Quotes about education
page 17

Vincent Massey photo

“The great menace of civilization in the present is that we offer an education with too little regard for the roots.”

Vincent Massey (1887–1967) Governor General of Canada

Address at the University of Western Ontario, London, Ontario, March 7, 1953
Speaking Of Canada - (1959)

African Spir photo

“Only a moral education based on free inner discipline can bring to bear a salutary action and lead to a true morality.”

African Spir (1837–1890) Russian philosopher

Source: Words of a Sage : Selected thoughts of African Spir (1937), p. 59.

John Lancaster Spalding photo
John Stuart Mill photo
Abdourahman A. Waberi photo
Jehst photo

“Selling eighths to an eighth of the population, giving them a proper education
Teeth chatter when I walk past hearts of glass… shatter, I shape planets out of dark matter”

Jehst (1979) British rapper

Citizen Smif
The Return of the Drifter EP (2002), Falling Down LP (2003)

“Education, like neurosis, begins at home.”

Milton Sapirstein (1914–1996) American psychiatrist

Paradoxes of Everyday Life http://books.google.com/books?id=HZ4MAAAAIAAJ&q=%22Education+like+neurosis+begins+at+home%22&pg=PA40#v=onepage (1953)

Joni Madraiwiwi photo

“It (education) broadens our minds and creates opportunities, equipping us with the skills and the knowledge to participate in the world beyond the classroom.”

Joni Madraiwiwi (1957–2016) Fijian politician

Address to Sathya Sai School in Matawalu, Ba Province, 8 February 2006.

Jacques Ellul photo
Hermann Hesse photo
Ernesto Che Guevara photo
Chris Hedges photo
Michelle Obama photo
Clement Attlee photo
Henry Adams photo
Fali Sam Nariman photo
Edward Heath photo
William F. Buckley Jr. photo
Jussi Halla-aho photo
Jerry Pournelle photo
Alex Salmond photo

“It is only the ignorant who despise education.”

Publilio Siro Latin writer

Maxim 571
Sentences, The Moral Sayings of Publius Syrus, a Roman Slave

Thomas Carlyle photo

“It is now one of my greatest blessings (for which I would thank Heaven from the heart) that he lived to see me, through various obstructions, attain some look of doing well. He had "educated" me against much advice, I believe, and chiefly, if not solely, from his own noble faith. James Bell, one of our wise men, had told him, "Educate a boy, and he grows up to despise his ignorant parents." My father once told me this, and added, "Thou hast not done so; God be thanked for it." I have reason to think my father was proud of me (not vain, for he never, except when provoked, openly bragged of us); that here too he lived to see the pleasure of the Lord prosper in his hands. Oh, was it not a happiness for me! The fame of all this planet were not henceforth so precious.”

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

1880s, Reminiscences (1881)
Context: Clearness, emphatic clearness, was his highest category of man's thinking power. He delighted always to hear good argument. He would often say, I would like to hear thee argue with him." He said this of Jeffrey and me, with an air of such simple earnestness, not two years ago (1830), and it was his true feeling. I have often pleased him much by arguing with men (as many years ago I was prone to do) in his presence. He rejoiced greatly in my success, at all events in my dexterity and manifested force. Others of us he admired for our "activity," our practical valor and skill, all of us (generally speaking) for our decent demeanor in the world. It is now one of my greatest blessings (for which I would thank Heaven from the heart) that he lived to see me, through various obstructions, attain some look of doing well. He had "educated" me against much advice, I believe, and chiefly, if not solely, from his own noble faith. James Bell, one of our wise men, had told him, "Educate a boy, and he grows up to despise his ignorant parents." My father once told me this, and added, "Thou hast not done so; God be thanked for it." I have reason to think my father was proud of me (not vain, for he never, except when provoked, openly bragged of us); that here too he lived to see the pleasure of the Lord prosper in his hands. Oh, was it not a happiness for me! The fame of all this planet were not henceforth so precious.

Margaret Mead photo
Kurt Gödel photo

“But every error is due to extraneous factors (such as emotion and education); reason itself does not err.”

Kurt Gödel (1906–1978) logician, mathematician, and philosopher of mathematics

Attributed as a remark of 29th November 1972, in Incompleteness (2005) by Rebecca Goldstein

Ward Churchill photo
R. H. Tawney photo
Newton Lee photo

“The cookie-cutter education system has failed both genius kids and special-needs children. Status quo stifles creativity.”

Newton Lee American computer scientist

Google It: Total Information Awareness, 2016

“Liberal education is liberation from vulgarity. The Greeks had a beautiful word for “vulgarity”; they called it apeirokalia, lack of experience in things beautiful. Liberal education supplies us with experience in things beautiful.”

Leo Strauss (1899–1973) Classical philosophy specialist and father of neoconservativism

“What is liberal education,” p. 8
Liberalism Ancient and Modern (1968)

Arthur Waley photo

“Anyone with a good classical education could learn Chinese by himself without difficulty.”

Arthur Waley (1889–1966) British academic

1968 remark, quoted in Japan Quarterly, Vol. XVIII, No. 1 (January-March 1971), p. 107

Mark Satin photo
Peter Kropotkin photo
Aron Ra photo
Tawakkol Karman photo
Otto Neurath photo

“Finally it should be noted that the picture education, especially the pictorial statistics, are of international importance. Words carry more emotional elements than set pictures, which can be observed by people of different countries, different parties without any protest; Words divide, pictures unite.”

Otto Neurath (1882–1945) austrian economist, philosopher and sociologist

Otto Neurath (1931), "Bildstatistik nach Wiener Methode", Die Volksschule 27 (1931): 569 ; Translated and cited in Sybilla Nikolow (2013) "‘Words Divide, Pictures Unite.’Otto Neurath’s Pictorial Statistics in Historical Context."
1930s

David Hume photo
Robert Owen photo
Harry V. Jaffa photo
Aga Khan IV photo

“Pluralist societies are not accidents of history. They are a product of enlightened education and continuous investment by governments and all of civil society in recognizing and celebrating the diversity of the world’s peoples.”

Aga Khan IV (1936) 49th and current Imam of Nizari Ismailism

In a speech on Democratic Development, Pluralism and Civil Society delivered at the Nobel Institute, Oslo, Norway (7 April 2005). http://www.akdn.org/speech/nobel-institute-oslo

George Long photo

“A mass culture is a culture which can be appropriated by the meanest capacities without any intellectual or moral effort whatsoever. … Liberal education is the counterpoison to mass culture, to the corroding effects of mass culture, to its inherent tendency to produce nothing but “specialists without spirit or vision and voluptuaries without heart.””

Leo Strauss (1899–1973) Classical philosophy specialist and father of neoconservativism

“What is liberal education,” p. 5 [The phrase “specialists without spirit or vision and voluptuaries without heart.” is from Max Weber]
Liberalism Ancient and Modern (1968)

Matthew Henry photo

“Men of polite learning and a liberal education.”

Matthew Henry (1662–1714) Theologician from Wales

Acts 10.
Commentaries

John Eatwell, Baron Eatwell photo
Zakir Hussain (politician) photo
David Attenborough photo
Silvio Berlusconi photo

“Freedom means having the right to freely educate your children, and freely means no obligation to send them in a public school, where teachers want to inculcate principles different from the principles that their parents want to inculcate them in a familiar context.”

Silvio Berlusconi (1936) Italian politician

On public school, in Adoptions, gay couples and public school in la Repubblica (1 March 2011) http://www.repubblica.it/politica/2011/02/26/news/berlusconi_rafforza-12922793/index.html
2011

John F. Kennedy photo
Henry Adams photo
Colin Wilson photo
Anish Kapoor photo
Johann Sebastian Bach photo

“To the glory of the most high God alone, and that my neighbour may be educated thereby.”

Johann Sebastian Bach (1685–1750) German late baroque era composer

Dem höchsten Gott allein zu Ehren,
Dem Nächsten draus sich zu belehren.
Epigraph to the Orgelbüchlein, cited from Carl Hermann Bitter Johann Sebastian Bach (Berlin: Ferdinand Schneider, 1865), vol. 1, p. 145; translation from Rush Rhees (ed.) Ludwig Wittgenstein: Personal Recollections (Oxford: Basil Blackwell, 1981), p. 182

Koila Nailatikau photo
Manmohan Singh photo

“Sri Sathya Sai Baba as a preacher of the highest human values was an iconic figure for over five decades. He endeared himself to the people through various institutions, with headquarters at Prashanthi Nilayam, that promoted egalitarian values, education and public health.”

Manmohan Singh (1932) 13th Prime Minister of India

In an eulogy to Sathya Sai Baba, as quoted in "Nation mourns Sai Baba's death, Manmohan Singh calls him iconic figure" http://www.dnaindia.com/india/report-nation-mourns-sai-babas-death-manmohan-singh-calls-him-iconic-figure-1535718, DNA India (24 April 2011)
2011-present

John Stuart Mill photo
Penn Jillette photo
Dana Gioia photo
Richard Summerbell photo

“The faith that education would destroy intolerance is false. It may be partly true, but people find that intolerance is fun.”

Richard Summerbell (1956) Canadian mycologist

The Ubyssey (student newspaper of the University of British Columbia), February 9, 1979

J. William Fulbright photo
Jim Yong Kim photo
Mao Zedong photo

“Our educational policy must enable everyone who receives an education to develop morally, intellectually and physically and become a worker with both socialist consciousness and culture.”

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

On the Correct Handling of Contradictions Among the People

George D. Herron photo
Laurent Clerc photo

“Every creature, every work of God, is admirably well made; but if any one appears imperfect in our eyes, it does not belong to us to criticise it. Perhaps that which we do not find right in its kind, turns to our advantage, without our being able to perceive it. Let us look at the state of the heavens, one while the sun shines, another time it does not appear; now the weather is fine; again it is unpleasant; one day is hot, another is cold; another time it is rainy, snowy or cloudy; every thing is variable and inconstant. Let us look at the surface of the earth: here the ground is flat; there it is hilly and mountainous; in other places it is sandy; in others it is barren; and elsewhere it is productive. Let us, in thought, go into an orchard or forest. What do we see? Trees high or low, large or small, upright or crooked, fruitful or unfruitful. Let us look at the birds of the air, and at the fishes of the sea, nothing resembles another thing. Let us look at the beasts. We see among the same kinds some of different forms, of different dimensions, domestic or wild, harmless or ferocious, useful or useless, pleasing or hideous. Some are bred for men's sakes; some for their own pleasures and amusements; some are of no use to us. There are faults in their organization as well as in that of men. Those who are acquainted with the veterinary art, know this well; but as for us who have not made a study of this science, we seem not to discover or remark these faults. Let us now come to ourselves. Our intellectual faculties as well as our corporeal organization have their imperfections. There are faculties both of the mind and heart, which education improve; there are others which it does not correct. I class in this number, idiotism, imbecility, dulness. But nothing can correct the infirmities of the bodily organization, such as deafness, blindness, lameness, palsy, crookedness, ugliness. The sight of a beautiful person does not make another so likewise, a blind person does not render another blind. Why then should a deaf person make others so also? Why are we Deaf and Dumb? Is it from the difference of our ears? But our ears are like yours; is it that there may be some infirmity? But they are as well organized as yours. Why then are we Deaf and Dumb? I do not know, as you do not know why there are infirmities in your bodies, nor why there are among the human kind, white, black, red and yellow men. The Deaf and Dumb are everywhere, in Asia, in Africa, as well as in Europe and America. They existed before you spoke of them and before you saw them.”

Laurent Clerc (1785–1869) French-American deaf educator

Statement of 1818, quoted in Through Deaf Eyes: A Photographic History of an American Community (2007) by Douglas C. Baynton, Jack R. Gannon, and Jean Lindquist Bergey

Vincent Massey photo

“The neglect of the humanities in present-day education is doubtless not a cause but a symptom of an age.”

Vincent Massey (1887–1967) Governor General of Canada

Address at the Centenary Dinner of University College, Toronto, October 16, 1953
Speaking Of Canada - (1959)

Joseph Strutt photo
Paulo Freire photo

“Education as the exercise of domination stimulates the credulity of students, with the ideological intent (often not perceived by educators) of indoctrinating them to adapt to the world of oppression.”

Paulo Freire (1921–1997) educator and philosopher

Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2

“Enormous resources are invested in pseudoscience that could be better invested in improving the health and education of the public.”

Mordechai Ben-Ari (1948) Israeli computer scientist

Source: Just a Theory: Exploring the Nature of Science (2005), Chapter 5, “Pseudoscience: What Some People Do Isn’t Science” (p. 95)

Friedrich Engels photo
Stanley Baldwin photo
William Torrey Harris photo
Nicholas Murray Butler photo

“Public opinion* is the unseen product of education and practical experience. Education, in turn, is the function, in co-operation, of the family, the church and the school. If the family fails in its guiding influence and discipline and if the church fails in its religious instruction, then everything is left to the school, which is given an impossible burden to bear. It is just this situation which has arisen in the United States during the generation through which we are still passing. In overwhelming proportion, the family has become almost unconscious of its chief educational responsibility. In like manner, the church, fortunately with some noteworthy exceptions, has done the same. The heavy burden put upon the school has resulted in confused thinking, unwise plans of instruction and a loss of opportunity to lay the foundations of true education, the effects of which are becoming obvious to every one. Fundamental dis cipline, both personal and social, has pretty well disappeared, and, without that discipline which develops into self-discipline, education is impossible.
What are the American people going to do about it? If they do not correct these conditions, they are simply playing into the hands of the advocates of a totalitarian state, for that type of state is at least efficient, and it is astonishing to how many persons efficiency makes stronger appeal than liberty.
Then, too, we have many signs of an incapacity to understand and to interpret liberty, or to distinguish it from license. There is a limit to liberty, and liberty ends where license begins. It is very difficult for many persons to understand this fact or to grasp its implications. If we are to have freedom of speech, freedom of thought and freedom of the press, why should we not be free to say and think and print whatever we like? The answer is that the limit between liberty and license must be observed if liberty itself is to last. To suppose, as many individuals and groups seem to do, that liberty of thought and liberty of speech* include liberty to agitate for the destruction of liberty itself, indicates on the part of such persons not only lack of common sense but lack of any sense o humor. If liberty is to remain, the barrier between liberty and license must be recognized and observed.”

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

Liberty-Equality-Fraternity (1942)

Lee Kuan Yew photo

“Of course there are Chinese millionaires in big cars and big houses. Is it the answer to make a few Malay millionaires with big cars and big houses? How does telling a Malay bus driver that he should support the party of his Malay director (UMNO) and the Chinese bus conductor to join another party of his Chinese director (MCA) - how does that improve the standards of the Malay bus driver and the Chinese bus conductor who are both workers in the same company? If we delude people into believing that they are poor because there are no Malay rights or because opposition members oppose Malay rights, where are we going to end up? You let people in the kampongs believe that they are poor because we don't speak Malay, because the government does not write in Malay, so he expects a miracle to take place in 1967 (the year Malay would become the national and sole official language in Malaysia). The moment we all start speaking Malay, he is going to have an uplift in the standard of living, and if doesn't happen, what happens then? Meanwhile, whenever there is a failure of economic, social and educational policies, you come back and say, oh, these wicked Chinese, Indian and others opposing Malay rights. They don't oppose Malay rights. They, the Malay, have the right as Malaysian citizens to go up to the level of training and education that the more competitive societies, the non-Malay society, has produced. That is what must be done, isn't it? Not to feed them with this obscurantist doctrine that all they have got to do is to get Malay rights for the few special Malays and their problem has been resolved.”

Lee Kuan Yew (1923–2015) First Prime Minister of Singapore

Lee Kuan Yew in the Parliament of Malaysia, 1965 http://maddruid.com/?p=645
1960s

James Bryce, 1st Viscount Bryce photo
Menno Simons photo
Aldo Palazzeschi photo
Jim Yong Kim photo
Gabriele Münter photo
Ben Bernanke photo

“To avoid large and unsustainable budget deficits, the nation will ultimately have to choose among higher taxes, modifications to entitlement programs such as Social Security and Medicare, less spending on everything else from education to defense, or some combination of the above.”

Ben Bernanke (1953) American economist

Speech given on Apr. 7, 2010 to the Dallas Regional Chamber of Commerce, "Economic Challenges: Past, Present and Future" http://www.federalreserve.gov/newsevents/speech/bernanke20100407a.pdf. (See pages 13-14 of the speech transcript).

Lyndon B. Johnson photo

“This year we must continue to improve the quality of American life. Let us fulfill and improve the great health and education programs of last year, extending special opportunities to those who risk their lives in our armed forces. I urge the House of Representatives to complete action on three programs already passed by the Senate—the Teacher Corps, rent assistance, and home rule for the District of Columbia. In some of our urban areas we must help rebuild entire sections and neighborhoods containing, in some cases, as many as 100,000 people. Working together, private enterprise and government must press forward with the task of providing homes and shops, parks and hospitals, and all the other necessary parts of a flourishing community where our people can come to live the good life. I will offer other proposals to stimulate and to reward planning for the growth of entire metropolitan areas. Of all the reckless devastations of our national heritage, none is really more shameful than the continued poisoning of our rivers and our air. We must undertake a cooperative effort to end pollution in several river basins, making additional funds available to help draw the plans and construct the plants that are necessary to make the waters of our entire river systems clean, and make them a source of pleasure and beauty for all of our people. To attack and to overcome growing crime and lawlessness, I think we must have a stepped-up program to help modernize and strengthen our local police forces. Our people have a right to feel secure in their homes and on their streets—and that right just must be secured. Nor can we fail to arrest the destruction of life and property on our highways.”

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

1960s, State of the Union Address (1966)

François Bernier photo
Mao Zedong photo

“…for the teaching of this kind I will devote myself to translating what is said more fully by many authors, and especially those whom mother Greece educated, whilst the Latins were oppressed by lack,... of knowledge.”
...ad doctrinam huiusmodi copiosius a perpluribus dicta auctoribus, et praecipue ab his quos mater educavit Graecia, Latinorum cogente penuria, . . . transferenda conferam

Alfano I, Archbishop of Salerno (1015–1085) Archbishop of Salerno

From the preface to his translation http://www.sal.tohoku.ac.jp/phil/DIDASCALIA/2CHBURNE.PDF of the Premnon phisicon of Nemesius.

Paul Karl Feyerabend photo
Henri Fayol photo
Aron Ra photo
Gunnar Myrdal photo
Rajiv Gandhi photo
Laisenia Qarase photo