Quotes about education
page 18

“With any work of art, what happens is if you're open to seeing it you probably have a sensation," he tells the talk show host, "and that sensation leads to an experience and that experience is private and deals with your background, where you were born, what you've been exposed to, who you know, what your education was; and it will lead to other ways of thinking about other things.”

Richard Serra (1939) American sculptor

Charlie Rose interview (2013)

Art, Way, Thinking

“Oh I don't need an education
Just a microphone's intoxication
And I can't deal with concentration
Give me tongues and stimulation”

Katy Rose (1987) American singer

Vacation
Because I Can

“I’m going to put it to you straight. Never mind about being chief engineer of a planet; these days even a farmer needs the best education he can get. Without it he’s just a country bumpkin, a stumbling peasant, poking seeds into the ground and hoping a miracle will make them grow.”

Robert A. Heinlein book Farmer in the Sky

Source: Farmer in the Sky (1950), Chapter 20, “Home” (pp. 218-219)

Hope, Country

“In this day and age, I consider Genesis, out of all the other books of the Bible, to be the most attacked, scoffed at, and ridiculed—from within parts of the church and outside. You see, because of the indoctrination in the belief evolution and millions of years through the education system and media, many people believe that Genesis 1-11 cannot be taken as literal history. As a result, such evolutionary teaching is a stumbling block to many non-Christians even listening to the gospel from the Word of God—and many people in the church are put on a slippery slide of unbelief in the Scriptures as the infallible Word of God.”

Ken Ham (1951) Australian young Earth creationist

"The Erosion of God's Word: It's Catastrophic!" http://blogs.answersingenesis.org/blogs/ken-ham/2014/06/17/the-erosion-of-gods-word-its-catastrophic/, Around the World with Ken Ham (July 17, 2014) Around the World with Ken Ham (May 2005 - Ongoing)

God, People, Books, Age

“Much of what we call consumption constitutes investment in human capital. Direct expenditures on education, health, and internal migration to take advantage of better job opportunities are clear examples. Earnings foregone by mature students attending school and by workers acquiring on the-job training are equally clear examples.”

Theodore Schultz (1902–1998) American economist

Source: "Investment in human capital," 1961, p. 1

Health, School, Training

“I will assert that U. S. economic growth is in lockstep with science and technology and, by extension, science education.”

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

[NewsBank, J.D. Velasco, Study: California's elementary schools barely teach science, The Whittier Daily News, California, October 25, 2011]

Science

“Since 9/11, I’ve spent way too much of my time in places like Afghanistan, Pakistan, Yemen, Syria and Libya, and the U. S. approach in dealing with those security problems has been to rely on the military toolbox and blow things up. We’ve seen that that’s a very expensive toolbox, and I think we’ve underinvested in the women’s empowerment toolbox and the education toolbox, which are also imperfect but are also powerful tools to bring about change.”

Nicholas D. Kristof (1959) journalist, author, columnist

[Removing the Barriers for Women Around the Globe], The New York Times (30 September 2018)

Women, Way, Problem, Thinking

“First and foremost must come the recognition and the realization that education is not a luxury in colonial areas, but it is as much a necessity as in free countries. It is an amenity to which every citizen has a right. It is a social service which should be the first charge on the finances of a country. And in advanced countries it is not uncommon for the state to spend as much as 25 per cent of their revenue on education.”

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

1954 statement calling for more spending on education.

Country

“The extreme ignorance and gullibility of the foreign press provides the negationists with a strategic cover. Most English-knowing Indians believe that the Western intelligentsia is more objective and competent, and they keep on believing this even in domains where the West is completely ignorant and incompetent. So the negationists feel supported in the back by an outside world which they can manipulate but which many in India still consider as a standard of truth. If the Hindu leadership had taken the trouble of studying the mental determinants of India's political configuration, it would have blown this cover away by spreading first-hand information to the foreign media, and educating them about the Stalinist-Islamic grip on the Indian establishment.”

Koenraad Elst (1959) orientalist, writer

1990s, Negationism in India, (1992)

Truth, World, Feeling, Support

“The Church was the preserver of the remnants of intellectual culture, the sole schoolmistress of the raw peoples. Her clergy long had almost a monopoly of education, and were the secretaries of the nobles, the chancellors and prime ministers of kings.”

Walter Rauschenbusch (1861–1918) United States Baptist theologian

Source: Christianity and the Social Crisis (1907), Ch.4 Why Has Christianity Never Undertaken the Work of Social Reconstruction?, p. 145

People

“There is no conceivable reason why all colored people should not be treated according to the merits of each individual. It is not only the plain duty, but also the interest of us all, to have every colored man take the place for which he is best fitted by education, character, ability, manners, and culture. If others insist on keeping him in any lower and poorer place, it is not only his injury, but our universal loss. Yet which of our white congregations would take a colored pastor? How many of our New England villages would like to have colored postmasters, or doctors, or lawyers, or teachers in the public schools? A very slight difference in complexion suffices to keep a young man from getting a place as policeman, or fireman, or conductor, even on the horse cars. The trades-unions are closed against him, and so are many of our stores; while those which admit him are obliged to refuse him promotion on account of the unwillingness of white men to serve under him.”

Frederick Douglass (1818–1895) American social reformer, orator, writer and statesman

Speech http://teachingamericanhistory.org/library/document/the-nations-problem/

Men, People, School, Cars

“Academic education is the act of memorizing things read in books, and things told by college professors who got their education mostly by memorizing things read in books.”

Elbert Hubbard (1856–1915) American writer, publisher, artist, and philosopher fue el escritor del jarron azul

Source: The Note Book of Elbert Hubbard (1927), p. 160.

Books, Reading

“He was the first to advocate that eight hours a day in the workshop was best for industrial efficiency. The best employers in the land are now of that opinion. He did not fail there. Who can tell the horrors of industry which children suffered in factories at the beginning of the last century? Were not the Factory Acts acts of mercy? The country owed them to Robert Owen's inspiration. … He was the first who looked with practical intent into the kingdom of the unborn. He saw that posterity — the silent but inevitable master of us all — if left untrained may efface the triumphs, or dishonour, or destroy the great traditions of our race. He put infant schools into the mind of the world. Have they been failures? He, when it seemed impossible to anyone else, proposed national education for which now all the sects contend. Has that proposal been a failure?”

George Holyoake (1817–1906) British secularist, co-operator, and newspaper editor

Memorial dedication (1902)

Children, World, School, Failure

“One of the crucial yardsticks by which we shall have to judge the results of the new abortion law combined with the voluntary sterilisation law will be whether it tends to raise or lower the total quality of our population. We must encourage those who earn less than $200 per month and cannot afford to nurture and educate many children never to have more than two. Intelligent application of these laws can help reduce the distortion that has already set in. Until the less educated themselves are convinced and realise that they should concentrate their limited resources on one or two to give their children the maximum chance to climb up the educational ladder, their children will always be at the bottom of the economic scale. It is unlikely that the results will be discernible before five years. Nor will the effect be felt before fifteen to twenty years. But we will regret the time lost if we do not now take the first tentative steps towards correcting a trend which can leave our society with a large number of the physically, intellectually and culturally anaemic.”

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

Abortion Bill (As reported from Select Committee), 29 Dec 1969. Singapore Parliament Reports http://sprs.parl.gov.sg/search/topic.jsp?currentTopicID=00054060-ZZ&currentPubID=00069213-ZZ&topicKey=00069213-ZZ.00054060-ZZ_1%2Bid015_19691229_S0003_T00031-bill%2B 1960s

Children, Law, Intelligence, Chance

“All fathers and mothers, in all societies, want their children to be educated, and live free from poverty and violence. No people on Earth yearn to be oppressed, or aspire to servitude, or eagerly await the midnight knock of the secret police.”

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

2000s, 2002, State of the Union address (January 2002)

Children, People, Secret

“The world, I mean our own portion of it, sometimes seems to me like one mighty slaughter-house — one grand school for the suppression of every kind and tender and brotherly feeling — one grand process of education to the entire destitution of all moral principle — one vast scene of destruction to all moral sensibility, and all sympathy with the woes of those around us. Is it not so?”

William Alcott (1798–1859) American physician and author

Source: Vegetable Diet (1838), p. 268

World, School, Feeling, Housing

“A man and a woman who, in their young days, agree to have done with sentimental life thereby renounce the search for adventure, the intoxication of new encounters, and the amazing refreshment produced by falling in love again. Their most vital source of energy is cut off; they are doomed to premature insensibility. Their life, scarcely begun, is finished. Nothing can break the monotony of an existence made up of burdens and duties. No further hope, no surprises, no conquests. Their one love will soon be tainted by the cares of housekeeping and the children's education. They will reach old age without ever having known the joys of youth. Marriage destroys romantic love which alone could justify it.”

André Maurois (1885–1967) French writer

Un Art de Vivre (The Art of Living) (1939), The Art of Marriage

Love, Life, Marriage, Children

“The people of Vietnam, north and south, seek the same things, the shared needs of man, the needs for food and shelter and education—the chance to build and work and till the soil, free from the arbitrary horrors of battle, the desire to walk in the dignity of those who master their own destiny. For many painful years, in war and revolution and infrequent peace, they have struggled to fulfill those needs. It is a crime against mankind that so much courage, and so much will, and so many dreams, must be flung on the fires of war and death. To all of those caught up in this conflict we therefore say again tonight, 'Let us choose peace, and with it the wondrous works of peace, and beyond that, the time when hope reaches toward consummation, and life is the servant of life'. In this work, we plan to discharge our duty to the people whom we serve. This is the State of the Union. But over it all—wealth, and promise, and expectation—lies our troubling awareness of American men at war tonight.”

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)

Life, Death, Men, Pain

“I was educated at Cambridge. How admirable is the Western method of submitting all theory to scrupulous experimental verification! That procedure has gone hand in hand with the gift for introspection which is my Eastern heritage. Together they have enabled me to sunder the silences of natural realms long uncommunicative. The telltale charts of my crescograph 2 are evidence for the most skeptical that plants have a sensitive nervous system and a varied emotional life. Love, hate, joy, fear, pleasure, pain, excitability, r, and countless appropriate responses to stimuli are as universal in plants as in animals.”

Jagadish Chandra Bose (1858–1937) Bengali polymath, physicist, biologist, botanist and archaeologist

India's Great Scientist, J.C. Bose

Love, Life, Pain, Hate

“"We must have a distinct vision of what employment and unemployment are. A person who is training or educating themselves is working for their country. That is what we have discovered in this recession, that training, education and innovation are fundamental.", Oslo Forum, September 2010.”

José Luis Rodríguez Zapatero (1960) Former Prime Minister of Spain

As President, 2008

Personality, Training, Country

“[The engineer] must identify the significant and critical problems, but in his education, problems have been predetermined and assigned. He must develop the judgment to know what solutions to problems are possible, but in school the problems encountered are known to have answers. He should be excited by new and unsolved challenges, but for 20 years he has lived in an educational system where he knows he is repeating the work of last year's students.”

Jay Wright Forrester (1918–2016) American operations researcher

Source: Engineering Education and Engineering Practice in the Year 2000 (1967), p. 134-135 as cited in: Ben. F. Barton (1981) The nature and treatment of professional engineering problems: The technical writing teacher's responsibility. p. 19

School, Problem

“Education is the acquisition of the art of the utilisation of knowledge.”

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

1920s, The Aims of Education (1929)

Art, Knowledge

“I definitely want to focus on economic development, because that is what is needed in the community, as well as education.”

Jose Peralta (1971–2018) American politician

Communication

“Aimee Teegarden: Recent polls have shown a fifth of Americans can't locate the U. S. on a world map. Why do you think this is?
Caitlin Upton: I personally believe that U. S. Americans are unable to do so because, uh, some people out there in our nation don't have maps and, uh, I believe that our education, like such as in South Africa and, uh, the Iraq, everywhere like such as, and I believe that they should—our education over here in the U. S. should help the U. S., uh, or, should help South Africa and should help the Iraq, and the Asian countries, so we will be able to build up our future, for our children.”

Caitlin Upton (1989) American model

2007 Miss Teen USA Pageant, 24 August 2007 https://www.youtube.com/watch?v=lj3iNxZ8Dww The Yale Book of Quotations designated the response the second most memorable quote of 2007 http://www.reuters.com/article/2007/12/19/us-quotes-odd-idUSN1959512020071219 Upton won the 2007 World Stupidity Award for the Stupidest Statement of the Year https://web.archive.org/web/20090106013000/http://www.stupidityawards.com/Stupidest_Statement_of_the_Year.html

Children, People, World, Thinking

“No lasting gain has ever come from compulsion. If we seek to force, we but tear apart that which united, is invincible. There is no way whereby our labor movement may be assured sustained progress in determining its policies and its plans other than sincere democratic deliberation until a unanimous decision is reached. This may seem a cumbrous, slow method to the impatient, but the impatient are more concerned for immediate triumph than for the education of constructive development.”

Samuel Gompers (1850–1924) American Labor Leader[AFL]

Foner, Philip S. History of the Labor Movement in the United States: The T.U.E.L. to the End of the Gompers Era. New york: International Publishers Co, 1991, p. 361-362.

Way, Decision, Tear, Sincerity

“He is a farmer. He lives a simple life. He's pretty well educated. He's read Shakespeare, he's read Wordsworth. His wife is a teacher. They have a very comfortable life. They don't have anything to complain about in eighteen forty-nine. This is a key point. They did not have anything that would cause them distress. His expectations were perfectly comfortable expectations of an average family, a farming family in America. The Gold Rush changed that. Suddenly he wanted more. Suddenly he wasn't satisfied.”

J. S. Holliday (1924–2006) American historian

About William Swain
The West (1996)

Life, Family, Teachers, Change

“Palestinians and Arabs were not the only ones cast as Nazis. Israel was also accused — by Israelis as well as by Palestinians — of Nazi-style crimes. In the context of Israeli massacres of Palestinians in 1948, a number of Israeli ministers referred to the actions of Israeli soldiers as "Nazi actions," prompting Benny Marshak, the education officer of the Palmach, to ask them to stop using the term. Indeed, after the massacre at al-Dawayima, Agriculture Minister Aharon Zisling asserted in a cabinet meeting that he "couldn't sleep all night… Jews too have committed Nazi acts." Similar language was used after the Israeli army gunned down forty-seven Israeli Palestinian men, women, and children at Kafr Qasim in 1956. While most Israeli newspapers at the time played down the massacre, a rabbi rote that "we must demand of the entire nation a sense of shame and humiliation… that soon we will be like Nazias and the perpetrators of pogroms." The Palestinians were soon to level the same accusation against the Israelis. Such accusations increased during the intifada. One of the communiqués issued by the Unified National Leadership of the Uprising defined the intifada as consisting of "the children and young men of the stones and Molotov cocktails, the thousands of women who miscarried as a result of poison gas and tear gas grenades, and those women whose sons and husbands were thrown in the Nazi prisons." The Israelis were always outraged by such accusations, even when the similarities were stark. When the board of Yad Vashem, for example, was asked to condemn the act of an Israeli army officer who instructed his soldiers to inscribe numbers on the arms of Palestinians, board chairman Gideon Hausner "squelched the initiative, ruling that it had no relevance to the Holocaust."”

Joseph Massad (1963) Associate Professor of Arab Studies

Massad, in Palestinian and Jewish History: Recognition or Submission? in the Autumn 2000 issue of the Journal of Palestine Studies.
On Comparisons of Israel to Nazi Germany

Women, Men, Children, Sense

“An uneducated population may be degraded; a population educated, but not in righteousness, will be ungovernable. The one may be slaves, the other must be tyrants.”

Henry Melvill (1798–1871) British academic

Quote reported in Josiah Hotchkiss Gilbert, Dictionary of Burning Words of Brilliant Writers (1895), p. 364.
Dictionary of Burning Words of Brilliant Writers (1895)

“We are here to say that if you are evil enough to threaten the life of a child, if you are evil enough to interfere with their education, and if you are evil enough to place in danger the future of our communities, you ought to be punished in a very special way.”

Jose Peralta (1971–2018) American politician

Life, Way, Communication, Evil

“Whoever hasn’t yet arrived at the clear realization that there might be a greatness existing entirely outside his own sphere and for which he might have absolutely no feeling; whoever hasn’t at least felt obscure intimations concerning the approximate location of this greatness in the geography of the human spirit: that person either has no genius in his own sphere, or else he hasn’t been educated to the level of the classic.”

Karl Wilhelm Friedrich Schlegel (1772–1829) German poet, critic and scholar

Lucinde and the Fragments, P. Firchow, trans. (1991), “Critical Fragments,” § 36

Feeling, Personality

“Cicero’s style is a key to the success of De officiis, and not just the literary style, but the political and intellectual style. Regulus aside, the demands of duty generally stretch only as far as the well-educated, well-to-do man is likely to follow. Thus, he insists, in a famous metaphor that Machiavelli later stood on its head, that courage is necessary but the courage of a human being is not the ferocity of the lion, just as wisdom is necessary but the intelligence of the human being is not the cunning of the fox.”

Alan Ryan (1940) British philosopher

On Politics: A History of Political Thought: From Herodotus to the Present (2012), Ch. 4 : Roman Insights: Polybius and Cicero

Wisdom, Intelligence, Courage, Success

“Let me tell you about love, that silly word you believe is about whether you like somebody or whether somebody likes you or whether you can put up with somebody in order to get something or someplace you want or you believe it has to do with how your body responds to another body like robins or bison or maybe you believe love is how forces or nature or luck is benign to you in particular not maiming or killing you but if so doing it for your own good. Love is none of that. There is nothing in nature like it. Not in robins or bison or in the banging tails of your hunting dogs and not in blossoms or suckling foal. Love is divine only and difficult always. If you think it is easy you are a fool. If you think it is natural you are blind. It is a learned application without reason or motive except that it is God. You do not deserve love regardless of the suffering you have endured. You do not deserve love because somebody did you wrong. You do not deserve love just because you want it. You can only earn - by practice and careful contemplations - the right to express it and you have to learn how to accept it. Which is to say you have to earn God. You have to practice God. You have to think God-carefully. And if you are a good and diligent student you may secure the right to show love. Love is not a gift. It is a diploma. A diploma conferring certain privileges: the privilege of expressing love and the privilege of receiving it. How do you know you have graduated? You don't. What you do know is that you are human and therefore educable, and therefore capable of learning how to learn, and therefore interesting to God, who is interested only in Himself which is to say He is interested only in love. Do you understand me? God is not interested in you. He is interested in love and the bliss it brings to those who understand and share the interest. Couples that enter the sacrament of marriage and are not prepared to go the distance or are not willing to get right with the real love of God cannot thrive. They may cleave together like robins or gulls or anything else that mates for life. But if they eschew this mighty course, at the moment when all are judged for the disposition of their eternal lives, their cleaving won't mean a thing. God bless the pure and holy. Amen.”

Toni Morrison book Paradise

Paradise (1997)

Love, Life, God, Marriage

“Nothing in the world can take the place of persistence. Talent will not; nothing is more common than unsuccessful men with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and determination alone are omnipotent. The slogan "press on" has solved and always will solve the problems of the human race.”

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

Quote from a program at a Coolidge memorial service (1933); cited in The Oxford Dictionary of Quotations (1999). The passage did not originate with Coolidge, but evolved over several decades, appearing as early as 1881 in a youth guidance book. From [Garson O’Toole, https://quoteinvestigator.com/2016/01/12/persist/, Purpose and Persistence Are Required for Success: Unrewarded Genius Is Almost a Proverb, Quote Investigator, January 12, 2016]
1930s

Men, World, Problem, Motivational

“It is truly not the merit of the school if we do not come out selfish. Each sort of corresponding pride and every wind of covetousness, eagerness for office, mechanical and servile officiousness, hypocrisy, etc., is bound as much with extensive knowledge as with elegant, classical education, and since this whole instruction exercises no influence of any sort on our ethical behavior, it thus frequently falls to the fate of being forgotten in the same measure as it is not used: one shakes off the dust of the school.”

Max Stirner book The False Principle of our Education

Source: The False Principle of our Education (1842), p. 22

Fate, School, Behavior, Exercises

“In my country at present, women have no participation in the higher levels of government and none whatsoever in the judiciary. Even within the democratic movement only 14 out of the 485 MPs elected in 1990 were women -- all from my own party, the National League for Democracy. These 14 women represent less than 3 percent of the total number of successful candidates. They, like their male colleagues, have not been permitted to take office since the outcome of those elections has been totally ignored. Yet the very high performance of women in our educational system and in the management of commercial enterprises proves their enormous potential to contribute to the betterment of society in general. Meanwhile our women have yet to achieve those fundamental rights of free expression, association and security of life denied also to their menfolk.”

Aung San Suu Kyi (1945) State Counsellor of Myanmar and Leader of the National League for Democracy

Opening Keynote Address at NGO Forum on Women, Beijing China (1995)

Life, Women, Democracy, Success

“Trade has passed out of the hands of British merchants, and into the hands of the Greeks, Swiss, or Germans, all belonging to countries that have no navy to protect them at all. This is the fact; and what is the inference? It may be that English merchants are not educated sufficiently in foreign languages. But it may be also that Englishmen carry with them their haughty and inflexible demeanour into their intercourse with the natives of other countries. The noble Lord [Palmerston] inscribes "Civis Romanus sum" on our passports, which may be a very good thing to guard us in our footsteps. But "Civis Romanus sum" is not a very attractive motto to put over the door of our counting-houses abroad.”

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

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

Housing, Country

“Education is a process by which the individual is developed into something better than he would have been without it. … The very though seems in a way the height of presumption. For one thing, it involves the premise that some human beings can be better than others.”

Richard M. Weaver (1910–1963) American scholar

“Education and the individual,” p. 43.
Life Without Prejudice (1965)

Way

“The goal of providing basic literacy and education to all the world’s people is still the most basic development challenge.”

Talal Abu-Ghazaleh (1938) Jordanian businesspeople

October 14, 2003, at the World Congress –Engineering and Digital Divide, Tunisia.

People, World

“Research can be undertaken in any kind of environment, as long as you have the interest. I believe that true education means fostering the ability to be interested in something.”

Sumio Iijima (1939) Japanese nanotechnologist

About myself, To the younger generation http://www.nec.co.jp/rd/en/innovative/cnt/myself.html, in Innovative Engine, column for NEC researchers, Sep.25, 2007 (4th edition)

“I Thaddeus Kosciuszko being just in my departure from America do hereby declare and direct that should I make no other testamentary disposition of my property in the United States I hereby authorise my friend Thomas Jefferson to employ the whole thereof in purchasing Negroes from among his own or any others and giving them liberty in my name, in giving them an education in trades or otherwise and in having them instructed for their new condition in the duties of morality which may make them good neighbours, good fathers or mothers, husbands or wives and in their duties as citizens teaching them to be defenders of their liberty and Country and of the good order of society and in whatsoever may make them happy and useful and I make the said Thomas Jefferson my executor of this.”

Tadeusz Kościuszko (1746–1817) Polish and American military leader

T. Kosciuszko, 5th day of May 1798. (See The Papers of Thomas Jefferson, vol. 30, Princeton 2004, p. 332-333). Note: Thomas Jefferson never did carry out this request.
Version of 5 May 1798

Happiness, Departure, Country

“Whatever one may think about democratic government, it is just as well to have practical experience of its rough and slatternly foundations. No part of the education of a politician is more indispensable than the fighting of elections.”

Winston S. Churchill (1874–1965) Prime Minister of the United Kingdom

In Great Contemporaries, "Lord Rosebery" (1937).
The 1930s

Thinking, Fight, Parting

“The fact is those root-truths on which the foundations of our being rest, are apprehended not logically at all, but mystically. This faculty of spiritual apprehension, which is a very different one from those which are trained in schools and colleges, must be educated and fed, not less, but more carefully than our lower faculties, else it will be starved and die, however learned and able in other respects we may become.”

John Campbell Shairp (1819–1885) British writer

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 563.

Truth, School, Learning, Training

“Education has in America's whole history been the major hope for improving the individual and society.”

Gunnar Myrdal (1898–1987) Swedish economist

Myrdal (1984), quoted in: Revue internationale de pédagogie expérimentale, Vol. 22-23. H. Dunantlaan 1. (1985), p. 367

Hope, History

“Indeed, some revolutionaries brand as innocents, dreamers, or even reactionaries; those who would challenge this educational practice. But one does not liberate people by alienating them. Authentic liberation - the process of humanization - is not another deposit to be made in men.”

Paulo Freire (1921–1997) educator and philosopher

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

Men, People

“The funding being lavished on abortion campaigners amounts to unwarranted and unwanted interference in Ireland’s affairs in a bid to smash the pro-life ethos that protects both mothers and babies. Two decades of persistent public engagement and education has maintained Ireland’s pro-life majority, and, in that time, abortion campaigners have failed to win the necessary public support to build momentum for abortion legislation. But they are now openly availing of the massive global funding being made available to efforts to overturn Ireland’s pro-life laws. As in many other jurisdictions, since they cannot get the people to agree with abortion, they want to use the courts and the massive wealth and power of a tiny elite minority to foist abortion on the nation.”

Niamh Uí Bhriain (1970) Irish activist

Source: The US Billionaires Funding the Push For Abortion in Ireland http://www.thelifeinstitute.net/blog/2012/03/11/the-us-billionaires-funding-the-push-for-abortion-in-ireland/ (March 11, 2012)

Life, People, Law, Support

“There's hardly a more effective way to solve the problems we face in our educational system than to reduce class size. A ratio of no more than 17 students per teacher ensures more 1-on-1 contact, better classroom discipline, you name it.”

Jesse Ventura (1951) American politician and former professional wrestler

I Ain't Got Time To Bleed (1999)

Way, Problem, Teachers

“We are the beneficiaries of a life of surpassing service. Wise in wisdom and gentle in gentleness, freedom has many sides and angles. Human slavery has been swept away. With security of personal rights has come security of property rights. The freedom of the human mind is recognized in the right to free speech and free press. The public schools have made education possible for all and ignorance a disgrace. In political affairs, the vote of the humblest has long counted for as much as the vote of the most exalted. We are working towards the day when, in our industrial life, equal honor shall fall to equal endeavor.”

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

1920s, Duty of Government (1920)

Life, Wisdom, School, Freedom

“Democracy is unstable as a political system as long as it remains a political system and nothing more, instead of being, as it should be, not only a form of government but a type of society, and a manner of life which is in harmony with that type. To make it a type of society requires an advance along two lines. It involves, in the first place, the resolute elimination of all forms of special privilege which favour some groups and depress other, whether their source be differences of environment, of education, or of pecuniary income. It involves, in the second place, the conversion of economic power, now often an irresponsible tyrant, into a servant of society, working within clearly defined limits and accountable for its actions to a public authority.”

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

Equality (1931)

Life, Democracy

“Most [people] see education only as the means by which a person is transported from one economic plane to a higher one.”

Richard M. Weaver (1910–1963) American scholar

“Education and the individual,” p. 42.
Life Without Prejudice (1965)

People, Personality

“During the early period of British rule in India, the administrators tended to look askance at the growth of the printing press in this country. Indians had not sufficiently advanced at this stage to participate effectively in journalism, and the press was in the hands of the compatriots of the rulers. But these people were often extremely critical of the admini- strators. This was not only embarrassing at the moment, but it was feared that it might result in accelerating the growth of political consciousness among Indians, a prospect which many administrators were not prepared to view with equanimity. Fortunately, there were far-sighted statesmen like Elphinstone, who held that the immediate practical advantages of the press as an instrument of popular education far outweighed the remote political risks, and they sought a solution of the difficult problem in the establishment of a controlled press.”

Anant Priolkar (1895–1973) historian

The Printing Press in India: Its Beginnings and Early Development, Being a Quatercentenary Commemoration Study of the Advent of Printing in India

People, Fear, Problem, Country

“The success of any nation is impossible without the political participation, the economic empowerment, the education, and health, of women.”

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

2010s, 2014, U.S.-Africa Leaders Summit Spousal Program (August 2014)

Women, Health, Success

“What sculpture is to a block of marble, education is to the human soul.”

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

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

Soul, Graduation, Teachers' Day

“There is still and must ever be a tremendous amount of manual labor, but to a large extent this has become specialized and too often would be designated correctly as drudgery. The opportunity for education of the mind, however, has greatly increased until it has become well-nigh universal. School and college athletics have become necessary. With the development of our industrial and commercial life, there are more and more those who are engaged in purely clerical activities. All of this makes it more necessary than ever that we should stimulate every possible interest in out of door health-giving recreation.”

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

1920s, The Democracy of Sports (1924)

Life, Health, School, Universe

“Tyrants forbid citizens to do their duty as free men. Free government permits them to do it. Liberal education enables them to do it.”

Stringfellow Barr (1897–1982) American writer

"Liberal Education: Enabling Citizens to do their Duty as Free Men", Report of the president of St. John's College to the Board of Visitors and Governors, May, 1941. Hanging in Buchanan Hall, St. John's College Annapolis

Men

“A healthy and humanitarian system of education would have placed all these facts before our young men and women coming from the Muslim community, and put to them the following proposition: These are the words and deeds credited to Muslim kings, saints, and theologians by the historians of Islam in medieval India;…. we do not want you to evaluate these words and deeds and tenets in terms of any non-Islamic religion or culture; our only appeal to you is to evaluate them in terms of natural human reason, man's natural moral sense, and elementary principles of human brotherhood without resort to the casuistry marshalled by the mullahs and sufis, or the apologetics propped up by the Aligarh and Stalinist schools of historians…”

Sita Ram Goel book The Story of Islamic Imperialism in India

The Story of Islamic Imperialism in India (1994)

Women, Men, School, Religion

“More and more parents are coming to realize their children are suffering at the hands of a system built to strangle any reform, any innovation, or any change.... This realization is becoming more evident as the momentum builds for an education revolution.”

Betsy DeVos (1958) 11th United States Secretary of Education

From remarks at the American Federation of Children made in May of 2016, as quoted in "Betsy DeVos, the (Relatively Mainstream) Reformer," by Michael McShane, EducationNext (2017), Volume 17 (No. 3). http://educationnext.org/betsy-devos-relatively-mainstream-reformer-education-secretary/#.WJo0Cp2xCzE.twitter

Children, Parent, Suffering, Change

“The enormous and half-educated publics of present-day England and America… acclaim as masterpieces books that are soon forgotten, while ignoring all that is exquisite and rare.”

Logan Pearsall Smith (1865–1946) British American-born writer

“Fine Writing,” p. 308
Reperusals and Recollections (1936)

Books

“The development of information research has increased considerably the interaction of emerging information science with other disciplines. Librarianship has traditionally had links with education and classification and has drawn ideas from logic and philosophy. But during the last fifty years new insights and methods have been derived from sociology and social psychology, from computer science, from operations research and related quantitative approaches, from communications research, from linguistics, and most recently from the new hybrids: cognitive science and artificial intelligence.”

Brian Campbell Vickery (1918–2009) British information theorist

Source: Fifty years of information progress (1994), p. 7.

Intelligence, Communication, Idea, Science

“The dalit's main agenda is not reservations. My way of equality is English education. Even if 10% of our children got English education, the intellectual field would have changed. This country would have changed. My hope is education, not reservation — and I emphasize, English education”

Kancha Ilaiah (1952) Indian scholar, activist and writer

Quoted in at The Times Of India (15 February 2013) http://timesofindia.indiatimes.com/interviews/Kancha-Ilaiah-Even-if-10-dalit-children-got-English-education-India-would-change/articleshow/18503625.cms.

Children, Hope, Way, Change

“The fundamental objective of the science of administration is the accomplishment of the work in hand with the least expenditure of man-power and materials. Efficiency is thus axiom number one in the value scale of administration. This brings administration into apparent conflict with certain elements of the value scale of politics, whether we use that term in its scientific or in its popular sense. But both public administration and politics are branches of political science, so that we are in the end compelled to mitigate the pure concept of efficiency in the light of the value scale of politics and the social order. There are, for example, highly inefficient arrangements like citizen boards and small local governments which may be necessary in a democracy as educational devices. It has been argued also that the spoils system, which destroys efficiency in administration, is needed to maintain the political party, that the political party is needed to maintain the structure of government, and that without the structure of government, administration itself will disappear. While this chain of causation has been disproved under certain conditions, it none the less illustrates the point that the principles of politics may seriously affect efficiency. Similarly in private business it is often true that the necessity for immediate profits growing from the system of private ownership may seriously interfere with the achievement of efficiency in practice.”

Luther H. Gulick (1892–1993) American academic

Source: "Science, values and public administration," 1937, p. 192-193

Democracy, Business, Sense, Light

“The greatest defect of common education is, that we are in the habit of putting pleasure all on one side, and weariness on the other; all weariness in study, all pleasure in idleness.”

François Fénelon (1651–1715) Catholic bishop

Remarquez un grand défaut des éducations ordinaires: on met tout le plaisir d'un côté , et tout l'ennui de l'autre; tout l'ennui dans l'étude, tout le plaisir dans les divertissements.
De l'éducation des filles, ch. 5, cited from De l’éducation des filles, dialogues des morts et opuscules divers (Paris: Firmin Didot, 1857) p. 21; translation from Selections from the Writings of Fénelon (Boston: Hilliard, Gray, Little and Wilkins, 1829) p. 72.

Pleasure, Study

“I think the best thing the Federal Gov. can do when it comes to education K-12 is to abolish the Federal Department of Education. The Federal Department of Education gives each state about 11 cents out of every school dollar that every state spends but it comes with about 16 cents worth of strings attached. So what I think the country … people do not understand is it’s a negative to take federal money… So just get the fed. govt. out of education completely. Leave education to the states. Fifty laboratories of innovation and best practice and in my opinion we would have some fabulous innovation that would get emulated because we are all so competitive.”

Gary Johnson (1953) American politician, businessman, and 29th Governor of New Mexico

Statement made to representatives of the Pagan Newswire Collective (PNC)
2011-10-16
http://www.patheos.com/blogs/paganswithdisabilities/2011/10/full-transcript-of-qa-with-presidential-candidate-gary-johnson/
2012-02-24
Sound Government

Money, People, School, Understanding

“It does not matter whether the right to govern is hereditary or obtained with the consent of the governed. A State is absolute in the sense which I have in mind when it claims the right to a monopoly of all the force within the community, to make war, to make peace, to conscript life, to tax, to establish and dis-establish property, to define crime, to punish disobedience, to control education, to supervise the family, to regulate personal habits, and to censor opinions. The modern State claims all of these powers, and, in the matter of theory, there is no real difference in the size of the claim between communists, fascists, and democrats.”

Walter Lippmann (1889–1974) American journalist

A Preface to Morals, News Brunswick: NJ, Transaction Publishers (1982) p. 80. First published in 1929.

Life, War, Family, Peace

“A fourth enduring strand of policy has been to help improve the life of man. From the Marshall Plan to this very moment tonight, that policy has rested on the claims of compassion, and the certain knowledge that only a people advancing in expectation will build secure and peaceful lands. This year I propose major new directions in our program of foreign assistance to help those countries who will help themselves. We will conduct a worldwide attack on the problems of hunger and disease and ignorance. We will place the matchless skill and the resources of our own great America, in farming and in fertilizers, at the service of those countries committed to develop a modern agriculture. We will aid those who educate the young in other lands, and we will give children in other continents the same head start that we are trying to give our own children. To advance these ends I will propose the International Education Act of 1966. I will also propose the International Health Act of 1966 to strike at disease by a new effort to bring modern skills and knowledge to the uncared—for, those suffering in the world, and by trying to wipe out smallpox and malaria and control yellow fever over most of the world during this next decade; to help countries trying to control population growth, by increasing our research—and we will earmark funds to help their efforts. In the next year, from our foreign aid sources, we propose to dedicate $1 billion to these efforts, and we call on all who have the means to join us in this work in the world.”

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)

Life, Hunger, Children, People

“However democracy is not always a matter of unilateral decisions, but normally a business of opinion formation of many.”

Angela Merkel (1954) Chancellor of Germany

Aber Demokratie ist nicht immer eine Sache von einsamen Entscheidungen, sondern in der Regel ein Geschäft der Meinungsbildung vieler.
Interview in the Berliner Zeitung (berlinonline.de) on November 7, 2007
2007

Democracy, Business, Decision

“Intellectualism is the result of over-educating someone who was not that smart to begin with.”

Bill Whittle (1959) author, director, screenwriter, editor

citation needed

“The arts alone give direct access to experience. To eliminate them from education - or worse, to tolerate them as cultural ornaments - is antieducational obscurantism. It is foisted on us by the pedants and snobs of Hellenistic Greece who considered artistic performance fit only for slaves…”

Peter F. Drucker (1909–2005) American business consultant

Source: 1930s- 1950s, Landmarks of Tomorrow: A Report on the New 'Post-Modern' World (1959), p. 144

Art

“This is a good day for the world's children. Children who today have no right to their own childhood, to education, to personal inviolability, have with these two representatives, these prize winners, got a voice both for the right to education — particularly for girls — and against unfair and exploitative child labor.”

Angela Merkel (1954) Chancellor of Germany

Reaction to the 2014 Nobel Peace Prize announcement https://www.ctvnews.ca/world/reaction-to-the-2014-nobel-peace-prize-announcement-1.2048390 CTV News, (10th October 2014) 2014

Children, World, Girl, Childhood

“We need strong, educated women to help us build a better world.”

Nick Drake (poet) (1961) British writer

Ch 6
The Rahotep series, Book 3: Egypt: The Book of Chaos (2011)

Women, World, Strong, Help

“See this is my opinion: we all start out knowing magic. We are born with whirlwinds, forest fires, and comets inside us. We are born able to sing to birds and read the clouds and see our destiny in grains of sand. But then we get the magic educated right out of our souls. We get it churched out, spanked out, washed out, and combed out. We get put on the straight and narrow and told to be responsible. Told to act our age. Told to grow up, for God's sake. And you know why we were told that? Because the people doing the telling were afraid of our wildness and youth, and because the magic we knew made them ashamed and sad of what they'd allowed to wither in themselves.”

Robert McCammon book Boy's Life

Introduction.
Boy's Life (1991)

God, People, Youth, Age

“I'm afraid you gave up the right to pontificate on social mobility when you abolished educational maintenance allowance [EMA], trebled tuition fees and betrayed a generation of young people.”

Harriet Harman (1950) British politician

On Nick Clegg's social mobility pledges, during a debate in the House of Commons http://www.guardian.co.uk/society/2011/apr/05/nick-clegg-child-poverty-social-mobility, 5 April 2011.

People

“Common Sense and Education: The more you think you have of one, the less you think you need of the other.”

Tom Heehler American author

The Well-Spoken Thesaurus (2011)

Thinking, Sense

“Educators everywhere must seek new ways to promote the idea that learning is something a student does with books and materials, and a teacher who cares; that learning can happen in college and outside; and that a student's intellectual growth depends far less on geography (which college) than on what advantage he takes of the opportunities which surround him wherever he is.”

Eugene S. Wilson (1905)

"What's Going On in Schools and Colleges", Kiplinger's Personal Finance, April 1961, p. 31 http://books.google.com/books?id=fwMEAAAAMBAJ&pg=PA31 A portion of this is quoted earlier in "Education: Little Known" http://www.time.com/time/magazine/article/0,9171,895088,00.html, Time, 5 December 1960 Attributed

Books, Way, Idea, Learning

“Father was almost always short of cash. He borrowed money to start new businesses, only to see them fail. The tide of the Depression was against him, but he didn't realize it. He did not have enough education to sense that the tide was coming to drown him, and that he should take evasive measures and run to high ground like some of the wealthier, better-educated businessmen of Singapore, Penang and Malacca.”

Robert Kuok (1923) Malaysian businessman

Cap 1 "Moulded by Mother"

Money, Business, Sense

“Creative children do not paint. They mess around. If they have to draw, creative children always end up being the ridiculous kind of child, who produces childern′s drawings Creative children wipe spinach round their gobs, that′s all. Any thing more that these crappy daubnings is the result of education-and before long we′re on a level with Paul Klee.”

Günter Brus (1938) Austrian artist

Source: Nervous Stillness on the Horizon (2006), P. 51 (Ibid., p. 45.)

Children, Drawing, Painting

“We have fought this war and won it. Now let us not be sanctimonious; nor hypocritical; nor vengeful; nor stupid. Let us make our enemies incapable of ever making war again, let us re-educate them, let us learn to live in peace and justice with all countries and all peoples in this world. To do this we must educate and re-educate. But first we must educate ourselves.”

Ernest Hemingway (1899–1961) American author and journalist

Introduction to Treasury of the Free World (1946)

War, People, Stupidity, World

“No education is ever wasted and everything you learn is helpful in acting.”

Irene Dunne (1898–1990) American actress

If You Want Success (Screenland Interview) (1961)

Learning, Help

“The more scholastically educated a man is generally, the more he is an emotional boor.”

D.H. Lawrence (1885–1930) English novelist, poet, playwright, essayist, literary critic and painter

John Galsworthy (1927)

“Downsizing military budgets will enable sustainable development, the eradication of extreme poverty, the tackling of global challenges including pandemics and climate change, educating and socializing youth towards peace, cooperation and international solidarity.”

Alfred de Zayas (1947) American United Nations official

Report of the Independent Expert on the promotion of a democratic and equitable international order exploring the adverse impacts of military expenditures on the realization of a democratic and equitable international order http://www.ohchr.org/EN/Issues/IntOrder/Pages/Reports.aspx. 2015, Report submitted to the UN Human Rights Council

Youth, Peace, Change

“How few people, even among the supposedly well educated, can give an intelligent explanation of the qualities of a design! …the essential ones …are necessary in order that the design may be worthy to be classed at all as a work of art. Among the essential qualities are reason, unity, harmony, clarity, and variety. Among the desirable qualities are imagination, interest, refinement, simplicity, dignity, and style.”

Ernest Flagg (1857–1947) American architect

Small Houses: Their Economic Design and Construction (1922)

People, Art, Imagination, Intelligence

“[In the year 1957] I have just returned from an exciting meeting of the American Society for Engineering Education where I heard a paper on the new discipline of systems engineering. It is no longer sufficient for engineers merely to design boxes such as computers with the expectation that they would become components of larger, more complex systems. That is wasteful because frequently the box component is a bad fit in the system and has to be redesigned or worse, can lead to system failure. We must learn how to design large-scale, complex systems from the top down so that the specification for each component is derivable from the requirements for the overall system. We must also take a much larger view of systems. We must design the man-machine interfaces and even the system-society interfaces. Systems engineers must be trained for the design of large-scale, complex, man-machine-social systems.”

A. Wayne Wymore (1927–2011) American mathematician

Systems Movement: Autobiographical Retrospectives (2004)

Failure, Learning, Training, Box

“If the young vegan kids of our nation
Are at school and can't get vegan bites,
Then the school staff need food education
Because safe food are one of our rights.”

Benjamin Zephaniah (1958) English poet and author

The Little Book Of Vegan Poems (2001)

School, Food

“Nothing but the cross of Christ can so startle the spiritual nature from its torpor, as to make it an effectual counterpoise to the debasing and sensual tendencies of the race. Favored by temperament and education, individuals may measurably escape; but if the race is to triumph in the conflict between the flesh and the spirit, between the lower propensities and the higher nature, they must, as Constantine is said to have done, see the cross, and on it the motto, "In hoc signo vinces."”

Mark Hopkins (educator) (1802–1887) American educationalist and theologian

By this sign we conquer.
Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 172.

Nature, Christ

“A human being is not attaining his full heights until he is educated.”

Horace Mann (1796–1859) American politician

As quoted in Words for Teachers to Live By (2002) by Mary Engelbreit

“Ask me my three main priorities for government, and I tell you: education, education and education. We are 35th in the world league of education standards – 35th. At every level, radical improvement and reform.”

Tony Blair (1953) former Prime Minister of the United Kingdom

"We are back as the people's party, says Blair", The Times, 2 October 1996.
1990s

World

“The educated man is the man who does not live in immediate intuition, but in his recollection so that little is new to him any longer.”

David Wood (1946) British philosopher, born 1946

Source: Philosophy At The Limit (1990), Chapter 4, Philosophy As Writing: The Case Of Hegel, p. 74

“The Slavs are to work for us. Insofar as we do not need them, they may die. Therefore, compulsory vaccination and German health service are superfluous. The fertility of the Slavs is undesirable. They may use contraceptives or practise abortion, the more, the better. Education is dangerous. It is enough if they can count up to one hundred. At best an education which produces useful coolies for us is admissible. Every educated person is a future enemy.”

Martin Bormann (1900–1945) Nazi leader and private secretary to Adolf Hitler

Quoted in "The Trial of the Germans: An Account of the Twenty-Two Defendants Before the International Military Tribunal" - Page 101 by Eugene Davidson - History - 1997.

Health, Future, Personality