Quotes about education
page 26

“Certainly the prolonged education indispensable to the progress of Society is not natural to mankind. It cuts against the grain. A boy would like to follow his father in pursuit of food or prey. He would like to be doing serviceable things so far as his utmost strength allowed. He would like to be earning wages however small to help to keep up the home. He would like to have some leisure of his own to use or misuse as he pleased. He would ask little more than the right to work or starve. And then perhaps in the evenings a real love of learning would come to those who are worthy — and why try to stuff in those who are not?”

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

and knowledge and thought would open the ‘magic casements’ of the mind.
Source: My Early Life: A Roving Commission (1930), Chapter 3 (Examinations).

Love, Food, Home, Boy

“Misapprehensions about the crucial question of whether Management constitutes a scientific discipline stem, in my view, from the multiplicity of perspectives involved: theoretical; normative; technical/educational; and practical. This makes is far too easy for critics to deride practical advice developed in this field, something they assimilate far too readily (and erroneously) with ready-made solutions, ignoring the epistemological vision underlying all management studies.”

Éric Pichet (1960) economist

Source: The Epistemology of Social Science (2011), p. 141.

Question, Study

“I may be forgiven the assumption that my choice to the highest office is mainly, if not entirely, made on account of my long association with the education of my people.”

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

Quest for Truth (1999)
Source: Foreword.

People

“All mental and moral development is by self-activity. Education is the economizing of self-effort in the direction of all-sided development.”

Francis Wayland Parker (1837–1902) Union Army officer

Source: Talks on Pedagogics, (1894), p. 25; as quoted in Sanderson Beck. Francis W. Parker's Concentration Pedagogy: Education to Free the Human Spirit http://www.san.beck.org/Parker.html, 1996

Effort

“In conversing with persons who are not officially attached to Observatories or in other ways professionally cognizant of the technicalities of practical Astronomy but who nevertheless display great interest… these persons appear to regard the determination of measures like those of the distance of the Sun and Moon as mysteries beyond ordinary comprehension… [and] when persons well acquainted with the general facts of Astronomy are introduced into an Observatory, they are for the most part utterly unable to understand anything which they see…
The measure of the Moon's distance involves no principle more abstruse than the measure of the distance of a tree on the opposite bank of a river. The principles of construction of the best Astronomical instruments are as simple and as closely referred to matters of common school-education and familiar experience, as are those of the common globes, the steam engine, or the turning-lathe; the details are usually less complicated.”

George Biddell Airy (1801–1892) English mathematician and astronomer

Introduction
Popular Astronomy: A Series of Lectures Delivered at Ipswich (1868)

School, Way, Understanding, Tree

“In cases of rape, trying to prevent pregnancies is obviously the best thing. The morning-after pill works successfully most of the time. Ultimately we do better if we do have better education about family planning.”

Rand Paul (1963) American politician, ophthalmologist, and United States Senator from Kentucky

US Senate hopeful Rand Paul visits Middlesboro
Lorie Settles
2010-01-26
Middlesboro Daily News
http://www.middlesborodailynews.com/view/full_story/5661743/article-US-Senate-hopeful-Rand-Paul-visits-Middlesboro
2010-11-17
Posed question: "What about instances of rape or incest or where the outcome may not be death, but severe medical problems for the mother or child. Do you think that in these cases the decision should be left to the government rather than the families?"

Family, Time

“It was difficult to sustain the illusion that education was of value for kids who would not live long enough to use it. They’d never take the standardized tests that they were prepping for. … Free from the constraints of racking up high test scores or getting into colleges, students could learn for learning’s sake—which was how it ought to be. The tick-tock curriculum had dissolved and been replaced by activities improvised from day to day by teachers and parents: hiking in the mountains, doing art projects about the Cloud Ark, talking with psychologists about death, reading favorite books. In one sense Amelia and her colleagues had never been more needed, never had such an opportunity to show their quality.”

Neal Stephenson book Seveneves

"The Casting of Lots"
Seveneves (2015), Part One

Death, Books, Art, Mountain

“You see, some people have a talent for programming. At ten to thirteen years old, typically, they're fascinated, and if they use a program, they want to know: “How does it do this?” But when they ask the teacher, if it's proprietary, the teacher has to say: “I'm sorry, it's a secret, we can't find out.” Which means education is forbidden. A proprietary program is the enemy of the spirit of education. It's knowledge withheld, so it should not be tolerated in a school, even though there may be plenty of people in the school who don't care about programming, don't want to learn this. Still, because it's the enemy of the spirit of education, it shouldn't be there in the school.
But if the program is free, the teacher can explain what he knows, and then give out copies of the source code, saying: “Read it and you'll understand everything.” And those who are really fascinated, they will read it! And this gives them an opportunity to start to learn how to be good programmers.
To learn to be a good programmer, you'll need to recognize that certain ways of writing code, even if they make sense to you and they are correct, they're not good because other people will have trouble understanding them. Good code is clear code that others will have an easy time working on when they need to make further changes.
How do you learn to write good clear code? You do it by reading lots of code, and writing lots of code. Well, only free software offers the chance to read the code of large programs that we really use. And then you have to write lots of code, which means you have to write changes in large programs.
How do you learn to write good code for the large programs? You have to start small, which does not mean small program, oh no! The challenges of the code for large programs don't even begin to appear in small programs. So the way you start small at writing code for large programs is by writing small changes in large programs. And only free software gives you the chance to do that.”

Richard Stallman (1953) American software freedom activist, short story writer and computer programmer, founder of the GNU project

A Free Digital Society - What Makes Digital Inclusion Good or Bad? http://www.gnu.org/philosophy/free-digital-society.html#education; Lecture at Sciences Po in Paris (19 October 2011)] 2010s

People, Secret, School, Way

“Imagine my surprise when it turned out the main thing that I was qualified for was to get another degree and teach Political Science to other people, who would, in turn, teach it to other people! This wasn't higher education, this was Amway with a football team!”

Richard Jeni (1957–2007) American comedian

A Big, Steaming Pile Of Me

People, Imagination, Science, Football

“Love of my home, my wife and my children./ Love for the earth that helps me live./ Love for education and of work./ Love of others who work for the common good./ Love of justice as the instrument that provides equilibrium for human dignity./ Love of peace in order to enjoy one's life./ Love of freedom, but not the freedom acquired at the expense of others’ freedom, but rather the freedom of all./ Love of freedom to live and exist, for the existence of my children, in my home, in my town, my city, among neighbouring people./ Love for freedom in the environment in which we are required to forge our destiny./ Love of freedom without yokes: nor ours nor foreign.”

Víctor Jara (1932–1973) Pro teacher, theatre director, poet, singer-songwriter, and political activist

When asked, four days before the military coup of September 11, 1973, what the word ‘Love’ meant to him.
Section: Biography/Victor y el amor of http://www.fundacionvictorjara.cl/ 10/04/2007

Love, Life, Children, People

“Every factory must be a school to educate, like Che Guevara said, to produce not only briquettes, steel, and aluminum, but also, above all, the new man and woman, the new society, the socialist society.”

Hugo Chávez (1954–2013) 48th President of Venezuela

Speech to a May 2009 "Socialist Transformation Workshop" in Guayana, as quoted in Venezuela Nationalizes Gas Plant and Steel Companies, Pledges Worker Control: James Suggett at Venezuela Analysis (22 May 2009) http://www.venezuelanalysis.com/news/4464 2009

School

“The difficulty in our education up till now lies, for the most part, in the fact that knowledge did not refine itself into will, to application of itself, to pure practice. The realists felt the need and supplied it, though in a most miserable way, by cultivating idea-less and fettered "practical men." Most college students are living examples of this sad turn of events. Trained in the most excellent manner, they go on training; drilled they continue drilling.”

Max Stirner book The False Principle of our Education

Source: The False Principle of our Education (1842), p. 25

Men, Sadness, Way, Idea

“We [atheists] weren't the ones who came up with homeland security, conveniently ignoring inconvenient amendments in our own Bill of Rights. We aren't the ones determined to exploit fossil fuels to the exclusion of all better options, and we're not the ones wasting our resources like there's no tomorrow, because we're not the ones who actually believe there's no tomorrow. If you think these are the Last Days, then you're not going to prepare for the future, and if you elect such a person, then you are hiring them to lead you to your doom. Atheists are typically not the ones diverting millions of dollars into atrocious military offenses while simultaneously trying to defund beneficial public welfare programs like the Environmental Protection Agency and the Department of Education.”

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

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

Thinking, Future, Personality

“No country of people's democracy has so many nationalities as this country has. Only in Czechoslovakia do there exist two kindred nationalities, while in some of the other countries there are only minorities. Consequently in these countries of people's democracy there has been no need to settle such serious problems as we have had to settle here. With them the road to socialism is less complicated than is the case here. With them the basic factor is the class issue, with us it is both the nationalities and the class issue. The reason why we were able to settle the nationalities question so thoroughly is to be found in the fact that it had begun to be settled in a revolutionary way in the course of the Liberation War, in which all the nationalities in the country participated, in which every national group made its contribution to the general effort of liberation from the occupier according to its capabilities. Neither the Macedonians nor any other national group which until then had been oppressed obtained their national liberation by decree. They fought for their national liberation with rifle in hand. The role of the Communist Party lay in the first place in the fact that it led that struggle, which was a guarantee that after the war the national question would be settled decisively in the way the communists had conceived long before the war and during the war. The role of the Communist Party in this respect today, in the phase of building socialism, lies in making the positive national factors a stimulus to, not a brake on, the development of socialism in our country. The role of the Communist Party today lies in the necessity for keeping a sharp lookout to see that national chauvinism does not appear and develop among any of the nationalities. The Communist Party must always endeavour, and does endeavour, to ensure that all the negative phenomena of nationalism disappear and that people are educated in the spirit of internationalism. What are the phenomena of nationalism? Here are some of them: 1) National egoism, from which many other negative traits of nationalism are derived, as for example — a desire for foreign conquest, a desire to oppress other nations, a desire to impose economic exploitation upon other nations, and so on; 2) national-chauvinism which is also a source of many other negative traits of nationalism, as for example national hatred, the disparagement of other nations, the disparagement of their history, culture, and scientific activities and scientific achievements, and so on, the glorification of developments in their own history that were negative and which from our Marxist point of view are considered negative. And what are these negative things? Wars of conquest are negative, the subjugation and oppression of other nations is negative, economic exploitation is negative, colonial enslavement is negative, and so on. All these things are accounted negative by Marxism and condemned. All these phenomena of the past can, it is true, be explained, but from our point of view they can never be justified. In a socialist society such phenomena must and will disappear. In the old Yugoslavia national oppression by the great-Serb capitalist clique meant strengthening the economic exploitation of the oppressed peoples. This is the inevitable fate of all who suffer from national oppression. In the new, socialist Yugoslavia the existing equality of rights for all nationalities has made it impossible for one national group to impose economic exploitation upon another. That is because hegemony of one national group over another no longer exists in this country. Any such hegemony must inevitably bring with it, to some degree or other, in one form or another, economic exploitation; and that would be contrary to the principles upon which socialism rests. Only economic, political, cultural, and universal equality of rights can make it possible for us to grow in strength in these tremendous endeavours of our community.”

Josip Broz Tito (1892–1980) Yugoslav revolutionary and statesman

Concerning the National Question and Social Patriotism http://www.marxists.org/archive/tito/1948/11/26.htm Speech held at the Slovene Academy of Arts and Sciences, November 26, 1948, Ljubljana Speeches

Fate, War, People, Way

“The members of the Japanese enlightenment of the early 1870's, Fukuzawa among them, now reasoned as follows: Japan can keep its independence only if it becomes stronger. It can become stronger only with the help of science. It will use science effectively only if it does not just practice science but also believes in the underlying ideology. To many traditional Japanese this ideology-the scientific worldview- was barbaric. But, so the followers of Fukuzawa argued, it was necessary to adopt barbaric ways, to regard them as advanced, to introduce the whole of Western civilization in order to survive. Having been thus prepared, Japanese scientists soon branched out as their Western colleagues had done before and falsified the uniform ideology that had started the development. The lesson I draw from this sequence of events is that a uniform 'scientific view of the world' may be useful for people doing science… However, it is a disaster for outsiders(philosophers, fly-by-night mystics, prophets of a new age, the (educated public"), who, being undisturbed by the complexities of research, are liable to fall for the most simpleminded and most vapid tale.”

Paul Karl Feyerabend (1924–1994) Austrian-born philosopher of science

pg 160.
Conquest of Abundance (2001 [posthumous])

People, Age, World, Way

“I personally chose to go vegan because I educated myself on factory farming and cruelty to animals, and I suddenly realized that what was on my plate were living things, with feelings. And I just couldn’t disconnect myself from it any longer.”

Ellen DeGeneres (1958) American stand-up comedian, television host, and actress

From her website; quoted in "Why Ellen Went Vegan", in peta.org (9 November 2009) https://www.peta.org/blog/ellen-went-vegan/

Feeling, Animals, Personality

“But, good gracious, you've got to educate him first. You can't expect a boy to be vicious till he's been to a good school.”

Saki (1870–1916) British writer

" The Baker's Dozen http://books.google.com/books?id=T64eeKXfGfUC&q=&quot;But+good+gracious+you've+got+to+educate+him+first+You+can't+expect+a+boy+to+be+vicious+till+he's+been+to+a+good+school&quot;&pg=PA196#v=onepage" Reginald in Russia (1910)

School, Boy

“Big business, then, was behind the existence and curriculum of the public educational system, explicitly to teach young minds to submit and obey, to pay homage to the ‘corporate liberal’ system which the politicians, a multitude of intellectuals and many big businessmen created.”

Roy A. Childs, Jr. (1949–1992) American libertarian essayist and critic

Source: “Big Business and the Rise of American Statism,” 1969, p. 45

Business

“It is said by parrot-minded critics that Owen was "a man of one idea," whereas he was a man of more ideas than any public man England knew in his day. He shared and befriended every new conception of moment and promise, in science, in education, and government. His mind was hospitable to all projects of progress; and he himself contributed more original ideas for the conduct of public affairs than any other thinker of his generation…. Because some of his projects were so far reaching that they required a century to mature them, onlookers who expected them to be perfected at once, say he "failed in whatever he proposed." While the truth is he succeeded in more things than any public man ever undertook. If he made more promises than he fulfilled, he fulfilled more than any other public man ever made. Thus, he was not a man of "one idea" but of many. Nor did his projects fail. The only social Community for which he was responsible was that of New Harmony, in Indiana; which broke up through his too great trust in uneducated humanity — a fault which only the generous commit. The communities of Motherwell and Orbiston, of Manea, Fen, and Queenwood in Hampshire were all undertaken without his authority, and despite his warning of the adequacy of the means for success. They failed, as he predicted they would. Critics, skilled in coming to conclusions without knowing the facts, impute these failures to him.”

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

Memorial dedication (1902)

Truth, Communication, Idea, Failure

“For my part, I should be inclined to suggest that the chief object of education should be to restore simplicity. If you like to put it so, the chief object of education is not to learn things; nay, the chief object of education is to unlearn things.”

G. K. Chesterton book All Things Considered

"An Essay on Two Cities"
All Things Considered (1908)

Learning, Parting

“In the zone of perdition where my youth went as if to complete its education, one would have said that the portents of an imminent collapse of the whole edifice of civilization had made an appointment.”

Guy Debord (1931–1994) French Marxist theorist, writer, filmmaker and founding member of the Situationist International (SI)

Vol. 1, Pt. 2.
Panegyric (1989)

Youth

“History warns us, however, that it is the customary fate of new truths to begin as heresies and to end as superstitions; and, as matters now stand, it is hardly rash to anticipate that, in another twenty years, the new generation, educated under the influences of the present day, will be in danger of accepting the main doctrines of the 'Origin of Species' with as little reflection, and it may be with as little justification, as so many of our contemporaries, twenty years ago, rejected them. Against any such a consummation let us all devoutly pray; for the scientific spirit is of more value than its products, and irrationally held truths may be more harmful than reasoned errors.”

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

"The Coming of Age of The Origin of Species" (1880) http://aleph0.clarku.edu/huxley/CE2/CaOS.html; Collected Essays, vol. 2 1880s

Fate, Truth, Error, History

“There are three kinds of fools in this world, fools proper, educated fools and rich fools. The world persists because of the folly of these fools.”

Swami Narayanananda (1902–1988) Indian guru

No. 190, p. 168
Revelation (1951)

World, Fools

“The more subsidized it is, the less free it is. What is known as 'free education' is the least free of all, for it is a state-owned institution; it is socialized education—just like socialized medicine or the socialized post office—and cannot possibly be separated from political control.”

Frank Chodorov (1887–1966) American libertarian thinker

Source: Fugitive Essays: Selected Writings of Frank Chodorov (1980), p. 237, “Why Free Schools Are Not Free,” analysis, (October 1948)

“[E]ugenic doctrine did not originate with the Nazis. It began with polite, urbane, well-educated, sophisticated people who saw "social hygiene" via, among other methods, euthanasia, as representing progress and modernity. They wanted to ditch the old Judaeo-Christian belief in the sanctity of all human life and replace it with what they regarded as a more advanced and rational philosophy.”

Robert P. George (1955) American legal scholar

2018, On Holocaust Remembrance Day (2018)

Life, People

“The edifice of my educational thought is almost entirely beholden to the views of Kerschensteiner. At later stages, however, Gandhiji’s influence and his elaboration of some of the finest points on the subject provided the much needed depth and expansion. Words turned into projects and a mere conceptual and transient framework became an insuperable part of my life.”

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

Source: Quest for Truth (1999), p. 145.

Life, Parting

“Those subjects have the greatest educational value, which are richest in incentives to the noblest self-activity.”

John Lancaster Spalding (1840–1916) Catholic bishop

Source: Aphorisms and Reflections (1901), p. 84

“I read Shakespeare and the Bible, and I can shoot dice. That's what I call a liberal education.”

Tallulah Bankhead (1902–1968) American actress

Tallulah: My Autobiography (1952)

Reading

“My father sent me, the same year, to school, but here I was not in my sphere; I hated the low and vulgar conduct of my school-fellows as much as the vulgar mode of correction of the masters. However, I selected some boys a little better educated for my daily companions, especially one of the name of Strauss, who unfortunately combined with his romantic ideas a great inclination to drink; we daily played truant, but nevertheless I applied myself in my private lessons with great eagerness and perseverance to the study of mathematics, history, &c., so that I contrived to ingratiate myself in the good opinion of my masters, who never missed me during the school hours, being always ready when called to my class. My best friend amongst the masters was a teacher of the French language, named Ferry) who professed secretly all the principles of freethinkers. He procured for me all the works of Voltaire, and other French freethinkers; and some time after, when I understood English, all the works of freethinkers of that nation. This was a pretty preparation for my confirmation, which was now at hand.”

Albrecht Thaer (1752–1828) German agronomist and an avid supporter of the humus theory for plant nutrition

My Life and Confessions, for Philippine, 1786

Hate, School, History, Boy

“Ladies and gentlemen, this is a difficult moment for America. I, unfortunately, will be going back to Washington after my remarks. Secretary Rod Paige and the Lt. Governor will take the podium and discuss education. I do want to thank the folks here at Booker Elementary School for their hospitality. Today we've had a national tragedy. Two airplanes have crashed into the World Trade Center in an apparent terrorist attack on our country. I have spoken to the Vice President, to the Governor of New York, to the Director of the FBI, and have ordered that the full resources of the federal government go to help the victims and their families, and to conduct a full-scale investigation to hunt down and to find those folks who committed this act. Terrorism against our nation will not stand. And now if you would join me in a moment of silence. May God bless the victims, their families, and America. Thank you very much.”

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

Remarks on After Two Planes Crash Into World Trade Center https://en.wikisource.org/wiki/Remarks_After_Two_Planes_Crash_Into_World_Trade_Center (11 September 2001) 2000s, 2001

God, World, School, Family

“"Another situation generally exposed to ressentiment danger is the older generation's relation with the younger. The process of aging can only be fruitful and satisfactory if the important transitions are accompanied by free resignation, by the renunciation of the values proper to the preceding stage of life. Those spiritual and intellectual values which remain untouched by the process of aging, together with the values of the next stage of life, must compensate for what has been lost. Only if this happens can we cheerfully relive the values of our past in memory, without envy for the young to whom they are still accessible. If we cannot compensate, we avoid and flee the “tormenting” recollection of youth, thus blocking our possibilities of understanding younger people. At the same time we tend to negate the specific values of earlier stages. No wonder that youth always has a hard fight to sustain against the ressentiment of the older generation. Yet this source of ressentiment is also subject to an important historical variation. In the earliest stages of civilization, old age as such is so highly honored and respected for its experience that ressentiment has hardly any chance to develop. But education spreads through printing and other modern media and increasingly replaces the advantage of experience. Younger people displace the old from their positions and professions and push them into the defensive. As the pace of “progress” increases in all fields, and as the changes of fashion tend to affect even the higher domains (such as art and science), the old can no longer keep up with their juniors. “Novelty‟ becomes an ever greater value. This is doubly true when the generation as such is seized by an intense lust for life, and when the generations compete with each other instead of cooperating for the creation of works which outlast them. “Every cathedral,” Werner Sombart writes, “every monastery, every town hall, every castle of the Middle Ages bears testimony to the transcendence of the individual's span of life: its completion spans generations which thought that they lived for ever. Only when the individual cut himself loose from the community which outlasted him, did the duration of his personal life become his standard of happiness.” Therefore buildings are constructed ever more hastily—Sombart cites a number of examples. A corresponding phenomenon is the ever more rapid alternation of political regimes which goes hand in hand with the progression of the democratic movement. But every change of government, every parliamentary change of party domination leaves a remnant of absolute opposition against the values of the new ruling group. This opposition is spent in ressentiment the more the losing group feels unable to return to power. The “retired official” with his followers is a typical ressentiment figure. Even a man like Bismarck did not entirely escape from this danger."”

Max Scheler (1874–1928) German philosopher

Das Ressentiment im Aufbau der Moralen (1912)

Life, Happiness, People, Youth

“It was a saying of his that education was an ornament in prosperity and a refuge in adversity.”

Diogenes Laërtius (180–240) biographer of ancient Greek philosophers

Aristotle, 9.
The Lives and Opinions of Eminent Philosophers (c. 200 A.D.), Book 5: The Peripatetics

“Voters for decades were conned into thinking they were noisome minorities whose best path to influence is to make peace with the mightier "center," which inevitably turns out to support military interventionism, fewer taxes for the rich, corporate deregulation and a ban on unrealistic "giveaway" proposals like free higher education. Those are the realistic, moderate, popular ideas, we're told.But it's a Wizard of Oz trick, just like American politics in general. There is no numerically massive center behind the curtain. What there is instead is a tiny island of wealthy donors, surrounded by a protective ring of for-sale major-party politicians (read: employees) whose job it is to castigate too-demanding voters and preach realism.”

Matt Taibbi (1970) author and journalist

"Goodbye, and Good Riddance, to Centrism" Rolling Stone, June 13, 2017 http://www.rollingstone.com/politics/features/taibbi-goodbye-and-good-riddance-to-centrism-w487628

Peace, Idea, Support, Thinking

“I try to encourage people to look at our past in a critical way because as our education, we have a great, great history. But in reality we are poorest in ethics and philosophy, so I try to raise people’s consciousness on how we deal with our past.”

Ai Weiwei (1957) Chinese concept artist

2010-, Ai Weiwei, interview by Christiane Amanpour, 2010

People, Way, History, Reality

“the correct statement would be, not that I disliked poetry, but that I was theoretically indifferent to it. I disliked any sentiments in poetry which I should have disliked in prose; and that included a great deal. And I was wholly blind to its place in human culture, as a means of educating the feelings. But I was always personally very susceptible to some kinds of it.
Long before I had enlarged in any considerable degree, the basis of my intellectual creed, I had obtained in the natural course of my mental progress, poetic culture of the most valuable kind, by means of reverential admiration for the lives and characters of heroic persons; especially the heroes of philosophy.

Condorcet's Life of Turgot; a book well calculated to rouse the best sort of enthusiasm, since it contains one of the wisest and noblest of lives, delineated by one of the wisest and noblest of men.”

John Stuart Mill book Autobiography

Autobiography (1873)

Life, Men, Books, Feeling

“Those truly committed to liberation must reject the banking concept in its entirety, adopting instead a concept of women and men as conscious beings, and consciousness as consciousness intent upon the world. They must abandon the educational goal of deposit-making and replace it with the posing of the problems of human beings in their relations with the world.”

Paulo Freire (1921–1997) educator and philosopher

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

Women, Men, World, Problem

“Strange as it may seem, no amount of learning can cure stupidity, and formal education positively fortifies it.”

Stephen Vizinczey (1933) Hungarian-Canadian writer

In the Sunday Telegraph (2 March 1975) ; as quoted in A Speaker's Treasury of Quotations: https://en.wikiquote.org/wiki/Special:BookSources/0786429453 Maxims, Witticisms and Quips for Speeches and Presentations, Michael & Linda Thomsett, McFarland (2009), p. 110

Stupidity, Learning

“The most powerful instruments of civilization are two - the Christian religion, and education.”

Francisco Luís Gomes (1829–1869) Indo-Portuguese physician, writer, historian, economist, political scientist and MP in the Portuguese parli…

Quoted by Nishitha Desai in Lusotopie 2000, p. 474

Religion

“Have confidence in yourself, you are the only one of its kind in the World, never compare yourself to any body. Improve yourself in every field be it a education, training, antiquates, attire, mannerism, knowledge, communication. Your competition should be with you.”

Nikita Gokhale (1990) Indian Actress, Indian Model

Shah,Sanjay. " “Nikita Ghokale on the Board of Asian School of Fashion And Design” http://blogs.rediff.com/asiannewsagency/2016/11/28/nikita-ghokale-on-the-board-of-asian-school-of-fashion-and-design/.Rediff.com. November 28, 2016.

World, Confidence, Communication, Knowledge

“Peace is a matter of education, and impossible of achievement until we have learned to deal charitably, justly, and openly with one another, as nations as well as individuals. As long as we manufacture arms, peace will not become established. It should become our aim and object to do all we can toward the abolition of militarism in all countries and the establishment of the principle of arbitration of difficulties.”

Max Heindel (1865–1919) American asrologer and occultist

Letters to Students: LETTER NO. 92, July, 1918.

Peace, Learning, Country

“Do you say that the people of the free state have nothing to do with it, and can do nothing? Would to God this were true! But it is not true. The people of the free states have defended, encouraged, and participated; and are more guilty for it, before God, than the South, in that they have not the apology of education or custom.
If the mothers of the free states had all felt as they should, in times past, the sons of the free states would not have been the holders, and, proverbially, the hardest masters of slaves; the sons of the free states would not have connived at the extension of slavery, in our national body; the sons of the free states would not, as they do, trade the souls and bodies of men as an equivalent to money, in their mercantile dealings. There are multitudes of slaves temporarily owned, and sold again, by merchants in northern cities; and shall the whole guilt or obloquy of slavery fall only on the South?
Northern men, northern mothers, northern Christians, have something more to do than denounce their brethren at the South; they have to look to the evil among themselves.”

Harriet Beecher Stowe book Uncle Tom's Cabin

Uncle Tom's Cabin (1852), Concluding Remarks

Men, Money, God, People

“"The Earth is billions of years old. The geologic column is the way to interpret it, and Charles Darwin's evolution is right." That is what they teach in order to be a good communist. Did you know that Russian teachers come to America to study education because the American educational system is considered the best in the world for teaching students these three principals. This prepares them to be good communists and to doubt the word of God.”

Kent Hovind (1953) American young Earth creationist

Unmasking the False Religion of Evolution (1996)

God, World, Way, Study

“All the girls and boys seen preening through school halls, fighting to fit in, games they just can’t win, higher education dumbing down a nation, around the square unsure of where we fit in.”

Dawud Wharnsby (1972) Canadian musician

"Rachel"
Out Seeing The Fields (2007)

School, Girl, Game, Boy

“Given the external benefits higher education creates, it is efficient that taxpayers subsidies should be a permanent part of the landscape.”

Nicholas Barr (1943) British economist

Source: Economics Of The Welfare State (Fourth Edition), Chapter 14, Higher Education, p. 329

Parting

“There is a clear acknowledgement all over the world that we should not teach people to read and then to leave them without literature. For they would then relapse into a dreary and ultimately dangerous state of half-education, in which they would be easily satisfied by crude semi-pictorial approximations of the strip cartoon and by the abundant supply of degenerate literature which destroys, rather than promotes, a capacity to face the problems of the world with skill and courage”

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

His argument for the introduction of a colony-wide library system in 1955.

People, World, Literature, Courage

“I found that many Americans did not even know that a country named Iran existed, let alone what it was like. Even among the diplomatic corps and among well-educated people, there was a vagueness about who the Iranians were or what the culture was, a tendency to confuse Iran with Iraq or to mistakenly assume that Iran is an Arab country simply because it is an Islamic nation. This fuzziness about the world outside is unique to America; among the intelligensia of European countries, for example, there is generally a higher level of awareness and information regarding cultures other than their own.”

Ashraf Pahlavi (1919–2016) Iranian royal

Faces in a Mirror, Prentice Hall, p. 100. (1980)

People, World, Country

“From the viewpoint of my general purpose, I had come to believe that one way to achieve the education which leads to understanding and compassion is to take some period of the past and to immerse oneself in it so thoroughly that one could think its thoughts and speak its language. The object would be to take this chapter of vanished experience and learn to know it in three if not four dimensions. That would mean coming to understand why certain actions which in the light of retrospect appear madly irrational appeared at that time the indisputable mandate of reason; why things which had been created with pain and care were cast quickly on the gaming table of war; why men who had sat in the senate chamber and debated with syllogism and enthymeme stepped out of it to buckle on the sword against one another. Almost any book of history will give you the form of such a time, but what will give you the pressure of it? That is what I particularly wished to discover.”

Richard M. Weaver (1910–1963) American scholar

"Up from Liberalism” Modern Age Vol. 3, No. 1 (Winter 1958-1959), pp. 24, col. 2-25, col. 1.

Men, Pain, War, Books

“People can’t eat our pity, dehydrated children can’t drink our sorrow nor can a child be educated by our anger at injustice. No one has ever been lifted out of poverty by us being overwhelmed or shocked. The only thing that ends poverty is our actions.”

Michael Elmore-Meegan (1959) British humanitarian

Lecture on Global Health

Children, People, Drink, Anger

“Two world wars have destroyed in a few years the material and spiritual capital accumulated by centuries of work. The nineteenth century had hoped to turn man, by virtue of education, into a reasoning being: a half-century of ferocity has proved that a cruel, primitive beast still resides in him.”

André Maurois (1885–1967) French writer

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

War, World, Hope

“To eliminate the discrepancy between men's plans and the results achieved, a new approach is necessary. Morphological thinking suggests that this new approach cannot be realized through increased teaching of specialized knowledge. This morphological analysis suggests that the essential fact has been overlooked that every human is potentially a genius. Education and dissemination of knowledge must assume a form which allows each student to absorb whatever develops his own genius, lest he become frustrated. The same outlook applies to the genius of the peoples as a whole.”

Fritz Zwicky (1898–1974) Swiss astronomer

Source: Fritz Zwicky, Morphological astronomy, The Observatory, Vol. 68, p. 121-143 (1948).

Men, People, Knowledge, Thinking

“It is time that the medical and teaching profession should realize that functional neurosis is not congenital, not inborn, not hereditary, but is the result of a defective, fear-inspiring education in early child life.”

Boris Sidis (1867–1923) American psychiatrist

Source: Nervous Ills their Cause and Cure (1922), p. 285

Life, Fear, Time

“I present, for what it is worth, and may prove to be worth, the following bill of axioms or aphorisms on public administration, as fitting this important occasion.
# The continuous and fairly efficient discharge of certain functions by government, central and local, is a necessary condition for the existence of any great society.
# As a society becomes more complicated, as its division of labor ramifies more widely, as its commerce extends, as technology takes the place of handicrafts and local self-sufficiency, the functions of government increase in number and in their vital relationships to the fortunes of society and individuals.
# Any government in such a complicated society, consequently any such society itself, is strong in proportion to its capacity to administer the functions that are brought into being.
# Legislation respecting these functions, difficult as it is, is relatively easy as compared with the enforcement of legislation, that is, the effective discharge of these functions in their most minute ramifications and for the public welfare.
# When a form of government, such as ours, provides for legal changes, by the process of discussion and open decision, to fit social changes, then effective and wise administration becomes the central prerequisite for the perdurance of government and society — to use a metaphor, becomes a foundation of government as a going concern.
# Unless the members of an administrative system are drawn from various classes and regions, unless careers are open in it to talents, unless the way is prepared by an appropriate scheme of general education, unless public officials are subjected to internal and external criticism of a constructive nature, then the public personnel will become a bureaucracy dangerous to society and to popular government.
# Unless, as David Lilienthal has recently pointed out in an address on the Tennessee Valley Authority, an administrative system is so constructed and operated as to keep alive local and individual responsibilities, it is likely to destroy the basic well-springs of activity, hope, and enthusiasm necessary to popular government and to the following of a democratic civilization.”

Charles A. Beard (1874–1948) American historian

Administration, A Foundation of Government (1940)

Hope, Way, Spring, Nature

“Those who meekly obey laws and rules imposed from the outside—including religious laws—are not moral human beings. The fulfillment of an imposed law is morally neutral. The truly educated make their own wills serve the higher call of justice, empathy and reason.”

Chris Hedges (1956) American journalist

“Why the United States Is Destroying Its Education System” (2011)

Justice, Law

“Turkmens claim that they have the lowest life expectancy in Iran and that they are denied fair access to higher education. Those who manage to apply for university places are often turned away because they fail religious tests based on Shiism; their inadequate mastery of Persian reduces their chances further. Tehran authorities blame the Turkmen revolt on “secessionists” and “counterrevolutionaries,” allegedly supported by the United States. In fact, the revolt highlights the failure of a narrowly based ideological regime to understand the pluralist nature of Iranian society and the legitimate aspirations of its diverse component parts for dignity, equal opportunity and a fair share in decision-making.”

Amir Taheri (1942) Iranian journalist

"Iran's latest ethnic revolt" http://nypost.com/2008/01/14/irans-latest-ethnic-revolt/, New York Post (January 14, 2008). New York Post

Life, Failure, Understanding, Support

“That we usually call Education is making man stupid.”

Laxmi Prasad Devkota (1909–1959) Nepali poet

शिक्षा (Education)

Stupidity

“No idea holds greater sway in the minds of educated Americans that the belief that it is possible to democratize governments anytime and anywhere under any circumstances.”

Jeane Kirkpatrick (1926–2006) American diplomat and Presidential advisor

Dictatorship and Double Standards, Commentary (New York, Nov. 1979), quoted in The Economist , 23 December 2006:131

Idea

“The task of educating and feeding youngsters, the task of educating the army, the task of distributing the lands of the former absentee landlords to those who laboured every day upon that same land without receiving its benefits, are accomplishments of social medicine.”

Ernesto Che Guevara (1928–1967) Argentine Marxist revolutionary

On Revolutionary Medicine (1960)

“The more logical and determined … critics will confess that they believe that the great mass of mankind is and of right ought to be condemned to a modern version of natural slavery. Hence there is not use wasting educational effort upon them. They should be given training as will be necessary to enable them to survive.”

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

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

Nature, Effort, Training

“Education as the exercise of domination stimulates the credulity of the students.”

Paulo Freire (1921–1997) educator and philosopher

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

Exercises

“Sometimes it seems the only accomplishment my education ever bestowed on me, the ability to think in quotations.”

Margaret Drabble book A Summer Bird-Cage

A Summer Bird-Cage (1963; New York: William Morrow, 1964) p. 49

Thinking

“Unless we plan our resources purposefully, unless we are prepared to accept the disciplines that are necessary, we shall not be able to meet the challenge of the Communist world. As the years go by, and the people see us languishing behind, trying to prevent the evils of inflation by industrial stagnation, trying all the time to catch up with things because we have not acted soon enough—when they see the Communist world, planned, organised, publicly-owned and flaunting its achievements to the rest of the world—they will come to be educated by what they will experience. They will realise that Western democracy is falling behind in the race because it is not prepared to read intelligently the lessons of the twentieth century.”

Aneurin Bevan (1897–1960) Welsh politician

Speech http://hansard.millbanksystems.com/commons/1959/nov/03/debate-on-the-address in the House of Commons (3 November 1959) 1950s

People, World, Democracy, Intelligence

“If England led the rest of the world in the Industrial Revolution, it was despite, not because of her formal education system.”

Joel Mokyr (1946) Israeli American economic historian

Source: The lever of riches: Technological creativity and economic progress, 1992, p. 240

World

“There are as many Scottish roads to Socialism as there are predictions of Britain's economic doom - but most of them demand three things: a coherent plan for an extension of democracy and control in society and industry which sees every reform as a means to creating a socialist society; a harnessing of the forces for industrial and community self-management within a political movement; and a massive programme of education by the Labour Movement as a whole.

Gramsci's relevance to Scotland today is in his emphasis that in a society which is both mature and complex, where the total social and economic processes are geared to maintaining the production of goods and services (and the reproduction of the conditions of production), then the transition to socialism must be made by the majority of the people themselves and a socialist society must be created within the womb of existing society and prefigured in the movements for democracy at the grass roots. Socialists must neither place their faith in an Armageddon or of capitalist collapse nor in nationalisation alone. For the Jacobin notion of a vanguard making revolution on behalf of working people relates to a backward society (and prefigures an authoritarian and bureaucratic state), then the complexity of modern society requires a far reaching movement of people and existing conditions and as a co-ordinator for the assertion of social priorities by people at a community level and control by producers at an industrial level. In such a way political power will become a synthesis of – not a substitute for – community and industrial life.

This requires from the Labour Movement in Scotland today a postive commitment to creating a socialist society, a coherant strategy with rhythm and modality to each reform to cancel the logic of capitalism and a programme of immediate aims which leads out of one social order into another. Such a social reorganisation - a phased extension of public control under workers' sustained and enlarged, would in EP Thompson's words lead to "a crisis not of despair and disintegration but a crisis in which the necessity for a peaceful revolutionary transition to an alternative socialist logic became daily more evident."”

Gordon Brown (1951) British Labour Party politician

Introduction to "The Red Paper On Scotland", 1975.

Life, People, Peace, Faith

“Polly: Education with socialists, it's like sex, all right as long as you don't have to pay for it.”

Alan Bennett (1934) English actor, author

Getting On, Act 1.

Sex

“Susceptibility to the highest forces is the highest genius; selection between them is the highest science; their mass is the highest educator. Man always made, and still makes, grotesque blunders in selecting and measuring forces, taken at random from the heap, but he never made a mistake in the value he set on the whole, which he symbolized as unity and worshipped as God.”

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

The Education of Henry Adams (1907)

God, Science

“We want one class of persons to have a liberal education, and we want another class of persons, a very much larger class, of necessity, in every society, to forego the privileges of a liberal education and fit themselves to perform specific difficult manual tasks.”

Woodrow Wilson (1856–1924) American politician, 28th president of the United States (in office from 1913 to 1921)

“The Meaning of a Liberal Education”, Address to the New York City High School Teachers Association (9 January 1909)
1900s

Personality

“David Galin, among other researchers, has pointed out that teachers have three main tasks: first, to train both hemispheres — not only the verbal, symbolic, logical left hemisphere, which has always been trained in the traditional education, but also the relational, holistic right hemisphere, which is largely neglected in today's schools; second, to train students to use the cognitive style suited to the tasks at hand; and third, to train students to be able to bring both styles — both hemispheres — to bear on a problem in an integrated manner.
When teachers can pair the complementary modes or fit one mode to the appropriate task, teaching and learning will become a much more precise process. Ultimately, the goal will be to develop both halves of the brain. Both modes are necessary for full human functioning and both are necessary for creative work of all kinds, whether writing or painting, developing a new theory in physics, or dealing with environmental problems.”

Betty Edwards (1926) American artist

Source: The New Drawing on the Right Side of the Brain (1979), p.196

School, Problem, Learning, Teachers

“While I was held prisoner, sweet inspiration educated me
and laws were imparted to me in a speech which had no words…”

Taliesin (534–599) Welsh bard

The Tale of Taleisin

Law

“Protect the interests of the youth, women and children--provide assistance to young students who cannot afford to continue their studies, help the youth and women to organize in order to participate on a equal footing in all work useful to the war effort and to social progress, ensure freedom of marriage and equality as between men and women, and give young people and children a useful education.”

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

On Coalition Government (1945)

Women, Men, Marriage, War

“I enjoyed it from a very early age. When I had to make my own living after college, I decided to give doing what I enjoyed most a shot as a profession. It worked out and I’ve never had to “work” for a living since. If I hadn’t gotten so lucky, there were plenty of options open to me being, after all, a young educated white male in America.”

Clancy Brown (1959) American actor and voice actor

Interview with Clancy Brown http://mediamikes.com/2011/03/interview-with-clancy-brown/ (March 14, 2011)

Age

“I may be a huge computer nerd, but even so I don't think education should be about computers. Not as a subject, and not as a classroom resource either.”

Linus Torvalds (1969) Finnish-American software engineer and hacker

Sam Varghese, iTWire interview, 2014-09-15, 2018-07-20 https://www.itwire.com/business-it-news/open-source/65402-torvalds-says-he-has-no-strong-opinions-on-systemd, 2010s, 2014

Thinking

“When we come before the school board, most often we do not face those interested in the education of our children, but those interested in the maintenance of power. These contests are war. Any other paradigm is an illusion. It is not a mere contest, like athletes plunging down the hill on skis for the fastest time. It is not a dance in which the most graceful will be rewarded with a medal. This is war. Once we understand that the struggle is war, we can wage war and win.
The key to winning any war is to control the war. This does not mean I seek to control my opponent.”

Gerry Spence (1929) American lawyer

Source: How to Argue and Win Every Time (1995), Ch. 12 The Unbeatable Power Argument : Delivering the Knockout p. 196

War, Children, School, Understanding

“The rapid deterioration of education has been recognized as a national problem for the past several years. Consequently, American businesses must meet the immediate challenge of poorly-educated people in today's workforce by strengthening employee training programs.”

Gregory Balestrero (1947) American industrial engineer

Public power (1990) Volume 48. American Public Power Association. p. 9
1990s

People, Business, Problem, Past

“The cultural-revolutionary politics of personal relations may be far more firmly established in the domains of domesticity, leisure, and consumption than in the organization of practical life. It may still flourish more strongly among the educated professional classes than among ordinary working people. Its war against the tyranny of roles and hierarchies may be perverted by a lack of institutional imagination. Yet its achievements are real. We cannot understand them merely as a series of episides in the confined life of high culture. We can often trace the ideas of this cultural-revolutionary politics of role-jumbling to the work of small numbers of thinkers, artists, and professional outsiders. But the diffusion of these ideas through the medium of popular culture, and the sympathy with which they have been greeted by ever larger sectors of the population, would have been inconceivable without a prior transformation of social life. As always, people had to see enacted before their eyes a fragmentary example of the connection between the freedom to revise social arrangements and assumptions and freedom from dependence and depersonalization. Only then could they want more of the same and believe more possible.”

Roberto Mangabeira Unger (1947) Brazilian philosopher and politician

Source: False Necessityː Anti-Necessitarian Social Theory in the Service of Radical Democracy (1987), pp. 293-294

Life, War, People, Imagination

“One scarcely knows whether to laugh or cry. The spectacle presented, in Cynthia Russett's splendid book, of nineteenth-century white male scientists and thinkers earnestly trying to prove women inferior to men--thereby providing, along with "savages" and "idiots," an evolutionary buffer between men and animals--is by turns appalling, amusing, and saddening. Surveying the work of real scientists as well as the products of more dubious minds, Russett has produced a learned yet immensely enjoyable chapter in the annals of human folly.
At the turn of the century science was successfully challenging the social authority of religion; scientists wielded a power no other group commanded. Unfortunately, as Russett demonstrates, in Victorian sexual science, empiricism tangled with prior belief, and scientists' delineation of the mental and physical differences between men and women was directed to show how and why women were inferior to men. These men were not necessarily misogynists. This was an unsettling time, when the social order was threatened by wars, fierce economic competition, racial and industrial conflict, and the failure of society to ameliorate poverty, vice, crime, illnesses. Just when men needed the psychic lift an adoring dependent woman could give, she was demanding the vote, higher education, and the opportunity to become a wage earner!”

Cynthia Eagle Russett (1937–2013) American historian

Cynthia Eagle Russett. Sexual Science: The Victorian Construction of Womanhood. Harvard University Press, 2009. Abstract

Women, Men, War, Books

“Unfortunately in our education system youngsters are still not given sufficient encouragement to go into industry or commerce and not told that it is a good thing to make an honest profit. They should be told that if you don't make a profit, you won't be in business very long because you haven't anything to plow back for tomorrow. You make your profit by pleasing others so you have to make it honestly.”

Margaret Thatcher (1925–2013) British stateswoman and politician

Interview for Director magazine (4 July 1983) http://www.margaretthatcher.org/document/105182, quoted in Chris Ogden, Maggie: An Intimate Portrait of a Woman in Power (New York: Simon and Schuster, 1990), p. 345. Second term as Prime Minister

Business

“We're bright, we're well educated, Let's get up off our backsides now and go and create something postive for our kids.”

Michael O'Leary (businessman) (1961) businessman, CEO of Ryanair

Newsnight Interview (February 24, 2011)

“The government of the US has no moral authority to elect itself as the judge over human rights in Cuba, where there has not been a single case of disappearance, torture or extra-judicial execution since 1959, and where despite the economic blockade, there are levels of health, education and culture that are internationally recognised.”

Tariq Ali (1943) British Pakistani writer, journalist, and historian

Appeal signed by Tariq Ali in The Guardian, March 26, 2005. http://www.guardian.co.uk/letters/story/0,3604,1445897,00.html

Health

“The women in my life have all been librarians, English teachers, or booksellers. If they couldn't speak pidgin Tolstoy, articulate Henry James, or give me directions to Usher and Ox, it was no go. I have always longed for education, and pillow talk's the best.”

Ray Bradbury (1920–2012) American writer

Foreword to A Passion for Books (1999) by Harold Rabinowitz and Rob Kaplan

Life, Women, Teachers

“Education is the foundation of success[…]”

Robert T. Kiyosaki (1947) American finance author , investor

Rich Dad Poor Dad: What the Rich Teach Their Kids About Money-That the Poor and the Middle Class Do Not!

Success, Success

“Sometimes I have feared that, in some wild paroxysm of rage, the white race, forgetful of the claims of humanity and the precepts of the Christian religion, will proceed to slaughter the negro in wholesale, as some of that race have attempted to slaughter Chinamen, and as it has been done in detail in some districts of the Southern States. The grounds of this fear, however, have in some measure decreased, since the negro has largely disappeared from the arena of Southern politics, and has betaken himself to industrial pursuits and the acquisition of wealth and education, though even here, if over-prosperous, he is likely to excite a dangerous antagonism; for the white people do not easily tolerate the presence among them of a race more prosperous than themselves. The negro as a poor ignorant creature does not contradict the race pride of the white race. He is more a source of amusement to that race than an object of resentment. Malignant resistance is augmented as he approaches the plane occupied by the white race, and yet I think that that resistance will gradually yield to the pressure of wealth, education, and high character.”

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

1880s, The Future of the Colored Race (1886)

People, Fear, Religion, Thinking

“Scientists are an agnostic lot, of course—well, most educated people are, aren’t they?”

Frederik Pohl (1919–2013) American science fiction writer and editor

Waiting for the Olympians (p. 269)
Platinum Pohl (2005)

People

“The object of the educational system is to make the child feel suitably guilty for the harm that has been done to him.”

Celia Green (1935) British philosopher

Source: The Decline and Fall of Science (1976)

Feeling

“Bombay is far ahead of Bengal in the matter of female education. I have visited some of the best schools in Bengal and Bombay, and I can say from my own experience that there are a larger number of girls receiving public education in Bombay than in Bengal; but while Bengal has not come up to Bombay as far as regarded extent of education, Bengal is not behind Bombay in the matter of solidarity and depth.”

Keshub Chunder Sen (1838–1884) Indian academic

Speech delivered at the East India Association, London, on 13th May 1870. See Female Education in India for full speech.

School, Girl

““That’s all very well — they’re not educated, poor creatures.”
“No, and a good thing too. Education has devitalised the white races. Look at America — goes in for an orgy of culture. Simply disgusting.””

Agatha Christie book Death on the Nile

Death on the Nile (1937)

“It is clear today that a pediatrician must also be an educator. And surely there is joy in both tasks, as they are the most wonderful that can be imagined. We are entrusted with the care of the child, a fresh young creature who before our very eyes thrives and grows, one may even say flowers. It is given to us to accompany him from day to day and from hour to hour, from childhood to youth and adolescence along a shining and upward path. It is given to us to impart to him not only what is defined as the task as education - the culture passed down throughout the generations - but also health, strength and joy of life.”

Aron Brand Auraban (1910–1977) Israeli physician

The Problems of Pediatrics in Israel. Child Health in Israel, pp. 9-13, 1971.

Life, Health, Youth, Imagination

“Permit me, Sir, to add another circumstance in our colonies, which contributes no mean part towards the growth and effect of this untractable spirit. I mean their education. In no country perhaps in the world is the law so general a study. The profession itself is numerous and powerful; and in most provinces it takes the lead. The greater number of the deputies sent to the congress were lawyers. But all who read, and most do read, endeavour to obtain some smattering in that science. I have been told by an eminent bookseller, that in no branch of his business, after tracts of popular devotion, were so many books as those on the law exported to the plantations. The colonists have now fallen into the way of printing them for their own use. I hear that they have sold nearly as many of Blackstone's Commentaries in America as in England. General Gage marks out this disposition very particularly in a letter on your table. He states, that all the people in his government are lawyers, or smatterers in law; and that in Boston they have been enabled, by successful chicane, wholly to evade many parts of one of your capital penal constitutions. The smartness of debate will say, that this knowledge ought to teach them more clearly the rights of legislature, their obligations to obedience, and the penalties of rebellion. All this is mighty well. But my honourable and learned friend on the floor, who condescends to mark what I say for animadversion, will disdain that ground. He has heard, as well as I, that when great honours and great emoluments do not win over this knowledge to the service of the state, it is a formidable adversary to government. If the spirit be not tamed and broken by these happy methods, it is stubborn and litigious. Abeunt studia in mores. This study renders men acute, inquisitive, dexterous, prompt in attack, ready in defence, full of resources. In other countries, the people, more simple, and of a less mercurial cast, judge of an ill principle in government only by an actual grievance; here they anticipate the evil, and judge of the pressure of the grievance by the badness of the principle. They augur misgovernment at a distance; and snuff the approach of tyranny in every tainted breeze.”

Edmund Burke (1729–1797) Anglo-Irish statesman

Second Speech on Conciliation with America (1775)

Men, Happiness, People, Books

“I would therefore call upon Congress to take all the means within their constitutional powers to promote and encourage popular education throughout the country, and upon the people everywhere to see to it that all who possess and exercise political rights shall have the opportunity to acquire the knowledge which will make their share in the Government a blessing and not a danger. By such means only can the benefits contemplated by this amendment to the Constitution be secured.”

Ulysses S. Grant (1822–1885) 18th President of the United States

1870s, Message to the Senate and House of Representatives (1870)

People, Exercises, Knowledge, Country

“In Europe, you do philosophy by performing discourse on another guy's text, and so Derrida will go over Heidegger, and Habermas will extend Marx's corpus; but in America you could never get away with kinky stuff like that, for you have to generate philosophy from real things—like computers or television. You need to look at Omni magazine to get a feel for this new kind of mail-order, Popular Mechanics science of mind. It's full of articles about meditation helmets and downloading the soul into computers so that when your body wears out you can live forever. What is completely missing in Europe is precisely what you will find in America: namely, an electronic Umwelt in which history is replaced with movies, education is replaced with entertainment, and nature is replaced with technology. This peculiar wedding of low kitsch and high tech generates a posthistoric world that no European literary intellectual can quite fathom.”

William Irwin Thompson (1938) American writer

Thompson (1991) Fast Foreword, from The American Replacement of Nature.

World, Guy, Feeling, Soul

“…the basic principles of the military services are unchangeable. Courage and candor, obedience and comradeship, love of fatherland and loyalty to the State: these are ever the distinguishing characteristics of the soldier and sailor. Building character through intelligent training and education is always the first and greatest goal.”

Erich Raeder (1876–1960) German naval officer and Großadmiral during World War II

Quoted in "He Led Hitler's Navy," "New York Times" article, April 24, 1960.

Love, Intelligence, Courage, Training

“Jim Crow is dead. But his sophisticated, college-educated, urbane first cousin J. Crow, Esquire, is alive and kicking.”

Yolanda King (1955–2007) American actress

Statement during speech kicking off Black History Month (02 February 1986) http://articles.latimes.com/1986-02-02/local/me-3413_1_black-history-parade 1980s

Dead

“As if a woman of education bought things because she wanted 'em.”

John Vanbrugh (1664–1726) English architect and dramatist

The Confederacy, Act II, sc. i.

“Whether computers are used for engineering design, medical data processing, composing music, or other purposes, the structure of computing is much the same. We are extremely short of talented people in this field, and so we need departments, curricula, and research and degree programs in computer science… I think of the Computer Science Department as eventually including experts in Programming, Numerical Analysis, Automata Theory, Data Processing, Business Games, Adaptive Systems, Information Theory, Information Retrieval, Recursive Function Theory, Computer Linguistics, etc., as these fields emerge in structure… Universities must respond [to the computer revolution] with far reaching changes in the educational structure.”

George Forsythe (1917–1972) Stanford University computer scientist

As cited in Donald Knuth (1972). "George Forsythe and the Development of Computer Science" http://www.stanford.edu/dept/ICME/docs/history/forsythe_knuth.pdf. Comms. ACM. "Educational implications of the computer revolution," 1963

People, Music, Game, Business

“Character is of the first importance, but intelligence is nevertheless essential. Ii is desirable for a leader to have a broad education. History and poetry increase his knowledge of human passions. Culture offers the man of action opportunities now and then to capture his serenity; it puts at his disposal models of order and clarity. It is, in a sense, a work of art to reconstruct a country or to lead an army, and the man who has acquired a sense of beauty from his studies will be the more successful for it.”

André Maurois (1885–1967) French writer

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

Beauty, Art, History, Intelligence

“One of the most depressing things about educated people today is that so few of them, even among professional intellectuals, are able to follow the steps of a simple logical argument.”

John Rogers Searle (1932) American philosopher

The Storm Over the University (December 6, 1990)
Context: You need to know enough philosophy so that the methods of logical analysis are available to you to be used as a tool. One of the most depressing things about educated people today is that so few of them, even among professional intellectuals, are able to follow the steps of a simple logical argument.

People

“Language education… may achieve what George Bernard Shaw asserted is the function of art.”

Neil Postman (1931–2003) American writer and academic

Language Education in a Knowledge Context (1980)
Context: It may come as a surprise to our technocrat philosophers, but people do not read, write, speak, or listen primarily for the purpose of achieving a test score. They use language in order to conduct their lives, and to control their lives, and to understand their lives. An improvement in one's language abilities is therefore... observed in changes in one's purposes, perceptions, and evaluations. Language education... may achieve what George Bernard Shaw asserted is the function of art. "Art," he said in Quintessence of Ibsenismn, "should refine our sense of character and conduct, of justice and sympathy, greatly heightening our self knowledge, self-control, precision of action and considerateness, and making us intolerant of baseness, cruelty, injustice, and intellectual superficialty and vulgarity." …For my purposes, if you replace the word "art" with the phrase "language education," you will have a precise statement of what I have been trying to say.

Art

“Of the many special obligations incumbent upon an educated citizen, I would cite three as outstanding: your obligation to the pursuit of learning, your obligation to serve the public, your obligation to uphold the law.”

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

1963, Address at Vanderbilt University
Context: You have responsibilities, in short, to use your talents for the benefit of the society which helped develop those talents. You must decide, as Goethe put it, whether you will be an anvil or a hammer, whether you will give to the world in which you were reared and educated the broadest possible benefits of that education. Of the many special obligations incumbent upon an educated citizen, I would cite three as outstanding: your obligation to the pursuit of learning, your obligation to serve the public, your obligation to uphold the law.

Law, Learning

“I received the fundamentals of my education in school, but that was not enough. My real education, the superstructure, the details, the true architecture, I got out of the public library.”

Isaac Asimov (1920–1992) American writer and professor of biochemistry at Boston University, known for his works of science fiction …

Source: I. Asimov: A Memoir (1994), Ch. 8, Library
Context: I received the fundamentals of my education in school, but that was not enough. My real education, the superstructure, the details, the true architecture, I got out of the public library. For an impoverished child whose family could not afford to buy books, the library was the open door to wonder and achievement, and I can never be sufficiently grateful that I had the wit to charge through that door and make the most of it.
Now, when I read constantly about the way in which library funds are being cut and cut, I can only think that the door is closing and that American society has found one more way to destroy itself.

School

“Sexist and racist economic policies in the United States such as a lack of educational opportunity for poor families and a lack of sustainable income from many jobs contribute to women’s and girls’ entry into prostitution.”

Melissa Farley (1942) American psychologist

Prostitution, Trafficking, and Cultural Amnesia (2006)
Context: Sexist and racist economic policies in the United States such as a lack of educational opportunity for poor families and a lack of sustainable income from many jobs contribute to women’s and girls’ entry into prostitution. The economic and legal vulnerability of undocumented immigrant women in the United States is exploited in prostitution/pornography.

Women, Family, Girl

“The conception that we can only protect ourselves if we are prepared to protect others surely ought to belong to the nursery stage of social education.”

Norman Angell (1872–1967) British politician

Peace and the Public Mind (1935)
Context: The conception that we can only protect ourselves if we are prepared to protect others surely ought to belong to the nursery stage of social education.
But such things as the mechanism of security through law, the place of force in society, are things not, it would seem, included usually in the common education of our peoples.

Quotes about education page 26

Quotes about education
page 26