Quotes about education (3086 quotes, page 13)

“I have travelled across the length and breadth of India and I have not seen one person who is a beggar, who is a thief. Such wealth I have seen in the country, such high moral values, people of such caliber, that I do not think we would conquer this country, unless we break the very backbone of this nation, which is her spiritual and cultural heritage, and therefore, I propose that we replace her old and ancient education system, her culture, for if the Indians think that all that is foreign and English is good and greater than their own, they will lose their self esteem, their native culture and they will become what we want them, a truly dominated nation.”

Thomas Babington Macaulay, 1st Baron Macaulay (1800–1859) British historian and Whig politician

This quotation is commonly said to have been spoken by Macaulay during a speech to the British Parliament in 1835. Since Macaulay was in India at the time, it is more likely to have come from his Minute on Indian Education http://www.columbia.edu/itc/mealac/pritchett/00generallinks/macaulay/txt_minute_education_1835.html. However, these words do not appear in that text. According to Koenraad Elst http://koenraadelst.bharatvani.org/articles/hinduism/macaulay.html, these words were printed in The Awakening Ray, Vol. 4, No. 5, published by the Gnostic Center, preceded by: "His words were to the effect." Burjor Avari cites this misattribution as an example of "tampering with historical evidence" in India: The Ancient Past ISBN 9780415356169, pp. 19–20), writes: "No proof of this statement has been found in any of the volumes containing the writings and speeches of Macaulay. In a journal in which the extract appeared, the writer did not reproduce the exact wording of the Minutes, but merely paraphrased them, using the qualifying phrase: ‘His words were to the effect.:’ This is extremely mischievous, as numerous interpretations can be drawn from the Minutes." For a full discussion, see Koenraad Elst, The Argumentative Hindu (2012) Chapter 3
Misattributed

People , Travel , Thinking , Personality

“It would be, however, a fatal mistake to establish an expensive system of education on the model of the advanced countries which would have little relevance to local needs and would be beyond the means of the national economy. It is necessary to evolve a system, through experimentation and trial and success, which would be within the means of the national economy.”

Prasanta Chandra Mahalanobis (1893–1972) Indian scientist

Quote, Prasanta Chandra Mahalanobis in Vigyanprasar

Success , Country

“There are many other evils in our country which are growing, whereas the practice of slavery is fast diminishing, and threaten to bring punishment on our land more immediately than the oppression of the blacks. That sacred regard to truth in which you and I were educated, and which is certainly taught and enjoined from on high, seems to be vanishing from among us. A general relaxation of education and government, a general debauchery as well as dissipation, produced by pestilential philosophical principles of Epicurus, infinitely more than by shows and theatrical entertainments; these are, in my opinion, more serious and threatening evils than even the slavery of the blacks, hateful as that is. I might even add that I have been informed that the condition of the common sort of white people in some of the Southern States, particularly Virginia, is more oppressed, degraded, and miserable, than that of the negroes. These vices and these miseries deserve the serious and compassionate consideration of friends, as well as the slave trade and the degraded state of the blacks. I wish you success in your benevolent endeavors to relieve the distresses of our fellow creatures, and shall always be ready to cooperate with you as far as my means and opportunities can reasonably be expected to extend.”

John Adams (1735–1826) 2nd President of the United States

1800s, Letter to George Churchman and Jacob Lindley (1801)

Hate , People , Truth , Evil

“We have to-day perhaps the most magnificent opportunity of service to our country that has ever been given to any party. You who have just been elected to the House of Commons are, by the testimony of your fellow-countrymen, their natural leaders for the next four or five years. It is your duty, your primary duty, to educate that great democracy of which we are all a part…Can there be anything that stands before us more clearly or poignantly than the groups of our fellow-countrymen who listened in faith to what we had to say, who trusted us and have given us their confidence, and who believe in their hearts that we have come to London to do what we can to right those things that are hard and difficult for them, and to help them in what is always the difficult struggle that they have in life? Don't ever lose touch with your constituency; don't ever mistake the voice of the clubman and the voice of the Pressman in London for the voice of the country. It is the country that has returned you; it is the country which will judge you.”

Stanley Baldwin (1867–1947) Former Prime Minister of the United Kingdom

Speech at the Albert Hall (4 December 1924), quoted in On England, and Other Addresses (1926), pp. 72-73.
1924

Life , Faith , Democracy , Confidence

“Freedom of conscience, the existence of an informed public opinion, a system of education of a pluralist nature, freedom of the press, and access to other sources of information, all these are in very short supply in the socialist countries.”

Andrei Sakharov (1921–1989) Soviet nuclear physicist and human rights activist

Nobel Peace Prize Speech (1975)

Nature , Freedom , Country

“Educators are aware that they can reach the youth only by making use of gang spirit and guiding it, not by working against it.”

Johan Huizinga (1872–1945) Dutch historian

Life and Thought in America, ch. 2 (1972).

Youth

“It was in making education not only common to all, but in some sense compulsory on all, that the destiny of the free republics of America was practically settled.”

James Russell Lowell (1819–1891) American poet, critic, editor, and diplomat

Literary Essays, vol. II (1870–1890), New England Two Centuries Ago

Sense

“This reduction implies the release of funds for development and a shift of the labour force previously dedicated to military industries toward peaceful activities, protection of human rights, conservation of the environment, the eradication of illiteracy, promotion of education and scientific research together with enhanced efforts to reach the Millennium Development Goals and implement the agenda for the post-2015 period.”

Alfred de Zayas (1947) American United Nations official

CELAC / Zone of Peace: “A key step to countering the globalization of militarism” – UN Expert http://www.ohchr.org/EN/NewsEvents/Pages/DisplayNews.aspx?NewsID=14215&LangID=E.
2014

Peace , Effort

“We must remove, not erect, barriers to degree level education.”

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

Principles and Priorities : Programme for Government (September 5, 2007)

“Every human society which has endured long enough to leave records has had elaborate customs and institutions which were effective in instilling into the young the sentiments necessary for its perpetuation. Now for the first time in recorded history Western capitalism offers us a spectacle of a system which not only has given up altogether the task of moral education, but actually employs vast resources and the means of persuasion of unprecedented power to destroy the customs, norms and ideals indispensable for its survival; and to implant fundamentally anti-social attitudes which are incompatible with any reasonable social order. It would be miraculous if a social order which permits such massive anti-socialisation could fail to destroy itself.”

Stanislav Andreski (1919–2007) Polish-British sociologist

Social Sciences as Sorcery (1972)

History , Time

“There is no. man, there is no people, without a God. That God may be a visible idol, carved of wood or stone, to which sacrifice is offered in the forest, in the temple, or in the market-place; or it may be an invisible idol, fashioned in a man's own image and worshipped ardently at his own personal shrine. Somewhere in the universe there is that in which each individual has firm faith, and on which he places steady reliance. The fool who says in his heart "There is no God" really means there is no God but himself. His supreme egotism, his colossal vanity, have placed him at the center of the universe which is thereafter to be measured and dealt with in terms of his personal satisfactions. So it has come to pass that after nearly two thousand years much of the world resembles the Athens of St. Paul's time, in that it is wholly given to idolatry; but in the modern case there are as many idols as idol worshippers, and every such idol worshipper finds his idol in the looking-glass. The time has come once again to repeat and to expound in thunderous tones the noble sermon of St. Paul on Mars Hill, and to declare to these modern idolaters "Whom, therefore, ye ignorantly worship, Him declare I unto you."
There can be no cure for the world's ills and no abatement of the world's discontents until faith and the rule of everlasting principle are again restored and made supreme in the life of men and of nations. These millions of man-made gods, these myriads of personal idols, must be broken up and destroyed, and the heart and mind of man brought back to a comprehension of the real meaning of faith and its place in life. This cannot be done by exhortation or by preaching alone. It must be done also by teaching; careful, systematic, rational teaching, that will show in a simple language which the uninstructed can understand what are the essentials of a permanent and lofty morality, of a stable and just social order, and of a secure and sublime religious faith.
Here we come upon the whole great problem of national education, its successes and its disappointments, its achievements and its problems yet unsolved. Education is not merely instruction far from it. It is the leading of the youth out into a comprehension of his environment, that, comprehending, he may so act and so conduct himself as to leave the world better and happier for his having lived in it. This environment is not by any means a material thing alone. It is material of course, but, in addition, it is intellectual, it is spiritual. The youth who is led to an understanding of nature and of economics and left blind and deaf to the appeals of literature, of art, of morals and of religion, has been shown but a part of that great environment which is his inheritance as a human being. The school and the college do much, but the school and the college cannot do all. Since Protestantism broke up the solidarity of the ecclesiastical organization in the western world, and since democracy made intermingling of state and church impossible, it has been necessary, if religion is to be saved for men, that the family and the church do their vital cooperative part in a national organization of educational effort. The school, the family and the church are three cooperating educational agencies, each of which has its weight of responsibility to bear. If the family be weakened in respect of its moral and spiritual basis, or if the church be neglectful of its obligation to offer systematic, continuous and convincing religious instruction to the young who are within its sphere of influence, there can be no hope for a Christian education or for the powerful perpetuation of the Christian faith in the minds and lives of the next generation and those immediately to follow. We are trustees of a great inheritance. If we abuse or neglect that trust we are responsible before Almighty God for the infinite damage that will be done in the life of individuals and of nations…. Clear thinking will distinguish between men's different associations, and it will be able to render unto Caesar the things which are Caesar's, and to render unto God the things which are God's.”

Nicholas Murray Butler (1862–1947) American philosopher, diplomat, and educator

Making liberal men and women : public criticism of present-day education, the new paganism, the university, politics and religion https://archive.org/stream/makingliberalmen00butluoft/makingliberalmen00butluoft_djvu.txt (1921)

Life , Men , God , People

“Education, for most people, means trying to lead the child to resemble the typical adult of his society… But for me, education means making creators… You have to make inventors, innovators, not conformists.”

Jean Piaget (1896–1980) Swiss psychologist, biologist, logician, philosopher & academic

Conversations with Jean Piaget (1980) by Jean Claude Bringuier

People

“Education is what most people receive, many pass on, and few have.”

Karl Kraus (1874–1936) Czech playwright and publicist

Half-Truths and One-And-A-Half Truths (1976)

People

“The more the Jew is a Jew, the more universalist will his views and aspirations be, the less aloof will he be from anything that is noble and good, true and upright, in art or science, in culture or education; the more joyfully will he applaud whenever he sees truth and justice and peace and the ennoblement of man prevail and become dominant in human society.”

Samson Raphael Hirsch (1808–1888) Jewish theologian, germany 19th century

Essay "Religion Allied to Progress" http://www.ucalgary.ca/~elsegal/363_Transp/Orthodoxy/SRHirsch.html

Truth , Peace , Justice , Art

“No, there is no world-wide standard for the determination of provincialism. There is only one standard by which to judge men and women, and that standard is not so much one of brains and education as it is of culture and heart. Kindness seems to be the one golden metewand by which to measure how really civilized and catholic one may be.”

Thomas R. Marshall (1854–1925) American politician who served as the 28th Vice President of the United States

Recollections of Thomas R. Marshall: A Hoosier Salad (1925), Chapter VI

Women , Men , World , Heart

“In education poetry is invaluable; the study of it cultivates the memory, the imagination, and the heart.”

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

On poetry

Imagination , Study , Memory , Heart

“Teachers, not students, are the ones who are failing. As Albert Einstein said that “all religions, arts and sciences are branches of the same tree,” the detachment of philosophy – the forefather of all knowledge and academic disciplines – from mathematics, sciences, and technology is the fundamental reason for failure in modern-day K-12 and higher education.”

Newton Lee American computer scientist

Google It: Total Information Awareness, 2016

Religion , Art , Mathematics , Failure

“But that is about all that can be said in commendation of the scheme sanctioned by the National Integration Council and sponsored by the Ministry of Education. The rest is recommendations for telling lies to our children, or for not telling to them the truth at all.”

Sita Ram Goel book The Story of Islamic Imperialism in India

The Story of Islamic Imperialism in India (1994)

Children , Truth

“Barack the boy was raised by his white maternal grandparents; his Kenyan father abandoned him. The qualities Americans appeared to find universally appealing in the ambitious, affable Obama—his confidence and calm, and his commitment to community and kin, education and excellence—these came from Kansas, not Kenya.”

Ilana Mercer South African writer

"The Big Lie About Obama and Race," http://www.ilanamercer.com/phprunner/public_article_list_view.php?editid1=482 WorldNetDaily.com, January 23, 2009.
2000s, 2009

Confidence , Boy , Communication , Universe

“All the gifts which fortune bestows she can easily take away; but education, when combined with intelligence, never fails, but abides steadily on to the very end of life.”

Vitruvius book De architectura

Introduction, Sec. 3
De architectura (The Ten Books On Architecture) (~ 15BC), Book VI

Life , Intelligence

“Not all readers are prepared, at all times, to make independent judgments. But the failure of modern education to equip them to do so even when they have the inclination creates a serious gap in modern culture.”

Robertson Davies book A Voice from the Attic

A Voice from the Attic (1960)

Failure , Time

“The Shah described the modernisation of Iran as the principal goal of his life, and yet he adamantly refused to see that there could be no veritable modernisation without democracy. He often referred to his Swiss education as part of his credentials as a profoundly committed democrat, but was, at the same time, convinced that Iran was not yet ripe for democracy, and that it was his duty as 'the father of the nation' to save the Iranians from a slothful life of prayer, pilgrimage, small commerce, backward farming and cottage industry. He also wanted to turn Iran into a second Japan, make her one of the five or six major world powers by the end of the century. He regarded himself as the custodian of Iran's grandeur and freedom and in later years he extended his self-proclaimed mission of saving Iran to include the entire world.”

Amir Taheri (1942) Iranian journalist

The Unknown Life of the Shah (1991)

Life , World , Democracy , Freedom

“Our reasons for critiquing the [child protection] system [are] pointless. To analyze the system and point out what's wrong with it, without the power to alter it, is masturbatory. The whole concept behind analysis is the concept behind consciousness–raising. Which is, if I show you that something is terrible, you will do something about it. That's not reality. Reality is, it's about power. It's not about education, and knowledge is not power.”

Andrew Vachss (1942) American writer and lawyer

Trey Bundy as published on FatFreeRadio.net on December 4, 2000.

Knowledge , Reality

“We are moving towards another type of society than that to which we have become accustomed. This is sometimes referred to as a new service society, the society of the second industrial revolution or the post-industrial society. There is no guarantee of our safe arrival. Not only are the interdependencies greater – they are differently structured… The changes in the policy field [housing, health care, urban rehabilitation, education, etc. ] demand a new mobilization of the sciences.”

Eric Trist (1909–1993) British scientist

Eric Trist (1969) cited in: Joel Cutcher-Gershenfeld ed. (2011) INNOVATION SUMMIT April 13 & 14, 2011 http://summit.research.illinois.edu/files/posters/CutcherGershenfeldWorkshopPoster.pdf.

Health , Science , Change , Housing

“In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing.”

Paulo Freire (1921–1997) educator and philosopher

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

Knowledge

“Education is our only political safety. Outside of this ark all is deluge.”

Horace Mann (1796–1859) American politician

As quoted in The New Era, Vol. III, No.. 10 (October 1873), p. 368

“There is a new mood in America. We have been shaken by a tragic war abroad and by scandals and broken promises at home. Our people are searching for new voices and new ideas and new leaders.
Although government has its limits and cannot solve all our problems, we Americans reject the view that we must be reconciled to failures and mediocrity, or to an inferior quality of life. For I believe that we can come through this time of trouble stronger than ever. Like troops who have been in combat, we have been tempered in the fire; we have been disciplined, and we have been educated.
Guided by lasting and simple moral values, we have emerged idealists without illusions, realists who still know the old dreams of justice and liberty, of country and of community.”

Jimmy Carter (1924) American politician, 39th president of the United States (in office from 1977 to 1981)

Pre-Presidency, First Presidential Nomination Acceptance Speech (1976)

Life , War , People , Justice

“ We used many techniques, but probably the most common is that we will go to a country that has resources that our corporations covet- like oil- and we will arrange a huge loan to that country from an organization like the World Bank or one of its sisters. But almost all of the money goes to U. S. corporations, not to the country itself, corporations like Bechtel and Halliburton, General Motors, General Electric, these types of organizations, and they build huge infrastructure projects in the country- power plants, highways, ports, industrial parks- things that serve the very rich and seldom even reach the poor.In fact the poor suffer because the loans have to be repaid, and they are huge loans, and the repayment of them means that poor won’t get education, health, and other social services and the country is left holding a huge debt, by intention. We go back, we economic hitmen, to this country and say, “Look, you owe us a lot of money. You can’t repay your debts, so give us a pound of flesh”.”

John Perkins (1945) American author

Zeitgeist Addendum (2008)

Money , Health , World , Sister

“I'm an educator. You do what you have to do to get what you are saying across, and if that means being funny, that's what I do.”

Bill Nye (1955) American science educator, comedian, television host, actor, writer, scientist and former mechanical engineer

[NewsBank, 'The Science Guy' returns to tackle issues for older audience, Journal Gazette, Mattoon, Illinois, June 8, 2005, Associated Press]

“We should be offended when children are denied a proper education. We should be offended when children are told they will spend eternity in hell. We should be offended when medical science, for example stem-cell research, is compromised by the bigoted opinions of powerful and above all well-financed ignoramuses. We should be offended when voodoo, of all kinds, is given equal weight to science. We should be offended by hymen reconstruction surgery. We should be offended by 'female circumcision', euphemism for genital mutilation. We should be offended by stoning.”

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

Lecture at UC Berkeley about The God Delusion, 08/03/2008 http://www.youtube.com/watch?v=PaJelU29jeI&t=49s
Lecture at UC Berkeley (2008)

Children , Hell , Science

“Between 1862 and 1922, the Italian government had disbursed sixty million lire for school construction; between 1922 and 1942, the Fascist government devoted 400 million lire of public monies to the enterprise. The total expenditure on education rose from 922.4 million lire in the financial year 1922-23 to 1,636 million lire for 1936-37. In 1930 there were 110,200 public elementary schools while the number, by 1935, had risen to 126,934.”

A. James Gregor (1929–2019) American political scientist

Source: Italian Fascism and Developmental Dictatorship, (1979), p. 260

School

“Overcoming hopelessness requires addressing its causes: poverty, disease, and ignorance. Challenging these conditions is in the interest of every nation in this chamber. And democracies are particularly well-positioned to carry out this work. Because we have experience responding to the needs of our own people, we're natural partners in helping other nations respond to the needs of theirs. Together, we must commit our resources and efforts to advancing education and health and prosperity.”

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

2000s, 2008, Address to the United Nations General Assembly (September 2008)

People , Health , Disease , Democracy

“Better spend an extra hundred or two on your son's education, than leave it him in your will.”

George Eliot book The Mill on the Floss

The Mill on the Floss (1860)

“The fireside is an emblem of the future heavenly home…To obtain the highest conception of the calling of a man and a woman in the capacity of parents, one must look upon them from an educational point of view, for from no other does the grandeur of this sacred relationship so well present itself to the mind with all its intricate complexity. The home is the sanctuary of the human race, where each generation is consecrated for its life's mission. The parents are the high priests, responsible to God for the spirit of their ministry”

Karl G. Maeser (1828–1901) prominent Utah educator and a member of The Church of Jesus Christ of Latter-day Saints

School and Fireside (1898) pg 45, 59 https://archive.org/stream/schoolfireside00maesrich#page/58/mode/2up

Life , God , Home , Parent

“But the most vocal and articulate on anti-democracy views among these groups is Hizb al-Tahrir, founded in Palestine in the 1950s but currently active internationally, in particular in Britain, Pakistan and some Arab countries… Hizb al-Tahrir calls for a campaign of education and intellectual debate which would lead to the re-establishment of the khilafa. While employing the concept of the 'Islamic State', Hizb al-Tahrir espouses the traditional belief that the restoration of the khilafa is both necessary and sufficient to resolve the problem of governance. Even Hizb al-Tahrir, however, could not resist the seduction of democratic procedures. The khalifa has to be elected, and consultative councils form part of the structure of power.”

Suha Taji-Farouki (1950) British Islamic scholar

Islamic Thought in the Twentieth Century, I. B. Tauris, London 2004

Democracy , Problem , Parting , Country

“Society is eliminating the prerogatives and privileges of feudal. aristocratic culture together with its content. The fact that the transcending truths of the fine arts, the aesthetics of life and thought, were accessible only to the few wealthy and educated was the fault of a repressive society. But this fault is not corrected by paperbacks, general education, long-playing records, and the abolition of formal dress in the theater and concert hall. The cultural privileges expressed the injustice of freedom, the contradiction between ideology and reality, the separation of intellectual from material productivity; but they also provided a protected realm in which the tabooed truths could survive in abstract integrity—remote from the society which suppressed them.”

Herbert Marcuse book One-Dimensional Man

Source: One-Dimensional Man (1964), pp. 64-65

Life , Truth , Art , Reality

“A first proposition, therefore, in Americanization is to find a way to satisfy the creative instinct in men and their sense of home, by giving them and their native-born sons the widest possible knowledge of America, including a pictorial geography, a simple history of the United States, the stories of successful Americans including those of foreign-born origin; a knowledge of American literature, of our political ideals and institutions, and of oiy: free educational opportunities. A systematic effort should be made to give them a land interest and a home stake and to get them close to the soil, not alone in the day's work but also in their cultural life. The men most likely to desert America at the close of the war will be workers with job stakes and wage rates, and not those with a home stake and investments. I would carry this campaign of information into every foreign language publication, every newspaper, every shop, and every racial center in America. The land interpreter of the future will be the government, and Franklin K. Lane, Secretary of the Interior, has foreseen this in his appeal for the use of the land for the rehabilitation of men returning from the front. It is the land that will make the life of the maimed livable and will connect the past with the future. This will not be achieved by forced "back-to-the-land movements" and colonization. Each individual American who interprets the beauty of America and its meaning, and who, wherever he can, personally puts the foreign-born in touch with the soil and helps him to a plot of ground which he can call his own, is doing effective Americanization. Loyalty and efficiency are inherent in this land sense, and they are the strength of a nation.”

Frances Kellor (1873–1952) American sociologist

What is Americanization? (1919)

Life , Men , War , Beauty

“The following features of indigenous African education can be considered outstanding: its close links with social life, both in a material and spiritual sense; its collective nature; its many-sidedness; and its progressive development in conformity with the successive stages of physical, emotional, and mental development of the child.”

Walter Rodney book How Europe Underdeveloped Africa

Source: How Europe Underdeveloped Africa (1972), p. 377.

Life , Nature , Sense , Success

“Nehru’s daughter, Mrs. Indira Gandhi, carried her father’s game much farther. In her fight for a monopoly of power, she split the Congress Party, and made a common cause with the Communists. Well-known Communists and fellow-travellers were given positions of power in the ruling Congress Party, in the Government at the Centre as well in the States, and in prestigious institutions all over the country. The Muslim-Marxist combine of “historians” had already captured the Indian History Congress during the days of Pandit Nehru, and many honest historians had been hounded out of it. Now this combine was placed in control of the Indian Council of Historical Research and entrusted with extensive patronage. The combine took over the National Council of Educational Research and Training also, and laid down the guidelines for producing school textbooks on various subjects. The Jawaharlal Nehru University was created and financed on a fabulous scale in order to collect Communist professors from all over the country, and form them into a frontline brigade for launching all sorts of anti-Hindu campaigns. The smokescreen for this Stalinist operation was provided by the slogan of Secularism which nobody was supposed to question, or examine as to what it had come to mean. Its meaning had to be accepted ex-cathedra, and as laid down by the Muslim-Marxist combine. In the new political parlance that emerged, Hinduism and the nationalism it inspired, became blackned as “Communalism.””

Sita Ram Goel (1921–2003) Indian activist

Small wonder that the word “Hindu” started becoming a dirty word in the academia as well as the media.
Hindu Temples – What Happened to Them, Volume II (1993)

School , Travel , History , Game

“The problem that confronts most of us is whether the individual is merely the instrument of society or the end of society. Are you and I as individuals to be used, directed, educated, controlled, shaped to a certain pattern by society and government; or does society, the State, exist for the individual? Is the individual the end of society; or is he merely a puppet to be taught, exploited, butchered as an instrument of war? That is the problem that is confronting most of us. That is the problem of the world; whether the individual is a mere instrument of society, a plaything of influences to be moulded; or whether society exists for the individual.”

Jiddu Krishnamurti (1895–1986) Indian spiritual philosopher

1950s, The First and Last Freedom (1954)

War , World , Problem

“The soul is desiring one thing, education is providing something else.”

Laxmi Prasad Devkota (1909–1959) Nepali poet

शिक्षा (Education)

Soul

“Some of his neighbors found out what I was doing and offered him fatherly advice. It was dangerous to educate slaves, they warned. Education made blacks dissatisfied with slavery. It spoiled them for field work. The Methodist minister said it made them disobedient, made them want more than the Lord intended them to have.”

Octavia E. Butler book Kindred

Source: Kindred (1979), Chapter 5, “The Storm” section 13 (pp. 236-37).

“I've been taking a closer look at these graduates. They are actually taller, stronger, smarter than we were, smart enough maybe to take our mistakes as their messages, to make our weaknesses their lessons, and to make our example — good and not so good — part of their education.”

Mario Cuomo (1932–2015) American politician, Governor of New York

Address at Iona College (1984)

Parting

“IN THE last half century a larger and larger proportion of our experience, of what we read and see and hear, has come to consist of pseudo‑events. We expect more of them and we are given more of them. They flood our consciousness. Their multiplication has gone on in the United States at a faster rate than elsewhere. Even the rate of increase is increasing every day. This is true of the world of education, of consumption, and of personal relations.”

Daniel J. Boorstin (1914–2004) American historian

Source: The Image: A Guide to Pseudo-Events in America (1961), p. 12.

World , Reading , Personality

“My career as a teacher, researcher, and consultant has been focused on the education of practicing executives to direct their attention to the need for defining the purposes of their own lives and those of their organizations, and to the fact that such purposes should be worth pursuing in terms of profit outcomes and social responsibility.”

Kenneth R. Andrews (1916–2005) Business scholar

Kenneth Andrews, quoted in: Harper W. Moulton. "Profiles in executive education: Ken Andrews." Business Horizons, Vol. 38, Issue 5, Sept.–Oct. 1995, pp. 75-78
Quote

Teachers

“I think of it often and imagine the scene clearly. Even if they come to kill me, I will tell them what they are trying to do is wrong, that education is our basic right.”

Malala Yousafzai (1997) Pakistani children's education activist

Malala in Interview with a Pakistani Television network, 2011-12; Cited in: The girl who wanted to go to school http://www.newyorker.com/online/blogs/newsdesk/2012/10/the-girl-who-wanted-to-go-to-school.html." The New Yorker by Basharat Peer, posted October 10, 2012
2010 -

Imagination , Thinking

“Prosecution of the criminal and education of the ignorant are the remedies. It is fundamental that freedom is not to be secured by disobedience to law. Even the freedom of the slave depended on the supremacy of the Constitution. There is no mystery about this. They who sin are the servants of sin. They who break the laws are the slaves of their own kind. It is not for the advantage of others that the citizen is abjured to obey the laws, but for his own advantage. That what he claims a right to do to others, that must he admit others have a right to do to him. His obedience is his own protection. He is not submitting himself to the dictates of others, but responding to the requirements of his own nature.”

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

1920s, Law and Order (1920)

Law , Nature , Freedom , Dependency

“God has blessed our family with some means. Can we not offer at least one of our members for the service of the nation? Having provided me with education, moral instruction and all sorts of qualifications, can you not turn me over to the Samaj (society), to which we owe so much? This will hardly be any kind of sacrifice, it will rather be an investment. It is like providing the farm of the Samaj with manure. We are nowadays interested only in reaping the harvest and have forgotten to provide the field with manure. There is thus the danger of our land becoming barren and unproductive. Can we not forgo a few worthless ambitions for the protection and benefit of a Samaj and a faith, for which Rama suffered exile, Krishna bore innumerable hardships, Rana Pratap wandered about from forest to forest, Shivaji staked his all, and Guru Govind Singh allowed his little sons to be buried alive?”

Deendayal Upadhyaya (1916–1968) RSS thinker and co-founder of the political party Bharatiya Jana Sangh

Letter to his uncle in 1942, quoted in L.K. Advani, My Country My Life (2008)

God , Family , Faith , Suffering

“The movie stars Michelle Pfeiffer as LouAnne Johnson… [h]er teaching methods are inventive. She bribes them with candy bars and free trips to amusement parks, and involves them in the words of that important poet, Bob Dylan (the Tambourine Man might have been a drug dealer!). Soon they're in the school library, finding connections between Bob Dylan and Dylan Thomas… [w]hat, exactly, will these disadvantaged inner-city kids accomplish by being bribed with candy bars and the "relevancy" of Bob Dylan? Can they read and write? Can they compete in the job market? An educational system that has brought them to the point we observe in the first classroom scene has already failed them so miserably that all of Miss Johnson's karate lessons are not going to be much help.”

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

Review of http://www.rogerebert.com/reviews/dangerous-minds-1995 Dangerous Minds (11 August 1995)
Reviews, One-and-a-half star reviews

School , Star , Reading , Help

“The lover of education labors first of all to educate himself.”

John Lancaster Spalding (1840–1916) Catholic bishop

Source: Aphorisms and Reflections (1901), p. 180

Lovers

“[The national economy is] a set of powers and ways used by a nation to keep and improve physical existence of its members… Moral good of a nation is a consequence of its education, and its physical good is a result of national economy.”

Fryderyk Skarbek (1792–1866) Polish noble

Source: Dictionary of political economy, 1818, p. 159, as cited in: Zabieglik (2002).

Way

“The aptitudes needed to conduct a real research project are fundamentally different from the ones needed for purposes of scientific vulgarisation (like education). This is because above and beyond a capacity for understanding problems and thinking and expressing oneself clearly – something that every good teacher has –an enormous amount of perseverance and stamina is necessary, and above all a scientific approach rooted in real inventiveness.”

Éric Pichet (1960) economist

Source: The Epistemology of Social Science (2011), p. 87.

Understanding , Problem , Thinking , Teachers

“Children have to be educated, but they have also to be left to educate themselves.”

Ernest Dimnet (1866–1954) French writer

Attributed to Ernest Dimnet in: Rhonda L. Clements, Leah Fiorentino (2004) The Child's Right to Play: A Global Approach. p. 111

Children

“Education would be a divine thing, if it did nothing more than help us to think and love great thoughts instead of little thoughts.”

John Lancaster Spalding (1840–1916) Catholic bishop

Source: Aphorisms and Reflections (1901), p. 96

Love , Thinking , Help

“...he took his lesson of political morality as learned, his notice to quit as duly served, and supposed his education to be finished.

Everyone thought so, and the whole City was in a turmoil. Any intelligent education ought to end when it is complete. One would then feel fewer hesitations and would handle a surer world. The old-fashioned logical drama required unity and sense; the actual drama is a pointless puzzle, without even an intrigue. When the curtain fell on Gladstone's speech, any student had the right to suppose the drama ended; none could have affirmed that it was about to begin; that one's painful lesson was thrown away.”

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

The Education of Henry Adams (1907), Chapter X Political Morality

Pain , World , Feeling , Intelligence

“It was little consolation that I had been ‘in good company’ in my ignorance of genetics; in fact, that aspect of the situation seemed even more alarming to me. I was overwhelmed by the realization of the almost Herculean job that would be needed to get the majority of psychologists and educators fully to recognize the importance of genetics for the understanding of variation in psychological traits. Hence, rather than attempting at first to add small increments of original empirical research to the body of knowledge on the genetics of human abilities, I thought my most useful role at that point was a primarily didactic one.”

Arthur Jensen (1923–2012) professor of educational psychology

Source: Differential Psychology: Towards Consensus (1987), p. 424

Understanding , Knowledge

“No refining of one's taste in matters of art or literature, no sharpening of one's powers of insight in matters of science or psychology, can ever take the place of one's sensitiveness to the life of the earth. This is the beginning and the end of a person's true education.”

John Cowper Powys (1872–1963) British writer, lecturer and philosopher

Source: The Meaning of Culture (1929), p. 175

Life , Art , Literature , Science

“Thoughtful conservatives are not unattracted to holistic providers' emphasis on self-care and personal responsibility. Thoughtful liberals and socialists are not unattracted to holistic providers' emphasis on environmental factors in disease. But neither left nor right has ever acknowledged that the holistic health movement carries within it the seeds of a whole new approach to a national health care program for this country, with its own coherent ideas about finance, delivery, research and education.”

Mark Satin (1946) American political theorist, author, and newsletter publisher

Source: New Options for America (1991), Chapter 13, "National Holistic Health Care Program: Too Sensible?," p. 100.

Health , Disease , Idea , Personality

“I'm reading a biography of St John Baptist de la Salle - Extraordinary what educational insights and experiments have existed already - and what has been forgotten!. That reformatory, for instance, which he founded on the most amazing principles somewhere around 1680…The young delinquents were detained in solitary confinement to begin with, being promoted later.. to community life.. But in their single cells they were given flowers and plants to cultivate and singing birds to breed! The prisoners took their meals together with the Brothers, and each of the boys in solitary confinement was entrusted to one particular Brother…The Jansenists were bitter opponents of the Brothers, for in all his schools de la Salle laid great stress on frequent Communion.. They did their best to oppose him personally and to hinder his work. The French Revolution wrecked his Institute, some of the Brothers were executed, others emigrated.”

Ida Friederike Görres (1901–1971) Austrian writer and noble

Broken Lights Letters 1951-59.

Life , School , Boy , Communication

“Sweden is the country a good reputation in the world around us. It is something that the Queen and I often experience during our state visit. Both the country and the people are perceived very positively. Our services and products are something we should be proud of. Sweden respected as a nation and it is with pleasure and pride that I represent our country. For example, noted Nobel Prize much and it helps to show up Sweden as a nation that promotes education and science.”

Carl XVI Gustaf of Sweden (1946) King of Sweden

royalcorrespondent.com http://royalcorrespondent.com/2013/02/15/an-interview-with-his-majesty-king-carl-xvi-gustaf-of-sweden/

People , Pleasure , World , Science

“Islam is the best, but we Muslims are not the best. The West is neither corrupted nor degenerate. It is strong, well-educated, and organized. Their schools are better than ours. Their cities are cleaner than ours. The level of respect for human rights in the West is higher, and the care for the poor and less capable is better organized. Westerners are usually responsible and accurate in their words. Instead of hating the West, let us proclaim cooperation instead of confrontation.”

Alija Izetbegović (1925–2003) Chairman of the Presidency of Bosnia and Herzegovina

As quoted in The Two Faces of Islam, by Stephen Schwartz

Hate , School , Strong

“I consider an human soul without education like marble in the quarry, which shews none of its inherent beauties till the skill of the polisher fetches out the colours, makes the surface shine, and discovers every ornamental cloud, spot and vein that runs through the body of it.”

Joseph Addison (1672–1719) politician, writer and playwright

No. 215 (6 November 1711).
The Spectator (1711–1714)

Beauty , Soul

“The proud spirit of the original owners of these vast prairies inherited through centuries of fierce and bloody wars for their possession, lingered last in the bosom of Sitting Bull. With his fall the nobility of the Redskin is extinguished, and what few are left are a pack of whining curs who lick the hand that smites them. The Whites, by law of conquest, by justice of civilization, are masters of the American continent, and the best safety of the frontier settlements will be secured by the total annihilation of the few remaining Indians. Why not annihilation? Their glory has fled, their spirit broken, their manhood effaced; better that they die than live the miserable wretches that they are. History would forget these latter despicable beings, and speak, in later ages of the glory of these grand Kings of forest and plain that Cooper loved to heroism.
We cannot honestly regret their extermination, but we at least do justice to the manly characteristics possessed, according to their lights and education, by the early Redskins of America.”

L. Frank Baum (1856–1919) Children's writer, editor, journalist, screenwriter

Saturday Pioneer (20 December 1890)
The Aberdeen Saturday Pioneer (1890 and 1891)

Love , War , Age , Justice

“We are doomed to repeat the mistakes of the past, and no amount of education gleaned from our propensity for self-destruction and misguided thinking ever teaches us anything. Not anything that we remember for more than a generation or two.”

Terry Brooks book Bearers of the Black Staff

Bearers of the Black Staff

Thinking , Past

“On the side adverse to the Government are found…in profuse abundance, station, title, wealth, social influence, the professions, or the large majority of them—in a word, the spirit and power of class. These are the main body of the opposing host. Nor is that all. As knights of old had squires, so in the great army of class each enrolled soldier has, as a rule, dependents. The adverse host, then, consists of class and the dependents of class. But this formidable army is in the bulk of its constituent parts the same…that has fought in every one of the great political battles of the last 60 years, and has been defeated. We have had great controversies before this great controversy—on free trade, free navigation, public education, religious equality in civil matters, extension of the suffrage to its present basis. On these and many other great issues the classes have fought uniformly on the wrong side, and have uniformly been beaten by a power more difficult to marshal, but resistless when marshalled—by the upright sense of the nation.”

William Ewart Gladstone (1809–1898) British Liberal politician and prime minister of the United Kingdom

Address to the electors of Midlothian, Daily Review (3 May 1886), quoted in The Times (4 May 1886), p. 5.
1880s

Sense , Parting , Dependency , Wealth

“The last speaker alluded to this movement as being that of a few disappointed women. From the first years to which my memory stretches, I have been a disappointed woman… I was disappointed when I came to seek a profession worthy an immortal being—every employment was closed to me, except those of the teacher, the seamstress, and the housekeeper. In education, in marriage, in religion, in everything, disappointment is the lot of woman. It shall be the business of my life to deepen this disappointment in every woman's heart until she bows down to it no longer.”

Lucy Stone (1818–1893) American abolitionist and suffragist

Remark made at a National Woman's Rights Convention in Cincinnati, Ohio. (1855) as quoted in Feminism: The Essential Historical Writings (1972) by Miriam Schnier

Life , Women , Marriage , Religion

“There’s so much goodness there, and such a value placed on education, which is sort of universal among Jews around the world. I appreciate that obviously, to be a part of that.”

Natalie Portman (1981) Israeli-American actress

Interview, Jewish Chronicle, 6 July 2007 http://thejc.com/home.aspx?AId=44797&ATypeId=1&search=true2&srchstr=Natalie%20Portman&srchtxt=1&srchhead=1&srchauthor=1&srchsandp=1&scsrch=0

World , Universe , Parting

“If it is the drive of our time, after freedom of thought is won, to pursue it to that perfection through which it changes to freedom of the will in order to realize the latter as the principle of a new era, then the final goal of education can no longer be knowledge, but the will born out of knowledge, and the spoken expression of that for which it has to strive is: the personal or free man. Truth consists in nothing other than man's revelation of himself, and thereto belongs the discovery of himself, the liberation from all that is alien, the uttermost abstraction or release from all authority, the re-won naturalness. Such thoroughly true men are not supplied by school; if they are there, they are there in spite of school.”

Max Stirner book The False Principle of our Education

Source: The False Principle of our Education (1842), p. 21

Men , Truth , School , Nature

“Animal training may give one the means to make a living; liberal education gives living a meaning.”

Everett Dean Martin (1880–1941)

Source: The Meaning of a Liberal Education (1926), p. 44

Animals , Training

“As for more than twenty years my principal work has been devoted to the ancient literature of India, I cannot but feel a deep and real sympathy for all that concerns the higher interests of the people of that country. Though I have never been in India, I have many friends there, both among the civilians and among the natives, and I believe I am not mistaken in supposing that the publication in England of the ancient sacred writings of the Brahmans, which had never been published in India, and other contributions from different European scholars towards a better knowledge of the ancient literature and religion of India, have not been without some effect on the intellectual and religious movement that is going on among the more thoughtful members of Indian society. I have sometimes regretted that I am not an Englishman, and able to help more actively in the great work of educating and improving the natives. But I do rejoice that this great task of governing and benefiting India should have fallen to one who knows the greatness of that task and all its opportunities and responsibilities, who thinks not only of its political and financial bearings, but has a heart to feel for the moral welfare of those millions of human beings that are, more or less directly, committed to his charge. India has been conquered once, but India must be conquered again, and that second conquest should be a conquest by education. Much has been done for education of late, but if the funds were tripled and quadrupled, that would hardly be enough. The results of the educational work carried on during the last twenty years are palpable everywhere. They are good and bad, as was to be expected. It is easy to find fault with what is called Young Bengal, the product of English ideas grafted on the native mind. But Young Bengal, with all its faults, is full of promise. Its bad features are apparent everywhere, its good qualities are naturally hidden from the eyes of careless observers.... India can never be anglicized, but it can be reinvigorated. By encouraging a study of their own ancient literature, as part of their education, a national feeling of pride and self-respect will be reawakened among those who influence the large masses of the people. A new national literature may spring up, impregnated with Western ideas, yet retaining its native spirit and character. The two things hang together. In order to raise the character of the vernaculars, a study of the ancient classical language is absolutely necessary: for from it these modern dialects have branched off, and from it alone can they draw their vital strength and beauty. A new national literature will bring with it a new national life and new moral vigour. As to religion, that will take care of itself. The missionaries have done far more than they themselves seem to be aware of, nay, much of the work which is theirs they would probably disclaim. The Christianity of our nineteenth century will hardly be the Christianity of India. But the ancient religion of India is doomed — and if Christianity does not step in, whose fault will it be?”

Max Müller (1823–1900) German-born philologist and orientalist

Letter to the Duke of Argyll, published in The Life and Letters of Right Honorable Friedrich Max Müller (1902) edited by Georgina Müller

Life , People , Religion , Beauty

“Experience shows that what great role pratice and experience play in education; pratice, the prolonged exercice lead to habit: exemple suggests imitation. Habit can become a second nature, but, wrongly directed (or guided), it may also heighten (or intensify) unfortunate tendencies and be an obstacle to progress.”

African Spir (1837–1890) Russian philosopher

Source: Words of a Sage : Selected thoughts of African Spir (1937), p. 57.

Nature

“It was the devout hope of Macaulay… and of many others, that the diffusion of new learning among the higher classes would see the dissolution of Hinduism and the widespread acceptance of Christianity. The missionaries were of the same view, and they entered the education field with enthusiasm, providing schools and colleges in many parts of India where education in the Christian Bible was compulsory for Hindu students. The middle classes accepted Western education with avidity and willingly studied Christian scriptures, but neither the dissolution of Hindu society so hopefully predicted nor the conversion of the intellectuals so devoutly hoped for showed any sign of materialization. On the other hand, Hinduism assimilated the new learning, and the effects were soon visible all over India in a revival of a universalistic religion based on the Vedanta.”

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

School , Religion , Hope , Study

“Who is going to educate the human race in the principles and practice of conservation?”

Aldous Huxley book Brave New World Revisited

Source: Brave New World Revisited (1958), Chapter 12 (p. 112)

“[Receiving an anonymous email about animals getting skinned alive for fur] made me furious, and angry and depressed. I was an animal lover my whole life, but I never realized that humans beings were capable of such cruelty. … It was a huge wake-up call for me, and I knew I had to get involved, so I dedicated my life basically to being a voice for animals because they're voiceless and defenseless. … If you're an animal lover, just try to educate your friends and be a voice. Always try to find products that are not tested on animals and stay away from fur. … It's amazing how powerful social media can be – animals can be saved just because people share info and care. It's all about being active and just trying to make the world a better place.”

Joanna Krupa (1979) Polish-American model and actress

“Joanna Krupa: Why She’s Happy ‘Real Housewives’ Is In The Past And Her Life As A Devoted Animal Activist,” interview with HNGN (4 November 2015) http://www.hngn.com/articles/146928/20151104/joanna-krupa-ultimatum-helped-career-why-s-happy-real-housewives.htm.

Life , People , World , Lovers

“In response to a question about what "keeps her up at night", I worry about the fact that in K-12 education I can look at your zip code and tell whether or not you're going to get a good education.”

Condoleezza Rice (1954) American Republican politician; U.S. Secretary of State; political scientist

Interview by Donna Shalala C-Span Video Library No Higher Honor http://www.c-spanvideo.org/program/302536-1 University of Miami, School of Business Administration, November 3, 2011.

Question , Night

“While Islamophobia like anti-Semitism is centuries old, it too will not be eradicated easily or soon. Therefore we all have a critical role to play: Government policy makers, educational institutions and the media, religious and political leaders, educators, media people, believers and unbelievers, the private and public sectors and international organisations like the UN are charged today to address and promote inter-religious and inter-cultural dialog to build a world based upon a modern notion of tolerance, that is grounded in mutual understanding and respect for others. For the end of the day Islamophobia, anti-Semitism and other forms of intolerance know no religious, racial, tribal or national bounderies or limits. The message at the end of the day is simple and clear: Islam is not the enemy, religious extremism is.”

John Esposito (1940) writer and professor of Islamic studies

Speech at the UN seminar "Confronting Islamophobia: Education for Tolerance and Understanding" in December 2004 http://webcast.un.org/ramgen/specialevents/se041207.rm
Speech at the UN seminar on Islamophobia in 2004

People , World , Understanding

“The hedonistic approach to education did make a difference to him [Montaigne]. Having been guided early in life by his own curiosity alone, he grew up to be an independent-minded adult, following his own path in everything rather than deferring to duty and discipline.”

Sarah Bakewell book How to Live

Source: How to Live, or, A Life of Montaigne in one Question and Twenty Attempts at an Answer (2010), p. 55.

Life

“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.”

Bertram Raven (1926) American psychologist

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

“You can think of the curriculum as the shadows cast on a wall by the light of education itself as it shines over, under, around, and through the myriad phases of our experience. It is a mistake to be sure to take these shadows for the reality, but they are something that helps us find or grasp or intuit that reality. The false notions that there is a fixed curriculum, that there is a list of things that an educated person ought to know, and that the shadow-exercises on the wall themselves are the content of education—these false notions all come from taking too seriously what was originally a wise recognition—the recognition that the shadows do in fact provide a starting point in our attempt to fully envision reality.”

Andrew Abbott (1948) American sociologist and Professor of Sociology at the University of Chicago.

Abott (2002) “Welcome to the University of Chicago http://www.ditext.com/abbott/abbott_aims.html Aims of Education Address. 2002

Exercises , Thinking , Reality , Light

“Throughout human history, as our species has faced the frightening, terrorizing fact that we do not know who we are, or where we are going in this ocean of chaos, it has been the authorities — the political, the religious, the educational authorities — who attempted to comfort us by giving us order, rules, regulations, informing — forming in our minds — their view of reality. To think for yourself you must question authority and learn how to put yourself in a state of vulnerable open-mindedness, chaotic, confused vulnerability to inform yourself.”

Timothy Leary (1920–1996) American psychologist

How to Operate Your Brain (1994) http://yoism.org/?q=node/47, a guided meditation spoken by Timothy Leary and set to music.

History , Question , Thinking , Reality

“For applied psychology, whether American or German, it never had the slightest appeal, as is shown by the figures for the relevant journals, Zeitschrift fiir angewandte Psychologie, Journal of Applied Psychology, and Journal of Educational Psychology. Applied psychology had committed itself to knowledge goals that were unlikely to be advanced by the kind of investigative practice associated with Wundt's laboratory. What it was after was knowledge that could be quickly utilized by agencies of social control so as to make their work more efficient and more rationally defensible.”

Kurt Danziger (1926) German academic

66
Constructing the subject: Historical origins of psychological research. 1994

Knowledge

“[O]n most of the major issues of the last 40 years, what we were told by economists, foreign-policy experts, pundits, and the media has proven wrong — and doubly wrong given the emphases placed on such assertions by the supposedly better-educated professional classes.”

Victor Davis Hanson (1953) American military historian, essayist, university professor

2010s, The Deflation of the Academic Brand (2018)

“I knew Robert Burns, and I knew my father. Yet were you to ask me which had the greater natural faculty, I might perhaps actually pause before replying. Burns had an infinitely wider education, my father a far wholesomer. Besides, the one was a man of musical utterance; the other wholly a man of action, with speech subservient thereto. Never, of all the men I have seen, has one come personally in my way in whom the endowment from nature and the arena from fortune were so utterly out of all proportion. I have said this often, and partly know it. As a man of speculation — had culture ever unfolded him — he must have gone wild and desperate as Burns; hut he was a man of conduct, and work keeps all right. What strange shapable creatures we are!”

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

1880s, Reminiscences (1881)

Men , Music , Way , Nature

“As soon as we beat England we shall make an end of you Englishmen once and for all. Able-bodied men and women between the ages of 16 and 45 will be exported as slaves to the Continent. The old and weak will be exterminated. All men remaining in Britain as slaves will be sterilised; a million or two of the young women of the Nordic type will be segregated in a number of stud farms where, with the assistance of picked German sires, during a period of 10 or 12 years, they will produce annually a series of Nordic infants to be brought up in every way as Germans. These infants will form the future population of Britain. They will be partially educated in Germany and only those who fully satisfy the Nazi's requirements will be allowed to return to Britain and take up permanent residence. The rest will be sterilised and sent to join slave gangs in Germany. Thus, in a generation or two, the British will disappear.”

Richard Walther Darré (1895–1953) Nazi SS General

Alleged speech (1940), as reported in Life magazine. (No German source known; could be allied propaganda. Richard Walther Darré was also cited as having pro-English views, and attended King's College in Wimbledon as an exchange student in his younger years.) Quoted in "Women in Air Force Blue" - Page 213 - by Beryl E. Escott - History - 1989
Disputed

Women , Men , Age , Way

“Dr. Kallen says, "Free public education and private instruction purchasable at a price are both but the community's device to meet present needs by transmitting the past unchanged. They provide a grammar of assent, not a logic of inquiry. The mental posture they habituate the youth in is not the posture of reflection. The mental posture they habituate the youth in is the posture of conformity. They require belief, not investigation. They impose reverence for the past and idealization of the present. They envision the future as a perpetuation of the past, not as a new creation of it. They are Main Street's most powerful instrument of self-reproduction without variation…. They enable government both visible and invisible to continue by consent, for they forestall and inhibit in the citizens of the land the technique of doubt and dissent which is the necessary condition of good government and the true inward-ness of that eternal vigilance so notoriously the price of liberty."”

Everett Dean Martin (1880–1941)

Source: The Meaning of a Liberal Education (1926), p. 75

Youth , Communication , Past , Future

“How much do you think it costs to go to college? Most people are likely to answer by adding together their expenditures on tuition, room and board, books, and the like, and then deducting any scholarship funds they may receive. Suppose that amount comes to $15,000.
Economists keep score differently. They first want to know how much you would be earning if you were not attending college. Suppose that salary is $20,000 per year. This may seem irrelevant, but because you give up these earnings by attending college, they must be added to your tuition bill. You have that much less income because of your education. On the other side of the ledger, economists would not count all of the university’s bill for room and board as part of the costs of your education. They would want to know how much more it costs you to live at school rather than at home. Economists would count only these extra costs as an educational expense because you would have incurred these costs whether or not you attend college. On balance, college is probably costing you much more than you think. And, as we will see later, taking opportunity cost into account in any personal planning will help you to make more rational decisions.”

William J. Baumol (1922–2017) American economist

William Baumol and Alan Blinder, Economics: Principles and Policy (2011), Ch. 1 : What is Economics?

People , Books , School , Home

“Education means an assimilation of white American culture. It decreases the dissimilarity of the Negroes from other Americans.”

Gunnar Myrdal book An American Dilemma

Source: An American Dilemma (1944), p. 879

“I like to think of criticism as the highest intellectual effort that mankind is capable of, and above all, I like to think of self-criticism as the most difficult attainment of an educated man.”

Lin Yutang (1895–1976) Chinese writer

"The Function of Criticism at the Present Time", in The China Critic, Vol. III, no. 4 (23 January 1930), p. 81

Thinking , Effort

“Tis grand! 'tis solemn! 'tis an education of itself to look upon!”

James Fenimore Cooper book The Deerslayer

The Deerslayer (1841), Ch. 6

“that there was nothing left for us to do but to take them all, and to educate the Filipinos, and uplift and civilize and Christianize them, and by God's grace do the very best we could by them, as our fellow-men for whom Christ also died.”

William McKinley (1843–1901) American politician, 25th president of the United States (in office from 1897 to 1901)

Attributed by James F. Rusling "Interview with President McKinley" The Christian Advocate (22 January 1903), as remarks from a meeting with clergymen on 21 November 1899. The overtly religious part is disputed in Lewis Gould (1980) The Presidency of William McKinley.

Men , God , Christ