

“For the educated man, there is a moment of his early acquaintanceship with Dante when he realizes that all he has slowly taught himself to enjoy in poetry is everything that Dante has grown out of.”

Clive James (1939–2019) Australian author, critic, broadcaster, poet, translator and memoirist

Ibid.
Essays and reviews, At the Pillars of Hercules (1979)

“Books remained as in the eighteenth century, the source of life, and as they came out — Thackeray, Dickens, Bulwer, Tennyson, Macaulay, Carlyle, and the rest — they were devoured; but as far as happiness went, the happiest hours of the boy's education were passed in summer lying on a musty heap of Congressional Documents in the old farmhouse at Quincy, reading "Quentin Durward," "Ivanhoe," and "The Talisman," and raiding the garden at intervals for peaches and pears. On the whole he learned most then.”

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

The Education of Henry Adams (1907)

Life, Books, Boy, Lying

“I would recommend it to the Masters of the Art Painting… to establish a better Method for the Education of their Scholars, and to begin their Instructions with the Technical Parts of Painting, before they let them loose to follow the Inventions of their own uncultivated Imaginations.”

Brook Taylor (1685–1731) English mathematician

New Principles of Linear Perspective (1715, 1749)

Art, Imagination, Parting, Painting

“One can bring no greater reproach against a man than to say that he does not set sufficient value upon pleasure, and there is no greater sign of a fool than the thinking that he can tell at once and easily what it is that pleases him. To know this is not easy, and how to extend our knowledge of it is the highest and the most neglected of all arts and branches of education.”

Samuel Butler (1835–1902) novelist

On Knowing what Gives us Pleasure, i
The Note-Books of Samuel Butler (1912), Part XIII - Unprofessional Sermons

Pleasure, Fools, Art, Knowledge

“Till women are more rationally educated, the progress in human virtue and improvement in knowledge must receive continual checks.”

Mary Wollstonecraft book A Vindication of the Rights of Woman

Source: A Vindication of the Rights of Woman (1792), Ch. 3

Women, Knowledge

“It obliges one to think with a particular kind of logic and severity. If it is nonsense, it will not go into Latin…I regard it as cruelty to the young to deprive them of that insight into language…Who would have thought Thatcher would be responsible for introducing the Prussian system, of dictating from central government the content of education in the supposed interest of the state? Translation into Latin was the great stamp and mark of English classical scholarship…My fatal decision was not to be pedantic and leave it in Latin. I had written Et Tiberim multo spumantem sanguine cerno: from Virgil in the Aeneid.”

Enoch Powell (1912–1998) British politician

And at the last minute I said, 'I can't put that out in Latin, that's pedantic'...In Latin, it would have been lost.
Interview with Valerie Grove, The Times (6 August 1993), p. 15
1990s

Thinking, Decision

“I was born in the richest, most technologically advanced (and consequently the most powerful) country in the world. We were the leaders in science, so of course we had a better economy, and we had a higher standard of living than anyone else at that time. The rest of the globe sent their best and brightest to enroll in our schools because our students were among the most inventive, innovative and involved. Some of the greatest American scientists were the immigrants who stayed and enabled the United States to achieve more than anyone else had in the history of mankind. That's when our secular government still cared about better education. Sadly, that is not the country I still live in. America was number one, but saying that now reminds me of Aesop's fable where the hare is still resting on its laurels long after the tortoise has passed. In the fifty years since I was born, America's rating in science has fallen from number one to number thirty-seven. We have one of the lowest science scores of all countries in the developed world (or first world). Foreign scholars and foreign scientists don't stay here long after graduation (if they come at all), because what sort of environment do we offer intellectuals now? Our own scientists, our own graduate scholars are leaving as well, moving to Europe or Asia where they're more welcome, although an American going abroad now means that he will have to try to live down new stereotype instead of living up to the old one.”

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

Youtube, Other, Don't Blame the Atheists https://www.youtube.com/watch?v=_0Ca88xNw_w (October 21, 2012)

World, School, History, Science

“Look at that young, active, energetic Hindu who has received education in some English school or college. Yesterday what was he? An ignorant Indian. To-day what is he? An active, intelligent, fine-looking, educated man. Tomorrow what is he? He has English books on one side, he has the dangerous bottle of whisky on the other side. What is he the next day? Oh sad catastrophe! The whole house mourns the death of the promising young man.”

Keshub Chunder Sen (1838–1884) Indian academic

Speech at St. Jame’s Hall, Picadilly, London, on 19th May 1870.

Death, Books, Sadness, School

“It is now my opinion that in all Indian curricula of higher education there should be a place for Hindi, Sanskrit, Persian, Arabic and English, besides of course the vernacular.”

Mahatma Gandhi (1869–1948) pre-eminent leader of Indian nationalism during British-ruled India

Part I, Chapter 5, At the High School
1920s, An Autobiography (1927)

“Joenes’s students quickly absorbed the material given to them, passed their tests, and quickly forgot the material. Like many vital young organisms, they were able to eject anything harmful, disturbing, distressing, or merely boring. Of course they also ejected anything useful, stimulating, or thought provoking. This was perhaps regrettable, but it was part of the educative process to which every teacher had to accustom himself.”

Robert Sheckley book Journey Beyond Tomorrow

Source: Journey Beyond Tomorrow (1962), Chapter 8 “How Joenes Taught, and What He Learned” (p. 69)

Teachers, Parting

“Though her mien carries much more invitation than command, to behold her is an immediate check to loose behavior; to love her is a liberal education.”

Richard Steele (1672–1729) British politician

On Lady Elizabeth Hastings, in Tatler (1709-1711), no. 49

Love, Behavior

“The business of saying, in advance of a serious effort, that people are not capable of achieving a good education is too strongly reminiscent of the opposition of every extension of democracy. This opposition has always rested on the allegation that the people were incapable of exercising the power they demanded. Always the historic statement has been verified: you cannot expect the slave to show the virtues of the free man unless you first set him free. When the slave has been set free, he has, in the passage of time, become indistinguishable from those who have always been free.”

Robert Maynard Hutchins (1899–1977) philosopher and university president

Great Books: The Foundation of a Liberal Education (1954)

People, Exercises, Democracy, Business

“Would we if we could, educate and sophisticate pigs, geese, cattle? Would it be wise to establish diplomatic relations with the hen that now functions, satisfied with mere sense of achievement by way of compensation? I think we're property”

Charles Fort (1874–1932) American writer

Source: The Book of The Damned (1919), Ch. 12 at resologist.net

Way, Thinking, Sense

“I welcome the formation of the new Israeli Government. I warmly congratulate Prime Minister Netanyahu on his second consecutive term in office at this important time in Israel’s history. We look forward to working with his new Government to further develop our strong bilateral relations and to advance our successful partnerships in areas such as trade, security, science, technology and higher education. As I have said previously, there is no more urgent foreign policy priority in 2013 than making progress towards achieving the two-state solution. I have urged the United States to lead international efforts to revive the peace process and pledged that the UK will spare no effort in mobilising European Union and Arab states behind decisive moves for peace. I welcome President Obama’s visit to the region next week. I call on Prime Minister Netanyahu, and President Abbas, to demonstrate leadership and courage in working with the international community to secure the peace which is so strongly in the interests of both Israelis and Palestinians.”

William Hague (1961) British politician

GOV https://www.gov.uk/government/world-location-news/william-hague-welcomes-formation-of-new-israeli-government, 17 March 2013, India, Welcoming the formation of the new Israeli Government.

Peace, History, Communication, Courage

“We couldn’t afford many things, but we had education. My father was a headmaster and later became an education officer. My mother was fantastic: she always told me, ‘Do what you want.’ She gave me total freedom, in fact both my parents did. But I really owe it to my mother. When I said I will go to Banaras (Varanasi) to study, she said, ‘You want to go to Banaras? Ok, go.’ She would say, ‘Don’t worry about money, reading is most important, read and then everything will come.’ My family was very open. Thanks to them I’m what I am today. I am the only child of my parents, so is my wife.”

C. N. R. Rao (1934) Indian chemist

Scientist wonders why nobody asks him about Dan David prize (2013)

Money, Family, Parent, Study

“Teachers are the most overworked among public servants, having to cope with the tremendous task of educating the youth while at the same time risking life and limb during the entire process.”

Francis Escudero (1969) Filipino politician

Official Website of the Senate of the Philippines http://www.senate.gov.ph/press_release/2013/0510_escudero1.asp 2013, Mid-Term Campaign Trail

Life, Youth, Teachers, Time

“Alas! such is the miseducation of these days, it is only among those that are called the uneducated classes — those educated by experience — that you can look for a Man. Even among these, such a sight is growing daily rarer. My father, in several respects, has not, that I can think of, left his fellow. Perhaps among Scottish peasants what Samuel Johnson was among English authors. I have a sacred pride in my peasant father, and would not exchange him, even now, for any king known to me. Gold and the guinea stamp — the Man and the clothes of the man. Let me thank God for that greatest of blessings, and strive to live worthily of it.”

Thomas Carlyle (1795–1881) Scottish philosopher, satirical writer, essayist, historian and teacher

1880s, Reminiscences (1881)

God, Thinking, Clothes

“Hand in hand with freedom of speech goes the power to be heard, to share in the decisions of government which shape men's lives. Everything that makes man's life worthwhile — family, work, education, a place to rear one's children and a place to rest one's head — all this depends on the decisions of government; all can be swept away by a government which does not heed the demands of its people, and I mean all of its people. Therefore, the essential humanity of men can be protected and preserved only where government must answer — not just to the wealthy, not just to those of a particular religion, or a particular race, but to all its people.
And even government by the consent of the governed, as in our own Constitution, must be limited in its power to act against its people; so that there may be no interference with the right to worship, or with the security of the home; no arbitrary imposition of pains or penalties by officials high or low; no restrictions on the freedom of men to seek education or work or opportunity of any kind, so that each man may become all he is capable of becoming.
These are the sacred rights of Western society.”

Robert F. Kennedy (1925–1968) American politician and brother of John F. Kennedy

Day of Affirmation Address (1966)

Life, Men, Pain, Children

“It is by no means enough that an officer of the Navy should be a capable mariner. He must be that, of course, but also a great deal more. He should be as well a gentleman of liberal education, refined manners, punctilious courtesy, and the nicest sense of personal honor.
He should be the soul of tact, patience, justice, firmness, kindness, and charity. No meritorious act of a subordinate should escape his attention or be left to pass without its reward, even if the reward is only a word of approval. Conversely, he should not be blind to a single fault in any subordinate, though at the same time, he should be quick and unfailing to distinguish error from malice, thoughtlessness from incompetency, and well meant shortcomings from heedless or stupid blunder.
In one word, every commander should keep constantly before him the great truth, that to be well obeyed, he must be perfectly esteemed.”

John Paul Jones (1747–1792) American naval officer

Statement long attributed to Jones, but now believed to have been written by Augustus C. Buell; Reef Points: 2003-2004, 98th Edition, U.S. Naval Academy (2003)
Misattributed

Truth, Stupidity, Justice, Error