Quotes about education
page 24

“Nobody doubts that the Russians committed aggression, that Saddam Hussein committed aggression. We attribute to them rational goals, maybe they wanted to control the energy of the Middle East or something. With regard to ourselves, it's impossible… We just cannot adopt towards ourselves the same sane attitudes that we adopt easily, in fact reflexively, when others commit crimes… And if anyone says it, educated people, liberal intellectuals, are infuriated. Because it suggests that we could do something that's not noble. We can make mistakes, that's easy. You can criticize mistakes. You can criticize low-level crimes, like Abu-Ghraib, you can criticize that. You can criticize My Lai. But not the educated, civilized people, the kind of people we have dinner with, see at concerts, sitting in air-conditioned offices planning mass-murder. So that's beyond criticism. On the other hand, if it's half-crazed G. I. s in the field, uneducated, don't know who's going to shoot at them next, you can blame them, you can say how awful they are. You can criticize Lynndie England, disadvantaged young woman, very different from us. But how about the guys who organized and planned it? No.”

Noam Chomsky (1928) american linguist, philosopher and activist

Quotes 2000s, 2006, Discussion with Robert Trivers, 2006

People, Guy

“But middle-class Americans, friends of mine, composites of friends of mine, of a liberal bent, nice people, OK people, see nothing wrong with bilingual education. In fact, they wish their own children to be bilingual. In fact, they send their kids to French schools. In fact, they ask if I know of a housekeeper who might inadvertently teach their children Spanish while she dusts under the piano. Nope.”

Richard Rodríguez (1944) American journalist and essayist

Brown : The Last Discovery of America (2003)

Children, People, School

“It is one of the great achievements of our rule in India that, even if they do not entirely carry them out, educated Indians do accept British principles of justice and liberty. We are condemned by Indians not by the measures of Indian ethical conceptions but by our own, which we have taught them to accept. It is precisely this acceptance by politically conscious Indians of the principles of democracy and liberty which puts us in the position of being able to appeal to them to take part with us in the common struggle; but the success of this appeal and India's response does put upon us the obligation of seeing that we, as far as we may, make them sharers in the things for which we and they are fighting.”

Clement Attlee (1883–1967) Former Prime Minister of the United Kingdom

Letter to the Cabinet (January 1942), quoted in Paul Addison, The Road to 1945 (London: Pimlico, 1994), pp. 202-203
1940s

Justice, Democracy, Success, Fight

“Whereas elsewhere in Europe, no educated man would be caught dead speaking a vernacular, the Irish thought that all language was game—and too much fun to be deprived of any part of it. They were still too childlike and playful to find any value in snobbery.”

Thomas Cahill book How the Irish Saved Civilization

Source: How the Irish Saved Civilization (1995), Ch. VI What Was Found

Game, Parting, Dead

“The interviewer Stina Dabrowski said to Thatcher: "So when people criticise you and say what it led to the period when you were prime minister was that the rich became richer and the poor and the became poorer." Thatcher replied "That is not correct. The poor also became less poor, because the benefits at the bottom for those who are genuinely poor do go up. Money spend on education goes up and on the Health Service goes up so that is not true. What happens you might get a bigger gap but you might start here creates a small gap particularly if you're paying top tax today - 83% on earnings and income and 98% on savings. Your gap goes up, it does go up, but the whole thing moves up the gap, you must give people incentive!”

Margaret Thatcher (1925–2013) British stateswoman and politician

Quoted from an interview with Stina Dabrowski. Margaret Thatcher on rising to power, and resigning from it https://www.youtube.com/watch?v=p_gnhy7eT1s (1995) Post-Prime Ministerial

Money, People, Health

“My family was all about education, and me being there was a combination of my parents instilling in my sister and I that this was the ticket to wherever you want to go in life—education. And that’s what I tell my children: You’ve got to work now, play later. You’ve got to get to the place where when you’re a senior in high school, you’ve got choices; you’ve got to put in the work.”

Courtney B. Vance (1960) American actor

Alumni Spotlight: Courtney B. Vance http://www.thecrimson.com/article/2016/10/18/alumni-spotlight-courtney-vance/, The Harvard Crimson (October 18, 2016)

Life, Children, School, Family

“As he silently approached the last float, a latticework ball of reeds, he offered an unspoken prayer to He Who Always Steps on Sand that even now the little bottom-walkers were pushing and shoving their way into the cage below. Because of his unusual education, which included a year living on Perdruin—unheard of for a Wrannaman—Tiamak did not really believe in He Who Always Steps on Sand anymore, but he still held a fondness for him, such as might be felt for a senile grandfather who often tumbled down from the house, but once brought nuts and carved toys. Besides, it never hurt to pray, even if one did not believe in the object of prayer. It helped to compose the mind, and, at the very least, it impressed others.”

Tad Williams (1957) novelist

Source: Memory, Sorrow, and Thorn, The Dragonbone Chair (1988), Chapter 28, “Drums of Ice” (p. 447).

Way, Help, Hurt, Housing

“Education in Chess has to be an education in independent thinking and judgement. Chess must not be memorized, simply because it is not important enough… Memory is too valuable to be stocked with trifles.”

Emanuel Lasker (1868–1941) German World Chess Champion and grandmaster, contract bridge player, mathematician, and philosopher

Source: Lasker's Manual of Chess (1925), p. 337

Thinking, Memory

“A master in the art of living draws no sharp distinction between his work and his play; his labor and his leisure; his mind and his body; his education and his recreation. He hardly knows which is which. He simply pursues his vision of excellence through whatever he is doing, and leaves others to determine whether he is working or playing. To himself, he always appears to be doing both.”

L. P. Jacks (1860–1955) British educator, philosopher, and Unitarian minister

Misattributed to Chateaubriand on the internet and even some recently published books, this statement actually originated with L. P. Jacks in Education through Recreation (1932)
Misattributed

Art, Appearance, Drawing

“Private courier companies are fine to handle the lucrative parts of the [postal] business. But they have little interest in servicing remote communities, so these areas get poor or non-existent service. Similarly, leaving health care and education to the private marketplace will result in fine services for the affluent but leave many others without access to decent services (or in some cases any services at all). While this kind of deficiency is bad enough when it comes to postal delivery, it becomes downright serious in areas like health care and education.”

Linda McQuaig (1951) journalist and author

All You Can Eat: Greed, Lust and the New Capitalism (2001)

Health, Communication, Business, Parting

“Education by the State is a contradiction in terms. Intellectual development is only possible to those who have seen through society.”

Celia Green (1935) British philosopher

The Decline and Fall of Science (1976)

“The prevailing conception is that education must be such as will enable one to acquire enough wealth to live on the plane of the bourgeoisie. That kind of education does not develop the aristocratic virtues. It neither encourages reflection nor inspires reverence for the good.”

Richard M. Weaver (1910–1963) American scholar

Source: Ideas have Consequences (1948), p. 49.

Wealth

“My view of university training is to unsettle the minds of young men, to widen their horizons, to inflame their intellects. It is not a hardening, or settling process. Education is not to teach men facts, theories, or laws; it is not to reform them, or amuse them, or to make them expert technicians in any field; it is to teach them to think, to think straight if possible; but to think always for themselves.”

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

Address to the University of Chicago graduating class of 1929

Men, Law, Thinking, Universe

“Scott London: How did you begin to explore the connection between management and science?
Meg Wheatley: I didn't have an interest in the new science. I had a realization that in my profession — which was vaguely labeled "organizational change," "organizational development," or "management consulting" in general — none of us knew how organizations change. When I talked to other consultants, I noticed that if we had an organizational change effort that was successful, it felt like a miracle to us.
I realized with a great start one day that we weren't even geared up for success. It didn't matter that we didn't know how to change organizations. We were all professionals who didn't hope to achieve what we were selling or suggesting to clients. The field was really moribund.
At the same time — and this is the serendipity of life — I had a friend and educator whom I had worked with for many years who said casually one day "Meg, if you're interested in systems thinking, you should be reading quantum physics." He didn't know where I was in my despair over my professional failings. But I said, "Okay, give me a book list."”

Margaret J. Wheatley (1941) American writer

He gave me ten titles. I read eight of those and I was off. I always credit him with that casual, helpful comment that changed my life. Scott London (2008) " The New Science of Leadership: An Interview with Margaret Wheatley http://www.scottlondon.com/interviews/wheatley.html" in Quantum21. management journal, Spring 2008.

Life, Books, Hope, Thinking

“If we get public education right, everything else will follow. But if we get it wrong, not much else will matter.”

Steve Kagen (1949) American politician

"Problems We Face Together", Representative Steve Kagen, United States House of Representatives, 2007-07-21 http://kagen.house.gov/issues.shtml#edu, Education

“The new education must consist essentially in this, that it completely destroys freedom of will in the soil which it undertakes to cultivate, and produces on the contrary strict necessity in the decisions of the will, the opposite being impossible. Such a will can henceforth be relied on with confidence and certainty.”

Johann Gottlieb Fichte book Address to the German Nation

Addresses to the German Nation (1807), Second Address : "The General Nature of the New Education". Chicago and London, The Open Court Publishing Company, 1922, p. 20.

Confidence, Decision, Freedom

“I would say that, whenever religion has rule over law, that madness will reign, with automatic violations of human rights, but maybe I'm being alarmist. What do they say? How can we know what sort of society they envision?.. We know that they are nearly all republicans, and that that party has been virtually assimilated by them, and we know they will speak more freely when they feel the safety of numbers. So let's look at the Republican Party platform of one of the red states, a very red state… Of course, they want to make pornography illegal (no surprises there), they also want to be able to filibuster the US senate again… Regarding the environment, they strongly support the immediate repeal and abolishment of the Endangered Species Act. Remember that these people don't believe in evolution, so they don't understand the importance of biodiversity and they don't care about the rights of animals either. They want to dominate and subdue the earth, just like their abominable doctrine demands, so they strongly oppose all efforts of environmental groups that stymie business interests, especially those of the oil and gas industry… Texas republicans not only want marriage to be restricted to one man and one woman (despite what the Bible says), but they insist it must be a natural man and a natural woman… So transgender people would be completely ostracized under the law should they get their way. There's no civil union options for gay couples either, because the platform also opposes the creation, recognition or benefits of partnerships outside marriage that are provided by some political subdivisions. As if that weren't enough, they also want to define the word "family" such that it excludes homosexual couples. They say they deplore sensitivity training (think about that for a moment), and they state very clearly that they want homosexuality condemned as unacceptable. They mean that very strongly too, so strongly in fact that they oppose any criminal or civil penalties against those who oppose homosexuality as a reaction of religious faith. In fact, they go so far as to urge the immediate repeal of the hate crimes law specifically where that relates to sexual orientation… If you're uncertain whether that includes acts of violence, there at least two members of the current State Board of Education who implied that it should, and we know of a few Tea Partiers who insist that homosexuals should be executed, murdered by the state. I am alarmed at how popular this abominable sentiment is… Under the heading "supporting motherhood", they strongly support women who "choose" to devote their lives to their families and raising their children, but they implicitly object to women choosing other options such as college, careers, or not having children at all. A woman's ambition beyond the confines of the kitchen and obeisance to her husband is decried by conservatives as a deplorable assault on the family which, of course, they blame on liberals. Regarding the right to life, they say that all innocent human life must be respected and safeguarded from fertilization to natural death. Notice a few subtle caveats here: the qualifier of protecting only innocent life is how Texas republicans justify having executed more prisoners than any other state in the union, nearly five times as many as the next deadliest state in fact. Says something about Christian forgiveness, doesn't it!”

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

Youtube, Other, Republican Theocracy https://www.youtube.com/watch?v=rSjNg7nQvB0 (November 4, 2012)

Life, Death, Women, Hate

“I had always heard it maintained by my father, and was myself convinced, that the object of education should be to form the strongest possible associations of the salutary class; associations of pleasure with all things beneficial to the great whole, and of pain with all things hurtful to it.”

John Stuart Mill book Autobiography

Source: https://archive.org/details/autobiography01mill/page/136/mode/1up p. 136

Pain, Pleasure, Hurt

“Most often people seek in life occasions for persisting in their opinions rather than for educating themselves.”

André Gide (1869–1951) French novelist and essayist

“An Unprejudiced Mind,” p. 311
Pretexts: Reflections on Literature and Morality (1964)

Life, People

“Now, surely, when we want to educate ourselves for the purpose of citizenship…If you can clear the mind of cant and detect the fallacy, whatever guise it may be wearing, I think you have made a long step forward in the education that every citizen in a democracy that may hope to endure must have. I think that we all of us realise to-day that no civilised community is bound necessarily and by an inscrutable fate to progress, and there are such things in civilisation as checks, that there is such a thing as retrogression, and that the mere existence of a civilised community is no guarantee either for its continuance or for its progress— in other words, that unless we are the faithful guardians of such civilisation as we have already attained to, we run the risk of seeing the whole of the progress that has been made with such infinite labour up to our own time gradually slipping back and back and back.”

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

Speech at the Philip Scott College (27 September 1923), quoted in On England, and Other Addresses (1926), pp. 150-151.
1923

Fate, Faith, Hope, Democracy

“Be not dismayed by a defeat. What is defeat! Nothing but education, nothing but the first step to something better.”

Wendell Phillips (1811–1884) American abolitionist, advocate for Native Americans, orator and lawyer

No record of this specific remark exists prior to its use by a George W. Phillips, in an address to the fifth annual convention of the National Association of Life Underwriters (June 1894), reported in The Chronicle: A Weekly Journal, Devoted to the Interests of Insurance Vol. LIII (1894), p. 336 https://books.google.com/books?id=xoAoAAAAYAAJ&pg=PA335&dq=%22What+is+defeat?+Nothing+but+education.+Nothing+but+the+first+step+to+something+better.%22&hl=en&sa=X&ved=0ahUKEwiFiMan5KveAhWl6YMKHYV6C44Q6AEIdTAO#v=onepage&q=%22What%20is%20defeat%3F%20Nothing%20but%20education.%20Nothing%20but%20the%20first%20step%20to%20something%20better.%22&f=false Misattributed

“The mulatto sons of white traders and the sons of African rulers were the ones who made the greatest effort to learn the white man’s ways. This helped them to conduct business more efficiently. One Sierra Leone ruler in the eighteenth century explained that he wished “to learn book to be rogue as good as white man”; and there were many others who saw the practical advantages of literacy. However, the educational process also meant imbibing values which led to further African subjugation. One West African educated in this early period wrote a Ph. D. thesis in Latin justifying slavery. That was not surprising. The Reverend Thomas Thompson was the first European educator on the Gold Coast, and he wrote in 1778 a pamphlet entitled, The African Trade for Negro Slaves Shown to be Consistent with the Principles of Humanity and the Laws of Revealed Religion.”

Walter Rodney book How Europe Underdeveloped Africa

Source: How Europe Underdeveloped Africa (1972), p. 223.

Books, Religion, Law, Way

“The sources of authority in America are the final interpreters of Americanism. These are the legislature and the court. Every other Americanization achievement stands or falls finally according to the way equity is maintained among men. The administration of justice is the determining factor in men's lives, whether they turn to or from America. It is for the court to make clear the difference between liberty and license, and at the same time assure to each man alike the right to free speech. Let inequalities appear and Americanization is defeated. It is for the court to impose duties while it makes clear the opportunities, and to see that duties and privileges are alike the heritage of all free men. Free education is placed at the disposal of all people in America, but it is the duty of all to maintain and extend its benefits. It is well to set the immigrant in the pursuit of liberty and happiness when he lands here, but without safeguards against exploitation he can scarcely be blamed if he concludes that such liberty is a delusion of American minds.”

Frances Kellor (1873–1952) American sociologist

What is Americanization? (1919)

Men, Happiness, People, Justice

“Glasnost was a phenomenal, renaissance period in the history of Russia and taught me much about importance of freedom of information. The only real way to improve conditions of civilizations is to provide open access to information for education and culture, and to be honest about the past. Otherwise we spend our lives siloed from each other and we repeat the mistakes of our grandparents.”

Lila Tretikov (1978) Russian–American engineer, manager and former executive director of the Wikimedia Foundation

Lila Tretikov (2014) as quoted by [Jemima Kiss and Samuel Gibbs, Wikipedia boss Lila Tretikov, http://www.theguardian.com/technology/2014/aug/06/wikipedia-lila-tretikov-glasnost-freedom-of-information, The Guardian, 2014-08-06] and repeated in the closing statement in [Facebook Nation: Total Information Awareness (2nd Edition), http://www.worldcat.org/title/facebook-nation-total-information-awareness/oclc/885416529, Springer Science+Business Media, 2014-10-17, 361]

Way, History, Freedom, Past

“Since the advent of civilization, the outgrowth of property has been so immense, its forms so diversified, its uses so expanding and its management so intelligent in the interests of its owners, that it has become, on the part of the people, an unmanageable power. The human mind stands bewildered in the presence of its own creation. The time will come, nevertheless, when human intelligence will rise to the mastery over property, and define the relations of the state to the property it protects, as well as the obligations and the limits of the rights of its owners. The interests of society are paramount to individual interests, and the two must be brought into just and harmonious relations. A mere property career is not the final destiny of mankind, if progress is to be the law of the future as it has been of the past. The time which has passed away since civilization began is but a fragment of the past duration of man’s existence; and but a fragment of the ages yet to come. The dissolution of society bids fair to become the termination of a career of which property is the end and aim; because such a career contains the elements of self-destruction. Democracy in government, brotherhood in society, equality in rights and privileges, and universal education, foreshadow the next higher plane of society to which experience, intelligence and knowledge are steadily tending. It will be a revival, in a higher form, of the liberty, equality and fraternity of the ancient gentes.”

Lewis H. Morgan (1818–1881) United States ethnologist

As quoted in Friedrich Engels's Origins of the Family, Private Property, and the State http://www.marxists.org/archive/marx/works/1884/origin-family/ch09.htm

People, Age, Law, Democracy

“Father thinks about the three races, yellow, black, and white. Orientals can contribute in the spiritual aspect, white people can contribute in the analytical, scientific area, while black people can contribute in the physical area-physical educational development of physical fitness, the area of health. That's one of the reasons Glenda Moody's project with black young people is very fantastic. From now on, two thirds of the athletes may come from black people. Even basketball teams have a dominant population of black people. The talented area of black people is in this physical aspect. So, the short cut for black peoples' achievement in this world is the physical area. So, Father has a special concern in this area.”

Sun Myung Moon (1920–2012) Korean religious leader

Master Speaks: Address To Prayer And Fast Participants, Part 1, (1974-07-29 http://www.tparents.org/Moon-Talks/sunmyungmoon74/SM740729.htm)

People, Health, World, Thinking

“We cannot be scholars of Christ without trying to understand what is the place and the work in the world for which each of us is fitted. Every thing which befalls us is part of our education. Every event and condition of life is a lesson which is to be turned to account to make us more worthy of Him who by suffering was made perfect—who Himself entered not into glory, till first He had suffered pain.”

Arthur Penrhyn Stanley (1815–1881) English churchman, Dean of Westminster

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 376.

Life, Pain, World, Understanding

“[Downs Syndrome Winnie the Pooh] The minute I saw this in a catalogue I just fell about. It's so brave of Disney to introduce stuffed toys that represent serious illnesses in order to educate the little kiddies. Me, I just want this so I can make my very own 'Victorian Sanitarium' playset. Downs Syndrome Pooh will be kept perpetually in a bleak little cardboard cell, bullied by Doctor Action Man and Nurse Princess Leia, occasionally brought out to be brutally hosed down with cold water every week. I'm thinking of sending it to Hasbro.”

Ben Croshaw (1983) English video game journalist

Yahtzee's Christmas Wishlist http://www.fullyramblomatic.com/essays/wishlist.htm Fully Ramblomatic, Essays

Thinking, Water, Princess

“Corruption is the enemy of development. It must be got rid of. Both the government and the people at large must come together to achieve this national objective. You have always shown an ability to understand events happening around you; expressed your views and I am sure you will not fail in building a strong, progressive, cohesive and corruption-free India. These are totally unacceptable and must be opposed by one and all. The government, social organizations, NGOs and other voluntary bodies all have to work collectively. Therefore, their issues received my constant attention during my Presidency. Women have talent and intelligence but due to social constraints and prejudices, it is still a long distance away from the goal of gender equality. A paradigm shift, where, in addition to, physical inputs for farming, a focused emphasis placed on knowledge inputs, can be a promising way forward. This knowledge-based approach will bring immense returns particularly in rainfed and dryland farming areas. I believe economic growth should translate into the happiness and progress of all. Alongwith it, there should be development of art and culture, literature and education, science and technology. We have to see how to harness the many resources of India for achieving common good and for inclusive growth.”

Pratibha Patil (1934) 12th President of India

Patil's goodbye wish: A 'corruption-free India' https://in.news.yahoo.com/patils-goodbye-wish-corruption-free-india-143318154.html in: IANS India Private Limited By Indo Asian News Service, 24 July 2012. Goodybe Wish

Women, Happiness, People, Art

“In our proposed budget, we spend more money on education than ever before.”

Larry Hogan (1956) American politician

" State of the State Address: A New Direction for Maryland http://governor.maryland.gov/2015/02/04/state-of-the-state-address/" (4 February 2015)

Money

“I heard one of the teaching pastors at Willow Creek speak on the rich young ruler text that Rich (Mullins) had talked about in Wheaton's chapel. The teaching pastor had said, "now this doesn't mean you have to go sell your rollerblades and golf clubs," and he went on to "contextualize" the teaching to show that we just need to be careful not to make idols of our things. I wasn't so sure about that. Jesus doesn't tell the man to be a better steward, or to treat his workers fairly, or not to make money an idol. He tells this highly educated and devoutly religious young man that he lacks one thing: giving up everything he owns to give the poor.”

Shane Claiborne The Irresistible Revolution

Source: The Irresistible Revolution (2006), p. 103

Money

“It is an international embarrassment that we put more people behind bars than any other country on earth. Due in large part to private prisons, incarceration has been a source of major profits to private corporations. Study after study after study has shown private prisons are not cheaper, they are not safer, and they do not provide better outcomes for either the prisoners or the state. We have got to end the private prison racket in America as quickly as possible. Our focus should be on keeping people out of jail and making sure they stay out when they are released. This means funding jobs and education not more jails and incarceration.”

Bernie Sanders (1941) American politician, senator for Vermont

Sanders Applauds Decision to End Federal Use of Private Prisons http://www.sanders.senate.gov/newsroom/press-releases/sanders-applauds-decision-to-end-federal-use-of-private-prisons (18 August 2016) 2010s, 2016

People, Study, Parting, Country

“Liberal education is the ladder by which we try to ascend from mass democracy to democracy as originally meant.”

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

“What is liberal education,” pp. 4-5
Liberalism Ancient and Modern (1968)
Context: It was once said that democracy is the regime that stands or falls by virtue: a democracy is a regime in which all or most adults are men of virtue, and since virtue seems to require wisdom, a regime in which all or most adults are virtuous and wise, or the society in which all or most adults have developed their reason to a high degree, or the rational society. Democracy, in a word, is meant to be an aristocracy which has broadened into a universal aristocracy. … There exists a whole science—the science which I among thousands of others profess to teach, political science—which so to speak has no other theme than the contrast between the original conception of democracy, or what one may call the ideal of democracy, and democracy as it is. … Liberal education is the ladder by which we try to ascend from mass democracy to democracy as originally meant.

Democracy

“My education, which was wholly his work, had been conducted without any regard to the possibility of its ending in this result; and I saw no use in giving him the pain of thinking that his plans had failed, when the failure was probably irremediable, and, at all events, beyond the power of his remedies. Of other friends, I had at that time none to whom I had any hope of making my condition intelligible. It was however abundantly intelligible to myself; and the more I dwelt upon it, the more hopeless it appeared.”

John Stuart Mill book Autobiography

Autobiography (1873)

Pain, Hope, Intelligence, Failure

“It’s an absolutely good thing. I can think of one even better thing for young people, especially in India. It shows them you can study in India, get your basic education in India and you can (then) do whatever you want after that. That’s a very important message.”

Venkatraman Ramakrishnan (1952) Nobel prize winning American and British structural biologist

Venki’ makes light of India link- Winner says not to treat science like cricket; league of misses grows

People, Thinking, Study

“When I see the worsening degeneracy in our politicians, our media, our educators, and our intelligentsia, I can’t help wondering if the day may yet come when the only thing that can save this country is a military coup.”

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

Don’t Get Weak http://article.nationalreview.com/?q=YmU0NGQ0ZTQzZTU4Zjk4MjdjZWMzYTM4Nzk2MzQ0MGI, National Review, May 1, 2007. 2000s

Help, Country

“Advertising works. Brand names are better known if advertised with sexy or alluring pictures, and better-known brands sell better. Why does it work? Because the price the consumer would have to pay in ignoring the subliminal message is just to high. Better to be fooled into buying the second best ice-cream than go to all the bother of educating yourself into the ability to resist salesmen.”

Matt Ridley (1958) economist

Source: The Red Queen (1993), Ch. 5

Fools

“Survey 2001: Men who never married, never had a child, worked full time and were college educated earn only 85% of what women with the same criteria earn.”

Warren Farrell (1943) author, spokesperson, expert witness, political candidate

Source: Why Men Earn More (2005), p. xxii.

Women, Men, Time

“That the uneducated and the ill-educated should think the hypothesis that all races of beings, man inclusive, may in process of time have been evolved from the simplest monad, a ludicrous one, is not to be wondered at. But for the physiologist, who knows that every individual being is so evolved—who knows, further, that in their earliest condition the germs of all plants and animals whatever are so similar, "that there is no appreciable distinction amongst them, which would enable it to be determined whether a particular molecule is the germ of a Conferva or of an Oak, of a Zoophyte or of a Man";—for him to make a difficulty of the matter is inexcusable.”

Herbert Spencer (1820–1903) English philosopher, biologist, sociologist, and prominent classical liberal political theorist

Spencer here references William Benjamin Carpenter, Principles of Comparative Physiology http://books.google.com/books?id=ovgEAAAAYAAJ& see p. 473 The Development Hypothesis (1852)

Thinking, Time, Animals

“Let him [who would be an architect] be educated, skillful with the pencil, instructed in geometry, know much history, have followed the philosophers with attention, understand music, have some knowledge of medicine, know the opinions of the jurists, and be acquainted with astronomy and the theory of the heavens.”

Vitruvius book De architectura

Source: De architectura (The Ten Books On Architecture) (~ 15BC), Book I, Chapter I, Sec. 3

Music, History, Understanding, Knowledge

“Our crude civilization engenders a multitude of wants, and lawgivers are ever at their wits' end devising. The hall and the theater and the church have been invented, and compulsory education. Why not add compulsory recreation? Our forefathers forged chains of duty and habit, which bind us notwithstanding our boasted freedom, and we ourselves in desperation add link to link, groaning and making medicinal laws for relief. Yet few think of pure rest or of the healing power of Nature.”

John Muir (1838–1914) Scottish-born American naturalist and author

12 November 1875, page 234
John of the Mountains, 1938

Law, Nature, Thinking, Freedom

“Our efforts in chess attain only a hundredth of one percent of their rightful result…Our education, in all domains of endeavour, is frightfully wasteful of time and values.”

Emanuel Lasker (1868–1941) German World Chess Champion and grandmaster, contract bridge player, mathematician, and philosopher

Source: Lasker's Manual of Chess (1925), p. 337

Effort, Time

“Where a generation ago people felt entitled to a chance at education, they now feel entitled to the credential affirming that they have completed a course of study regardless of their actual mastery.”

William A. Henry III (1950–1994) American critic

In Defense of Elitism

People, Feeling, Study, Chance

“Gross National Product counts air pollution and cigarette advertising, and ambulances to clear our highways of carnage. It counts special locks for our doors and the jails for the people who break them. It counts the destruction of the redwood and the loss of our natural wonder in chaotic sprawl. It counts napalm and counts nuclear warheads and armored cars for the police to fight the riots in our cities. It counts Whitman's rifle and Speck's knife, and the television programs which glorify violence in order to sell toys to our children. Yet the gross national product does not allow for the health of our children, the quality of their education or the joy of their play. It does not include the beauty of our poetry or the strength of our marriages, the intelligence of our public debate or the integrity of our public officials. It measures neither our wit nor our courage, neither our wisdom nor our learning, neither our compassion nor our devotion to our country, it measures everything in short, except that which makes life worthwhile. And it can tell us everything about America except why we are proud that we are Americans.”

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

Speech at the University of Kansas at Lawrence http://www.jfklibrary.org/Research/Research-Aids/Ready-Reference/RFK-Speeches/Remarks-of-Robert-F-Kennedy-at-the-University-of-Kansas-March-18-1968.aspx (18 March 1968)

Life, Wisdom, Marriage, Children

“If education really educates, there will, in time, be more and more citizens who understand that relics of the old West add meaning and value to the new. Youth yet unborn will pole up the Missouri with Lewis and Clark, or climb the Sierras with James Capen Adams, and each generation in turn will ask: Where is the big white bear? It will be a sorry answer to say he went under while conservationists weren’t looking.”

Aldo Leopold book A Sand County Almanac

Source: A Sand County Almanac, 1949, "Wilderness", p. 199.

Youth, Understanding, Time

“I've been talking only of some of the things Wagner did in the field. But he was a terror with that bat. The only other right-handed batter I could compare him with was Rogers Hornsby. Wagner could hit line drives into right field all day long. And when you started to shade him toward right field, he'd flip that bat, fake the third baseman into a bunt and hit it past him. And how he could run, too, even with his bowlegs. Honus had as much baseball instinct as I ever saw in a player. It was an education to play against him and a delight to watch him.”

Casey Stengel (1890–1975) American baseball player and coach

As quoted in "The Scoreboardː Stengelː 'Wagner Best I Ever Saw'" https://news.google.com/newspapers?id=_kYqAAAAIBAJ&sjid=9U4EAAAAIBAJ&pg=7207%2C1231475

Past

“We consider ourselves the leading military school in the country, and we want to stay there. We adapt to change very well; we recognize different learning styles and we adapt to that. We maintain our standards and use the military model as a way to provide structure in education.”

Wheeler L. Baker (1938) President of Hargrave Military Academy

Baker's comments in a May 15, 2009 press release from Hargrave Military Academy, celebrating the school's 100th graduation.

School, Way, Learning, Change

“I maintain that education is a prime instrument of national purpose and that the quality of its education is inseparably involved in the quality of the nation.”

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

Source: Philosophy of Education, p. 86.

“These contributions [federal taxes on consumption of foreign goods] enable us to support the current expenses of the Government, to fulfill contracts with foreign nations, to extinguish the native right of soil within our limits, to extend those limits, and to apply such a surplus to our public debts as places at a short day their final redemption, and that redemption [of debt] once effected," he said, "the revenue thereby liberated may, by a just repartition among the States and a corresponding amendment of the Constitution, be applied, in time of peace, to rivers, canals, roads, arts, manufactures, education, and other great objects within each State. In time of war,—if injustice, by ourselves or others, must sometimes produce war,— increased as the same revenue will be increased by population and consumption, and aided by other resources reserved for that crisis, it may meet within the year all the expenses of the year without encroaching on the rights of future generations by burdening them with the debts of the past. War will then be but a suspension of useful works, and a return to a state of peace a return to the progress of improvement.”

Thomas Jefferson (1743–1826) 3rd President of the United States of America

Advising the origination of an annual fund from surplus revenue.
1800s, Second Inaugural Address (1805)

War, Peace, Art, Support

“The general co-operation of all members of society for the purpose of planned exploitation of the forces of production, the expansion of production to the point where it will satisfy the needs of all, the abolition of a situation in which the needs of some are satisfied at the expense of the needs of others, the complete liquidation of classes and their conflicts, the rounded development of the capacities of all members of society through the elimination of the present division of labor, through industrial education, through engaging in varying activities, through the participation by all in the enjoyments produced by all, through the combination of city and country – these are the main consequences of the abolition of private property.”

Friedrich Engels (1820–1895) German social scientist, author, political theorist, and philosopher

(1847)

Country

“In the making both of lace and of statues, the remuneration to the artists can only be reduced by producing a larger number of them through more extended education. The expense of the raw material is small in both. The expense of labour in lacemaking is very large, and it is perhaps considerable also in sculpture. The discovery of more convenient localities yielding marble, may make some diminution in its cost; and the improved manufacture of thread may slightly reduce the price of lace. A reduction in the price of labour may to a very moderate extent reduce the cost of the raw material of both. But it is evident that any very great reduction is not to be expected.
Let us now contrast this possible reduction with the past history of some industrial art. The plain lace made at Nottingham, called patent net, will supply us with a good example. In the year 1813 that lace was sold in the piece at the rate of 218. a-yard. At the present time lace of the same kind, but of a better quality, is sold under the same circumstances at 3d. per yard. Thus, in less than forty years the price of the industrial produce has diminished to one eighty-fourth part of its original price.”

Charles Babbage (1791–1871) mathematician, philosopher, inventor and mechanical engineer who originated the concept of a programmable c…

Source: The Exposition of 1851: Views Of The Industry, The Science, and the Government Of England, 1851, p. 51-52

Art, History, Time, Past

“• Earmarking P15 million as financial assistance for the indigent Muslim Filipinos to enable them to participate in the annual celebration of the Hajj as part of the education and cultural enrichment program of the government;”

Francis Escudero (1969) Filipino politician

2014, Speech: Sponsorship Speech for the FY 2015 National Budget

Parting

“This vocation is sometimes termed a harried one and it is said that the abuse of School-masters was scribbled on the Pyramids long before the Monument was complete and that the general hatred and contempt for the pedagogue dates back to the very beginning of recorded things. These and other similar foolish accusations are the additional burden this class of people have to bear. Consider the gibe of that arch-cynic G. B. S., "When a man teaches something he does not know to somebody else, who has no aptitude for it and gives him a certificate of proficiency, the latter has completed the education of a gentleman."”

Peter de Noronha (1897–1970) Indian businessman

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

People, School

“Good jobs begin with good schools, and here we've made a fine start. Republicans and Democrats worked together to achieve historic education reform so that no child is left behind. I was proud to work with members of both parties: Chairman John Boehner and Congressman George Miller. Senator Judd Gregg. And I was so proud of our work, I even had nice things to say about my friend, Ted Kennedy. I know the folks at the Crawford coffee shop couldn't believe I'd say such a thing, but our work on this bill shows what is possible if we set aside posturing and focus on results.”

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

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

School, Coffee

“…we no longer have intellectually satisfying arrangements in our educational system, in our arts, humanities or anything else; instead we have slogans and ideologies. An ideology is a religious or emotional expression; it is not an intellectual expression.”

Carroll Quigley (1910–1977) American historian

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

Art

“When you have a planned economy and when you abolish private property, someone must make the decision "Plan in what ways? What do people need?" They now must make those purchase decisions for you. What should you really buy and what shouldn't you buy? Removing choice in the interest of a collective pursuit, those central planners who are one and the same time your schoolteacher, your landlord, your employer, and your police, that's an extraordinary concentration of power, ladies and gentlemen. That is an extraordinary concentration of power. They must get people of what we are planning for and you see this in the history of every communist society. Which means in the final analysis, they must govern the culture, they must control values. Its why religion or any independent thinking is such an enemy. They must control the values, the preferences, the culture, and the education and they must find ways to repress those who are urging different paths and elections don't take care of that because if you're planning an entire economy. If you're planning the allocation of all goods and services and human choices. You can't every four years turn around and say "Oh, lets abandon 'A' and do 'B'." Elections don't get you out of that dilemma.”

Alan Charles Kors (1943) American academic

2010s, Socialism's Legacy (2011), Q&A

People, Religion, Way, History

“Of course, atheism, which is merely the lack of belief in gods, isn’t responsible for explaining altruism and ethics, a task that properly belongs to philosophy, science, and psychology. And those areas have offered plenty of nonreligious explanations for the “Moral law” and altruism. The explanations involve evolution, reason, and education.”

Jerry Coyne book Faith vs. Fact: Why Science and Religion are Incompatible

Source: Faith vs. Fact (2015), pp. 168-169

God, Law, Science

“Knowledge workers have high degrees of expertise, education, or experience, and the primary purpose of their jobs involves the creation, distribution or application of knowledge.”

Thomas H. Davenport (1954) American academic

Source: Thinking for a Living, 2005, p. 9

Knowledge

“The nation guarantees the nurture, education, and comfortable maintenance of every citizen from the cradle to the grave.”

Edward Bellamy (1850–1898) American author and socialist

Source: Looking Backward, 2000-1887 http://www.gutenberg.org/dirs/etext96/lkbak10.txt (1888), Ch. 9.

“I think I stayed in the Mural division [ WPA, early 1940's] until it became A War Service Project and then I was relegated to do a specific job. There was a coordinated move, they had a new president that was being inaugurated for CCNY and they were doing a large – trying to show how higher education was involved in promoting the war effort, with the classes they were teaching, so that I did this work for more than a year before WPA terminated.”

Lee Krasner (1908–1984) American artist

n.p.
Oral history interview with Lee Krasner, 1964 Nov. 2 - 1968 Apr. 11

War, Thinking, Effort

“[Lloyd George] was still pessimistic about the war—said we were fighting better brains than our own—that there was not one really first-class man on our side. The Germans had shown that they had better training than we, and he knew the value of training—he had seen examples of it in the House of Commons, when Labour members competed against men of better education than themselves—they were just as good fellows, but they hadn't the training. And [Lloyd George] says that it is training that is wanting on our side—among the generals. He says our soldiers are the best in Europe, but they are being wantonly sacrificed because those in authority do not know how to make the best use of them.”

David Lloyd George (1863–1945) Former Prime Minister of the United Kingdom

Frances Stevenson's diary entry (16 December 1914), A. J. P. Taylor (ed.), Lloyd George: A Diary (London: Hutchinson, 1971), p. 17
Chancellor of the Exchequer

Men, War, Fight, Housing

“The supreme end of education is expert discernment in all things — the power to tell the good from the bad, the genuine from the counterfeit, and to prefer the good and the genuine to the bad and the counterfeit.”

Samuel Johnson (1709–1784) English writer

"It's written by Charles Grosvenor Osgood (1871-1964), as part of a 1917 preface to Boswell's 'Life of Johnson.'" The Samuel Johnson Sound Bite Page http://www.samueljohnson.com/apocryph.html#2 Retrieved 2013-07-07 Misattributed

“The more gifted by nature is a man, the more is deplorable the abuse that he does by using them to shameful ends. A swindler (or crook) of higher condition is more blameworthy than a vulgar scoundrel; an intelligent eveil-doer, having benefited from a higher education, represent a more saddening phenomenon ("phénomène", Fr.) than an unfortune illiterate fellow having commited an offence.”

African Spir (1837–1890) Russian philosopher

Source: Words of a Sage : Selected thoughts of African Spir (1937), p. 48.

Intelligence, Nature

“Julia Hayden, the colored school teacher, one of the latest victims of the White man's League, was only seventeen years of age. She was the daughter of respectable parents in Maury County, Tennessee, and had been carefully educated at the Central College, Nashville, a favorite place for the instruction of youth of both sexes of her race. She is said to have possessed unusual personal attractions as well as intelligence. Under the reign of slavery as it is defined and upheld by Davis and Toombs, Julia Hayden would probably have been taken from her parents and sent in a slave coffle to New Orleans to be sold on its auction block. But emancipation had prepared for her a different and less dreadful fate. With that strong desire for mental cultivation which marked the colored race since their freedom, in all circumstances where there is an opportunity left them for its exhibition, the young girl had so improved herself as to become capable of teaching others. She went to Western Tennessee and took charge of a school. Three days after her arrival at Hartsville, at night, two white men, armed with their guns, appeared at the house where she was staying, and demanded the school teacher. She fled, alarmed, to the room of the mistress of the house. The White Leaguers pursued. They fired their guns I through the floor of the room and the young girl fell dead within. Her murderers escaped.”

Jefferson Davis (1808–1889) President of the Confederate States of America

"Louisiana and the Rule of Terror" http://cdnc.ucr.edu/cgi-bin/cdnc?a=d&d=EL18741010.2.9#, The Elevator (10 October 1874), Volume 10, Number 26.

Men, Fate, Youth, Age

“Each of the laws listed in the collection commonly and erroneously referred to as ‘The Ten Commandments’ were either already universal ordinances everywhere, adapted from Hammurabi’s stele of law from centuries earlier, or have no parallel in American jurisprudence. The laws of Moses are NOT our laws! The founding fathers made clear who their influences really were, and that their goal was a system of government directly opposed to everything Mosaic law or governance represented. To say that the Constitution was in any way inspired by any covenant between God and Moses is no less a lie than to say that America was founded on Biblical principles -which our textbooks also say. There is no truth in either of these statements. They were inserted to revise our history according to an overt agenda to instill and perpetuate conservative Christian authority. This is a major front of the fundamentalist Christian “culture wars” against honest, factual reality. There is no defense of these errors and no justification for imposing them as part of ‘education’. Our textbooks are demonstrably false and deliberately misleading, and they must be corrected.”

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

Correct Texas' textbooks!" http://www.patheos.com/blogs/reasonadvocates/2015/11/01/correct-texas-textbooks/, Patheos (November 1, 2015) Patheos

God, War, Truth, Lie

“If we don't do it now, we'll probably never do it. We've built up the technology; we're at a point where if we don't continue, we'll lose that expertise, and we'll have to start all over again. True, it's expensive, but at the end of the day I believe it will be worth it. It makes a difference in terms of who we are, what we think, how we view the world. These are the kinds of things that get people excited about science, so you have a more educated public.”

Lisa Randall (1962) American theoretical physicist and an expert on particle physics and cosmology

The Discover Interview: Lisa Randall (July 2006)

People, World, Thinking, Science

“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.”

Alan Blinder (1945) economist

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

People, Books, School, Home

“History shows that whenever an emergency arises, our national spirit is most emphatically manifested to advance the prestige and fortune of the nation. It is incumbent upon us to leave no stone unturned in order to promote loyalty and bravery on the home front as well, and to replenish and demonstrate our nation's powers, for which are required the inculcation of the spirit of reverence for deities and respect for ancestors, the renovation of national education and the of the people's physical strength.”

Mitsumasa Yonai (1880–1948) Prime Minister of Japan

alternate version: History shows that, whenever an emergency arises, our national spirit is manifested most emphatically to advance the prestige and bring about the prosperity of the nation. Nor must we be negligent in any way in promoting a loyal and heroic spirit among the home-front population so that national strength may be augmented and given full play. For this purpose, such measures as the fostering of the spirit of piety and of honouring ancestors, the renovation of national education and the improvement of the people's physical strength.
Quoted in Nihon Gaiji Kyokai, Tokyo Gazette, p. 343. Also quoted in Daniel Clarence Holtom, Modern Japan and Shinto Nationalism (1963), p. 19.

People, Home, History, Loyalty

“What will be the influence of communist society on the family? It will transform the relations between the sexes into a purely private matter which concerns only the persons involved and into which society has no occasion to intervene. It can do this since it does away with private property and educates children on a communal basis, and in this way removes the two bases of traditional marriage – the dependence rooted in private property, of the women on the man, and of the children on the parents.”

Friedrich Engels (1820–1895) German social scientist, author, political theorist, and philosopher

(1847)

Women, Marriage, Children, Family

“A discipline has six basic characteristics:
(1) a focus of study,
(2) a world view or paradigm,
(3) a set of reference disciplines used to establish the discipline,
(4) principles and practices associated with the discipline,
(5) an active research or theory development agenda, and
(6) the deployment of education and promotion of professionalism”

Donald H. Liles (1947) American engineer

Source: The Enterprise Engineering Discipline (1996), p. 1

World, Study

“Education to perfect gentlemanship, to human excellence, liberal education consists in reminding oneself of human excellence, of human greatness.”

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

“What is liberal education,” p. 6
Liberalism Ancient and Modern (1968)

Perfection

“Segregation. There was another one. America sees this now but it took a civil rights movement to betray their age. And 50 years ago the U. S. Supreme Court betrayed the age May 17, 1954, Brown vs. Board of Education came down and put the lie to the idea that separate can ever really be equal. Amen to that.”

Bono (1960) Irish rock musician, singer of U2

PENN Address (2004)

Lie, Age, Idea

“As I look at American history, I see that this has always been a country of “we” not “me.” We stand together because we are stronger together.. One — out of many, one — has seen us through the darkest chapters of our history. Ever since 13 squabbling colonies put aside their disagreements and united because they realized they were going to rise together or fall separately, generation after generation has fought and marched and organized to widen the circle of dignity and opportunity. Ending slavery. Securing and expanding the right to vote. Throwing open the doors of education. Building the greatest middle class the world has ever seen. And we are stronger when more people can participate in our democracy.”

Hillary Clinton (1947) American politician, senator, Secretary of State, First Lady

Presidential campaign (April 12, 2015 – 2016), Speech about the Orlando Shooting (June 13, 2016)

People, World, Democracy, History

“For the first time in history, well-educated, affluent, white males are going to have their say.”

John Hodgman book The Areas of My Expertise

April 17, 2008
The Areas of My Expertise (2005), Appearances on The Daily Show with Jon Stewart

History, Time

“It is not possible to remake this country, to democratize it, humanize it, make it serious, as long as we have teenagers killing people for play and offending life, destroying the dream, and making love unviable. If education alone cannot transform society, without it society cannot change either.”

Paulo Freire (1921–1997) educator and philosopher

Source: Pedagogia da indignação (Pedagogy of Indignation) (2000, English trans. 2004), p. 47 [32]

Love, Life, People, Making love

“A parent knows an individual child's needs better than a set of guidelines will. A group of parents and teachers in a community will almost always know what's best for that community's students, than that of state board of education.”

Rupert Boneham (1964) American mentor, television personality, and politician

Rupert on the Issues (2011)

Communication, Parent, Teachers

“The rule of our policy is that nothing should be done by the state which can be better or as well done by voluntary effort; and I am not aware that, either in its moral or even its literary aspects, the work of the state for education has as yet proved its superiority to the work of the religious bodies or of philanthropic individuals. Even the economical considerations of materially augmented cost do not appear to be wholly trivial.”

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

Liberal Manifesto (September 1885) http://oll.libertyfund.org/EBooks/Smith_0306.pdf 1880s

Effort, Appearance

“Whatever was peculiar about him was education, not character, and came to him, directly and indirectly, as the result of that eighteenth-century inheritance which he took with his name.”

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

The Education of Henry Adams (1907)

“First, Greece: for modem Greeks, as I intimated, the future could mirror ‘the past’ past’ in more than one way, since there was a clear split in that past. One school argued for the Byzantine roots and glory of Greece. They pointed to the massive influx of Slavic immigrants in the sixth and succeeding centuries throughout the Balkans and Greece, and claimed that this had weakened the links with a decayed Hellenic (or Hellenistic— Roman) culture. What was Byzantine was essentially Orthodox Christianity only the Greek language and liturgy retained any connection with a pre-Christian past. In the Orthodox millet of the Ottoman empire, Christianity had kept a Byzantine Greek ethnic alive, as in a chrysalis, ready to be transformed under the impact of Western ideas and commercialization in the late eighteenth century.8’ For the Byzantine-Orthodox clergy and their flocks, for the notables in the Mores and Phanariots in Constantinople, this grandiose dream of a restored Byzantine empire under Greek control located the re-nascent Greek people and charted their future in the Aegean and Ionia. It also pointed the way to a restored agrarian society of peasants, notables and clergy, essentially smallholders, but led by educated Orthodox elites under the Patriarch.”

Anthony D. Smith (1939–2016) British academic

Source: The Ethnic Origins of Nations (1987), p. 203.

People, School, Dreams, Way

“But not in my family. My mother and father (with immigrant pragmatism) assumed the American tongue would reinvent their children. Just so did several immigrant Hispanic mothers in Southern California recently remark their children’s reluctance to join America. These mothers feared their children were not swimming in the American current—not in the swifts and not in the depths; not even in the pop. They blamed “bilingual education,” a leaky boat theorem ostensibly designed to sink into the American current. (In fact, the theorem became a bureacracy preoccupied with prolonging itself.) These few mothers organized an opposition to bilingual education and eventually they sank the Armada in California. Theirs was an American impulse: to engage the American flow directly and to let their children be taken by it.”

Richard Rodríguez (1944) American journalist and essayist

Brown : The Last Discovery of America (2003)

Children, Fear, Family

“Secondly, get rid of all dependence upon the central department. If you do not as yet perceive that public money can not wisely, in any shape, be taken for education, still refuse the grant that the central department offers as a bribe for the acceptance of its mischievous interference. Until individual self-reliance has grown among us, let each town administer education in its own way.”

Auberon Herbert (1838–1906) British politician

State Education: A Help or Hindrance?

Money, Way, Dependency

“There are things about organized religion which I resent. Christ is revered as the Prince of Peace, but more blood has been shed in His name than any other figure in history. You show me one step forward in the name of religion and I'll show you a hundred retrogressions. Remember, they were men of God who destroyed the educational treasures at Alexandria, who perpetrated the Inquisition in Spain, who burned the witches at Salem. Over 25,000 organized religions flourish on this planet, but the followers of each think all the others are miserably misguided and probably evil as well.”

Frank Sinatra (1915–1998) American singer and film actor

Playboy interview (1963)

Men, God, Peace, Religion

“This divergence and perversion of the essential question is most striking in what goes today by the name of philosophy. There would seem to be only one question for philosophy to resolve: What must I do? Despite being combined with an enormous amount of unnecessary confusion, answers to the question have at any rate been given within the philosophical tradition on the Christian nations. For example, in Kant´s Critique of Practical Reason, or in Spinoza, Schopenhauer and specially Rousseau.

But in more recent times, since Hegel´s assertion that all that exists is reasonable, the question of what one must do has been pushed to the background and philosophy has directed its whole attention to the investigation of things as they are, and to fitting them into a prearranged theory. This was the first step backwards.

The second step, degrading human thought yet further, was the acceptance of the struggle for existence as a basic law, simply because that struggle can be observed among animals and plants. According to this theory the destruction of the weakest is a law which should not be opposed. And finally, the third step was taken when the childish originality of Nietzsche´s half-crazed thought, presenting nothing complete or coherent, but only various drafts of immoral and completely unsubstantiated ideas, was accepted by the leading figures as the final word in philosophical science. In reply to the question: what must we do? the answer is now put straightforwardly as: live as you like, without paying attention to the lives of others.

If anyone doubted that the Christian world of today has reached a frightful state of torpor and brutalization (not forgetting the recent crimes committed in the Boers and in China, which were defended by the clergy and acclaimed as heroic feats by all the world powers), the extraordinary success of Nietzsche´s works is enough to provide irrefutable proof of this.

Some disjointed writings, striving after effect in a most sordid manner, appear, written by a daring, but limited and abnormal German, suffering from power mania. Neither in talent nor in their basic argument to these writings justify public attention. In the days of Kant, Leibniz, or Hume, or even fifty years ago, such writings would not only have received no attention, but they would not even have appeared. But today all the so called educated people are praising the ravings of Mr. N, arguing about him, elucidating him, and countless copies of his works are printed in all languages.”

Leo Tolstoy (1828–1910) Russian writer

Source: What is Religion, of What does its Essence Consist? (1902), Chapter 11

People, World, Law, Idea

“In the Jewish Quarter [Judengasse] was I born and educated; until my fifteenth year, they tried to beat the Talmud into me. My teachers were inhuman beings [Unmenschen], my colleagues were bad company, inducing me to secret sin; my body was frail, my spirit raw.”

Moses Hess (1812–1875) German philosopher

Hess' Diary, September 16, 1836

Secret, Teachers

“John Dewey… said “Education is a social process; education is growth; education is not preparation for life, but is life itself.” I understand and completely agree with this philosophy.”

Virgil John Tangborn (1920–1944)

October 1, 1938

Life, Understanding

“The top 1 percent have the best houses, the best educations, the best doctors, and the best lifestyles, but there is one thing that money doesn’t seem to have bought: an understanding that their fate is bound up with how the other 99 percent live. Throughout history, this is something that the top 1 percent eventually do learn. Too late.”

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

"Of the 1%, by the 1%, for the 1%" http://www.vanityfair.com/society/features/2011/05/top-one-percent-201105, Vanity Fair, May 2011.

Money, Fate, History, Understanding

“You cannot get through the density of the propaganda with which the American people, through the dreaded media, have been filled and the horrible public educational system we have for the average person. It's just grotesque.”

Gore Vidal (1925–2012) American writer

On American Altruism http://therealnews.com/t2/index.php?option=com_content&task=view&id=31&Itemid=74&jumival=338 2000s, What I've Learned (2008), Gore Vidal's America (2009)

People, Personality