Quotes about education

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1963, Address at Vanderbilt University
Context: If the pursuit of learning is not defended by the educated citizen, it will not be defended at all. For there will always be those who scoff at intellectuals, who cry out against research, who seek to limit our educational system. Modern cynics and skeptics see no more reason for landing a man on the moon, which we shall do, than the cynics and skeptics of half a millennium ago saw for the discovery of this country. They see no harm in paying those to whom they entrust the minds of their children a smaller wage than is paid to those to whom they entrust the care of their plumbing. But the educated citizen knows how much more there is to know. He knows that "knowledge is power," more so today than ever before. He knows that only an educated and informed people will be a free people, that the ignorance of one voter in a democracy impairs the security of all, and that if we can, as Jefferson put it, "enlighten the people generally … tyranny and the oppressions of mind and body will vanish, like evil spirits at the dawn of day." And, therefore, the educated citizen has a special obligation to encourage the pursuit of learning, to promote exploration of the unknown, to preserve the freedom of inquiry, to support the advancement of research, and to assist at every level of government the improvement of education for all Americans, from grade school to graduate school.

" Lighting your way to a better future : Speech delivered by Mr N R Mandela at launch of Mindset Network http://db.nelsonmandela.org/speeches/pub_view.asp?pg=item&ItemID=NMS909&txtstr=education%20is%20the%20most%20powerful," July 16, 2003 at db.nelsonmandela.org. ; Cited in: Nelson Mandela, ‎S. K. Hatang, ‎Sahm Venter (2012) Notes to the Future: Words of Wisdom. p. 101.
2000s
Context: Education is the most powerful weapon we can use to change the world and is a powerful part of that world changing arsenal.

Source: Flatland: A Romance of Many Dimensions (1884), PART I: THIS WORLD, Chapter 12. Of the Doctrine of our Priests
Context: About three hundred years ago, it was decreed by the Chief Circle that, since women are deficient in Reason but abundant in Emotion, they ought no longer to be treated as rational, nor receive any mental education. The consequence was that they were no longer taught to read, nor even to master Arithmetic enough to enable them to count the angles of their husband or children; and hence they sensibly declined during each generation in intellectual power. And this system of female non-education or quietism still prevails.My fear is that, with the best intentions, this policy has been carried so far as to react injuriously on the Male Sex.For the consequence is that, as things now are, we Males have to lead a kind of bi-lingual, and I may almost say bi-mental, existence. With Women, we speak of "love", "duty", "right", "wrong", "pity", "hope", and other irrational and emotional conceptions, which have no existence, and the fiction of which has no object except to control feminine exuberances; but among ourselves, and in our books, we have an entirely different vocabulary and I may almost say, idiom. "Love" then becomes "the anticipation of benefits"; "duty" becomes "necessity" or "fitness"; and other words are correspondingly transmuted. Moreover, among Women, we use language implying the utmost deference for their Sex; and they fully believe that the Chief Circle Himself is not more devoutly adored by us than they are: but behind their backs they are both regarded and spoken of — by all except the very young — as being little better than "mindless organisms".

The Liberty of Man, Woman and Child (1877)
Context: In the old times of which I have spoken, they desired to make all men think exactly alike. All the mechanical ingenuity of the world cannot make two clocks run exactly alike, and how are you going to make hundreds of millions of people, differing in brain and disposition, in education and aspiration, in conditions and surroundings, each clad in a living robe of passionate flesh — how are you going to make them think and feel alike? If there is an infinite god, one who made us, and wishes us to think alike, why did he give a spoonful of brains to one, and a magnificent intellectual development to another? Why is it that we have all degrees of intelligence, from orthodoxy to genius, if it was intended that all should think and feel alike?

1870s, Seventh State of the Union Address (1875)
Context: As the primary step, therefore, to our advancement in all that has marked our progress in the past century, I suggest for your earnest consideration, and most earnestly recommend it, that a constitutional amendment be submitted to the legislatures of the several States for ratification, making it the duty of each of the several States to establish and forever maintain free public schools adequate to the education of all the children in the rudimentary branches within their respective limits, irrespective of sex, color, birthplace, or religions; forbidding the teaching in said schools of religious, atheistic, or pagan tenets; and prohibiting the granting of any school funds or school taxes, or any part thereof, either by legislative, municipal, or other authority, for the benefit or in aid, directly or indirectly, of any religious sect or denomination, or in aid or for the benefit of any other object of any nature or kind whatever.

Part II. Ch. 2 : Mathematical Definitions and Education, p. 128
Variant translation: The chief aim of mathematics teaching is to develop certain faculties of the mind, and among these intuition is by no means the least valuable.
Science and Method (1908)
Context: The principal aim of mathematical education is to develop certain faculties of the mind, and among these intuition is not the least precious. It is through it that the mathematical world remains in touch with the real world, and even if pure mathematics could do without it, we should still have to have recourse to it to fill up the gulf that separates the symbol from reality.

As quoted in The Sociology of Rock (1978) by Simon Frith
Context: Our purpose is to educate as well as to entertain. Painless preaching is as good a term as any for what we do. If you're going to come away from a party singing the lyrics of a song, it is better that you sing of self-pride like 'We're a Winner' instead of 'Do the Boo-ga-loo!

Is Divorce Wrong? (1889)
Context: Nothing is said in the Testament about the families of the apostles; nothing of family life, of the sacredness of home; nothing about the necessity of education, the improvement and development of the mind. These things were forgotten, for the reason that nothing, in the presence of the expected event, was considered of any importance, except to be ready when the Son of Man should come. Such was the feeling, that rewards were offered by Christ himself to those who would desert their wives and children. Human love was spoken of with contempt. “Let the dead bury their dead. What is that to thee? Follow thou me.” They not only believed these things, but acted in accordance with them; and, as a consequence, all the relations of life were denied or avoided, and their obligations disregarded.

As quoted in "The Paternal Pride of Maurice Sendak" by Bernard Holland, in The New York Times (8 November 1987)
Context: We've educated children to think that spontaneity is inappropriate. Children are willing to expose themselves to experiences. We aren't. Grownups always say they protect their children, but they're really protecting themselves. Besides, you can't protect children. They know everything.

The Progress of Fifty Years (1893)
Context: Whatever the reason, the idea was born that women could and should be educated. It lifted a mountain load from woman. It shattered the idea, everywhere pervasive as the atmosphere, that women were incapable of education, and would be less womanly, less desirable in every way, if they had it. However much it may have been resented, women accepted the idea of their intellectual inequality. I asked my brother: "Can girls learn Greek?"

"Tom Wolfe's Failed Optimism" (1977), Beginning To See the Light: Pieces of a Decade (1981)
Context: My education was dominated by modernist thinkers and artists who taught me that the supreme imperative was courage to face the awful truth, to scorn the soft-minded optimism of religious and secular romantics as well as the corrupt optimism of governments, advertisers, and mechanistic or manipulative revolutionaries. I learned that lesson well (though it came too late to wholly supplant certain critical opposing influences, like comic books and rock-and-roll). Yet the modernists’ once-subversive refusal to be gulled or lulled has long since degenerated into a ritual despair at least as corrupt, soft-minded, and cowardly — not to say smug — as the false cheer it replaced. The terms of the dialectic have reversed: now the subversive task is to affirm an authentic post-modernist optimism that gives full weight to existent horror and possible (or probable) apocalyptic disaster, yet insists — credibly — that we can, well, overcome. The catch is that you have to be an optimist (an American?) in the first place not to dismiss such a project as insane.

""Civilization,"" London and Westminster Review (April 1836)
Context: The principle itself of dogmatic religion, dogmatic morality, dogmatic philosophy, is what requires to be rooted out; not any particular manifestation of that principle. ¶ The very corner-stone of an education intended to form great minds, must be the recognition of the principle, that the object is to call forth the greatest possible quantity of intellectual power, and to inspire the intensest love of truth: and this without a particle of regard to the results to which the exercise of that power may lead, even though it should conduct the pupil to opinions diametrically opposite to those of his teachers. We say this, not because we think opinions unimportant, but because of the immense importance which we attach to them; for in proportion to the degree of intellectual power and love of truth which we succeed in creating, is the certainty that (whatever may happen in any one particular instance) in the aggregate of instances true opinions will be the result; and intellectual power and practical love of truth are alike impossible where the reasoner is shown his conclusions, and informed beforehand that he is expected to arrive at them.

343 U.S. 325
Judicial opinions, Zorach v. Clauson (1952)

Source: History of Ancient Sanksrit Literature (1860) p.32
Context: History seems to teach that the whole human race required a gradual education before, in the fullness of time, it could be admitted to the truths of Christianity. All the fallacies of human reason had to be exhausted, before the light of a high truth could meet with ready acceptance. The ancient religions of the world were but the milk of nature, which was in due time to be succeeded by the bread of life.... The religion of Buddha has spread far beyond the limits of the Aryan world, and to our limited vision, it may seem to have retarded the advent of Christianity among a large portion of the human race. But in the sight of Him with whom a thousand years are but as one day, that religion, like the ancient religions of the world, may have but served to prepare the way of Christ, by helping through its very errors to strengthen and to deepen the ineradicable yearning of the human heart after the truth of God.

Culture
1860s, The Conduct of Life (1860)
Context: I have been quoted as saying captious things about travel; but I mean to do justice. I think, there is a restlessness in our people, which argues want of character. All educated Americans, first or last, go to Europe; — perhaps, because it is their mental home, as the invalid habits of this country might suggest. An eminent teacher of girls said, "the idea of a girl's education, is, whatever qualifies them for going to Europe." Can we never extract this tape-worm of Europe from the brain of our countrymen?

University Graduation address (2 July 1963), published in Important Utterances of H. I. M. Emperor Haile Selassie I, 1963-1972 (1972), p. 22.
Context: Education is a means of sharpening the mind of man both spiritually and intellectually. It is a two-edged sword that can be used either for the progress of mankind or for its destruction. That is why it has been Our constant desire and endeavor to develop our education for the benefit of mankind.
A qualified man with vision, unmoved by daily selfish interests, will be led to right decisions by his conscience. In general, a man who knows from whence he comes and where he is going will co-operate with his fellow human beings. He will not be satisfied with merely doing his ordinary duties but will inspire others by his good example. You are being watched by the nation and you should realize that you will satisfy it if you do good; but if, on the contrary, you do evil, it will lose its hope and its confidence in you.

1960s, The American Promise (1965)

1880s, Inaugural address (1881)
Context: It is the high privilege and sacred duty of those now living to educate their successors and fit them, by intelligence and virtue, for the inheritance which awaits them. In this beneficent work, sections and races should be forgotten and partisanship should be unknown. Let our people find a new meaning in the divine oracle which declares that "a little child shall lead them," for our own little children will soon control the destinies of the Republic.

Source: The Moral Judgment of the Child (1932), Ch. 1 : The Rules of the Game
Context: Considering that the square game is only one of the five or ten varieties of the game of marbles, it is almost alarming in face of the complexity of rules and procedure in the square game, to think of what a child of twelve has to store away in his memory. These rules, with their overlapping and their exceptions, are at least as complex as the current rules of spelling. It is somewhat humiliating, in this connection, to see how heavily traditional education sets about the task of making spelling enter into brains that assimilate with such ease the mnemonic contents of the game of marbles. But then, memory is dependent upon activity, and a real activity presupposes interest.

in a review of William Herschel's A Treatise on Sound, Quarterly Review, Vol. 44, No. 88 (January-February 1831), p. 476 http://books.google.com/books?id=742veo7MzswC&printsec=titlepage#PPA476,M1.
also quoted by Brewster himself in his Treatise on Optics http://books.google.com/books?id=opYAAAAAMAAJ&printsec=frontcover#PPR4,M1 and by Dionysius Lardner as frontispiece or presentation of his works (see for example: Popular lectures on science and art http://books.google.com/books?id=uZ9LAAAAMAAJ&pg=PA3, Cabinet Cyclopaedia http://books.google.com/books?id=5T43oHhqyxUC&pg=RA1-PT7).
Context: It is not easy to devise a cure for such a state of things (the declining taste for science). The most obvious remedy is to provide the educated classes with a series of works on popular and practical science, freed from mathematical symbols and technical terms, written in simple and perspicuous language, and illustrated by facts and experiments which are level to the capacity of ordinary minds.

Speaking of her her educational foundation, Pias Descalzos (Barefoot), which was named after her third album and has just opened its sixth school in Cartagena, Colombia.
Context: It’s in an area where there’s a huge population of displaced people – refugees in their own country. It’s a very impoverished area, where kids have no access to a high-quality education programme. So we just inaugurated this school for 1,700 students. And it’s already showing the kind of transformational power that education has. It’s already having an enormous social impact on this area. Before this school, there was no paved roads, or potable water, or electricity. And now all of this has changed, because of this alliance that we have created between our foundation, the private sector, and the [national] and local governments. And you know, it was recently reported that the gangs that used to hang in this area have dissolved completely since the school was built. So that is the kind of social impact that these kind of projects have. And that is why I vehemently and passionately advocate for education and for the construction of schools that are state-of-the-art – and that are open to the community … Thatis the whole philosophy that we have in our foundation.

Presidential campaign (April 12, 2015 – 2016), First presidential debate (September 26, 2016)
Context: We've looked at your [Trump's] tax proposals. I don't see changes in the corporate tax rates or the kinds of proposals you're referring to that would cause the repatriation, bringing back of money that's stranded overseas. I happen to support that. I happen to support that in a way that will actually work to our benefit. But when I look at what you have proposed, you have what is called now the Trump loophole, because it would so advantage you and the business you do.... Trumped-up trickle-down. Trickle-down did not work. It got us into the mess we were in, in 2008 and 2009. Slashing taxes on the wealthy hasn't worked. And a lot of really smart, wealthy people know that. And they are saying, hey, we need to do more to make the contributions we should be making to rebuild the middle class. I don't think top-down works in America. I think building the middle class, investing in the middle class, making college debt-free so more young people can get their education, helping people refinance their debt from college at a lower rate. Those are the kinds of things that will really boost the economy. Broad-based, inclusive growth is what we need in America, not more advantages for people at the very top.

Source: The Historian (2005), Ch. 5
Context: In the Year of Our Lord 1456 Drakula did many terrible and curious things. When he was appointed Lord in Wallachia, he had all the young boys burned who came to his land to learn the language, four hundred of them. He had a large family impaled and many of his people buried naked up to the navel and shot at. Some he had roasted and then flayed.
There was a footnote, too, at the bottom of the first page. The typeface of the note was so fine that I almost missed it. Looking more closely, I realized it was a commentary on the word impaled. Vlad Tepes, it claimed, had learned this form of torture from the Ottomans. Impalement of the sort he practiced involved the penetration of the body with a sharpened wooden stake, usually through the anus or genitals upward, so that the stake sometimes emerged through the mouth and sometimes through the head.
I tried for a minute not to see these words; then I tried for several minutes to forget them, with the book shut.
The thing that most haunted me that day, however, as I closed my notebook and put my coat on to go home, was not my ghostly image of Dracula, or the description of impalement, but the fact that these things had — apparently — actually occurred. If I listened too closely, I thought, I would hear the screams of the boys, of the “large family” dying together. For all his attention to my historical education, my father had neglected to tell me this: history’s terrible moments were real. I understand now, decades later, that he could never have told me. Only history itself can convince you of such a truth. And once you’ve seen that truth — really seen it — you can’t look away.

Source: The Demon-Haunted World : Science as a Candle in the Dark (1995), Ch. 25 : Real Patriots Ask Questions
Context: When we consider the founders of our nation: Jefferson, Washington, Samuel and John Adams, Madison and Monroe, Benjamin Franklin, Tom Paine and many others; we have before us a list of at least ten and maybe even dozens of great political leaders. They were well educated. Products of the European Enlightenment, they were students of history. They knew human fallibility and weakness and corruptibility. They were fluent in the English language. They wrote their own speeches. They were realistic and practical, and at the same time motivated by high principles. They were not checking the pollsters on what to think this week. They knew what to think. They were comfortable with long-term thinking, planning even further ahead than the next election. They were self-sufficient, not requiring careers as politicians or lobbyists to make a living. They were able to bring out the best in us. They were interested in and, at least two of them, fluent in science. They attempted to set a course for the United States into the far future — not so much by establishing laws as by setting limits on what kinds of laws could be passed. The Constitution and its Bill of Rights have done remarkably well, constituting, despite human weaknesses, a machine able, more often than not, to correct its own trajectory. At that time, there were only about two and a half million citizens of the United States. Today there are about a hundred times more. So if there were ten people of the caliber of Thomas Jefferson then, there ought to be 10 x 100 = 1,000 Thomas Jefferson's today. Where are they?

Remarks on the House floor, in debates on Cod Fishery bill (February 1792) http://books.google.com/books?id=DmkFAAAAQAAJ&pg=PA363&dq=%22they+may+take+into+their+own+hands+the+education%22&hl=en&ei=3lGmTpvpEcOftweb7YQg&sa=X&oi=book_result&ct=result&resnum=3&ved=0CDcQ6AEwAg#v=onepage&q=%22they%20may%20take%20into%20their%20own%20hands%20the%20education%22&f=false
1790s
Context: If Congress can apply money indefinitely to the general welfare, and are the sole and supreme judges of the general welfare, they may take the care of religion into their own hands; they may establish teachers in every State, county, and parish, and pay them out of the public Treasury; they may take into their own hands the education of children, establishing in like manner schools throughout the Union; they may undertake the regulation of all roads other than post roads. In short, every thing, from the highest object of State legislation, down to the most minute object of police, would be thrown under the power of Congress; for every object I have mentioned would admit the application of money, and might be called, if Congress pleased, provisions for the general welfare.

Royal Institution Lecture On Mental Education (6 May 1854), as reprinted in Experimental Researches in Chemistry and Physics, by Michael Faraday, 1859, pp 474-475, emphasis verbatim.
Context: Among those points of self-education which take up the form of mental discipline, there is one of great importance, and, moreover, difficult to deal with, because it involves an internal conflict, and equally touches our vanity and our ease. It consists in the tendency to deceive ourselves regarding all we wish for, and the necessity of resistance to these desires. It is impossible for any one who has not been constrained, by the course of his occupation and thoughts, to a habit of continual self-correction, to be aware of the amount of error in relation to judgment arising from this tendency. The force of the temptation which urges us to seek for such evidence and appearances as are in favour of our desires, and to disregard those which oppose them, is wonderfully great. In this respect we are all, more or less, active promoters of error. In place of practising wholesome self-abnegation, we ever make the wish the father to the thought: we receive as friendly that which agrees with, we resist with dislike that which opposes us; whereas the very reverse is required by every dictate of common sense.

Listen, Little Man! (1948)
Context: Every physician, shoemaker, mechanic or educator must know his shortcomings if he is to do his work and make his living. For some decades, you have begun to play a governing role on this earth. It is on your thinking and your actions that the future of humanity depends. But your teachers and masters do not tell you how you really think and are; nobody dares to voice the one criticism of you which could make you capable of governing your own fate. You are "free" only in one sense: free from education in governing your life yourself, free from self-criticism.

Secondary Education For All (1922)
Context: It is still possible for the largest education authority in the country to propose to erect inequality of educational opportunity into a principle of public policy by solemnly suggesting, with much parade of philosophical arguments, that the interests of the community require that the children of well-to-do parents, who pay fees, should be admitted to public secondary schools on easier intellectual terms than the children of poor parents who can enter them only with free places, and that the children who are so contemptible as to be unable to afford secondary education without assistance in the form of maintenance allowances shall not be admitted unless they reach a higher intellectual standard still!

Pt. II, Ch. 17 : The Rights of Children
Social Statics (1851)
Context: Education has for its object the formation of character. To curb restive propensities, to awaken dormant sentiments, to strengthen the perceptions, and cultivate the tastes, to encourage this feeling and repress that, so as finally to develop the child into a man of well proportioned and harmonious nature — this is alike the aim of parent and teacher.

Source: Generation of Vipers (1942), p. 324
Context: There are in America from fifteen to twenty million religious fundamentalists who are dedicated to doctrines incompatible with democracy in that they insist on their prerogatives as first principles. An even larger group feebly follows the trail of fire breathed by those fundamentalists. They are the most dangerous minority we have because they categorically eschew the reasoned judgments of the majority. Democracy properly allows them the right to worship as they choose. It should never have conceded them the right to establish schools. Education is not a function of any church — or even of a city — or a state; it is a function of all mankind.

To "Be" or to "DO" Forum, Jun 1929; VOL. LXXXI, NO. 6
Misattributed
Context: There are obviously two educations. One should teach us how to make a living and the other how to live. Surely these should never be confused in the mind of any man who has the slightest inkling of what culture is. For most of us it is essential that we should make a living... In the complications of modern life and with our increased accumulation of knowledge, it doubtless helps greatly to compress some years of experience into far fewer years by studying for a particular trade or profession in an institution; but that fact should not blind us to another—namely, that in so doing we are learning a trade or a profession, but are not getting a liberal education as human beings.

Playboy interview (May 1995)
Context: The left constantly identifies the pro-life advocates as misogynists and fanatics, but that doesn't represent most of those people. They are deeply religious and they truly believe that taking a life is wrong. If the left were to show respect for that position and acknowledge the moral conundrum of unwanted pregnancy, the opposition to abortion would lessen. We must acknowledge that people should be a little troubled by abortion. Not to acknowledge that this is a difficult decision is wrong. The procedure snuffs out a potential personality. … You have a stronger case if you give due respect to the other side. An abortion should be something that is wrestled with. And herein is the point. Though most people agree that abortion should be an option, there is something attractive about the deeply moral position of those against abortion, particularly when the other side is in a spiritual vacuum. There is nothing in kids' education anymore that tells them to revere anything. Traditional religions, with all their moral codes, are becoming increasingly attractive in light of the alternatives: the Prozac nation, or heroin, which has come back with a vengeance.

"Our Mission Statement" in National Review (19 November 1955).
Context: The largest cultural menace in America is the conformity of the intellectual cliques which, in education as well as the arts, are out to impose upon the nation their modish fads and fallacies, and have nearly succeeded in doing so. In this cultural issue, we are, without reservations, on the side of excellence (rather than "newness") and of honest intellectual combat (rather than conformity).

Democracy Now! interview (2005)
Context: I’m talking to any youth who are considered to be or deemed to be at-risk or even hinting around being a thug or a criminal of any type of genre. I mostly propagate education and the need for it, because to me, that is the terra firma in which any human being must stand in order to survive in this country or to survive anywhere in the world, in dealing, you know, with every aspect of civilization, every aspect of surviving. Education is very important. It took me all of these years to discern that, and now I do.

1920s–1950s, 4D Timelock (1928)
Context: There will come a time when the proper education of children, by a glorified system of spontaneous education of choice, similar to the Montessori System, will be made possible. Children, as well as grown-ups, in their individual, glorified, drudgery-proof homes of Labrador, the tropics, the Orient, or where you will, to which they can pass with pleasure and expedition by means of ever-improving transportation, will be able to tune in their television and radio to the moving picture lecture of, let us say, President Lowell of Harvard; the professor of Mathematics of Oxford; of the doctor of Indian antiquities of Delhi, etc. Education by choice, with its marvelous motivating psychology of desire for truth, will make life ever cleaner and happier, more rhythmical and artistic.

Quotes 1990s, 1995-1999, Class Warfare, 1995
Context: Mass education was designed to turn independent farmers into docile, passive tools of production. That was its primary purpose. And don't think people didn't know it. They knew it and they fought against it. There was a lot of resistance to mass education for exactly that reason. It was also understood by the elites. Emerson once said something about how we're educating them to keep them from our throats. If you don't educate them, what we call "education," they're going to take control -- "they" being what Alexander Hamilton called the "great beast," namely the people. The anti-democratic thrust of opinion in what are called democratic societies is really ferocious. And for good reason. Because the freer the society gets, the more dangerous the great beast becomes and the more you have to be careful to cage it somehow.

Source: Who Is Man? (1965), Ch. 5<!-- Existence and expediency, p. 86 -->
Context: Essential to education for being human is to cultivate a sense for the inexpedient, to disclose the fallacy of absolute expediency. God's voice may sound feeble to our conscience. Yet there is a divine cunning in history which seems to prove that the wages of absolute expediency is disaster.
Happiness is not a synonym for self-satisfaction, complacency, or smugness. Self-satisfaction breeds futility and despair. Self-satisfaction is the opiate of fools.

Notebooks
Context: There is the modern phenomenon of the artist declaring all is void, nothing is possible, and soon is making his fortune out of despair and emptiness. I am too romantic to accept the dishonesty inherent in such a role, or perhaps it is my religious education. Such a position cannot be a religious position. (I) do not accept that the artist should not engage in other activities though when he does he must accept a different responsibility.

Flight, pp. 148
Native Son (1940)

Sixth Part
The Book of the New Moral World (1836-1844)

Part 1, 1919 - 1968 The Road to 24 Sussex Drive, p. 21
Memoirs (1993)
Context: The Jesuits were good educators, exceptional teachers. In an era and in a society where freedom of speech was not held in high regard, of course, that the discourse be focused on what they were teaching, but we were able to go beyond this framework without incurring too great a risk.

The closing lines of the book.
The Education of Henry Adams (1907)
Context: It was time to go. The three friends had begun life together; and the last of the three had no motive — no attraction — to carry it on after the others had gone. Education had ended for all three, and only beyond some remoter horizon could its values be fixed or renewed. Perhaps some day — say 1938, their centenary — they might be allowed to return together for a holiday, to see the mistakes of their own lives made clear in the light of the mistakes of their successors; and perhaps then, for the first time since man began his education among the carnivores, they would find a world that sensitive and timid natures could regard without a shudder.

Source: The Ordeal of Change (1963), Ch. 13: "Scribe, Writer, and Rebel"
Context: The explosive component in the contemporary scene is not the clamor of the masses but the self-righteous claims of a multitude of graduates from schools and universities. This army of scribes is clamoring for a society in which planning, regulation, and supervision are paramount and the prerogative of the educated. They hanker for the scribe's golden age, for a return to something like the scribe-dominated societies of ancient Egypt, China, and Europe of the Middle Ages. There is little doubt that the present trend in the new and renovated countries toward social regimentation stems partly from the need to create adequate employment for a large number of scribes. And since the tempo of the production of the literate is continually increasing, the prospect is of ever-swelling bureaucracies.

1962, Rice University speech
Context: The growth of our science and education will be enriched by new knowledge of our universe and environment, by new techniques of learning and mapping and observation, by new tools and computers for industry, medicine, the home as well as the school. Technical institutions, such as Rice, will reap the harvest of these gains. And finally, the space effort itself, while still in its infancy, has already created a great number of new companies, and tens of thousands of new jobs. Space and related industries are generating new demands in investment and skilled personnel, and this city and this state, and this region, will share greatly in this growth.

Fragments of Markham's notes
The Nemesis of Faith (1849)
Context: Our instinct has outrun our theory in this matter; for while we still insist upon free will and sin, we make allowance for individuals who have gone wrong, on the very ground of provocation, of temptation, of bad education, of infirm character. By and by philosophy will follow, and so at last we may hope for a true theory of morals. It is curious to watch, in the history of religious beliefs, the gradual elimination of this monster of moral evil. The first state of mankind is the unreflecting state. The nature is undeveloped, looking neither before nor after; it acts on the impulse of the moment, and is troubled with no weary retrospect, nor with any notions of a remote future which present conduct can affect; and knowing neither good nor evil, better or worse, it does simply what it desires, and is happy in it. It is the state analogous to the early childhood of each of us, and is represented in the common theory of Paradise — the state of innocence.

The Wheel of Fortune (1984), Part 1: Robert
Context: Boredom on social occasions is an inescapable hazard for the over-educated, and for the over-ambitious it must be endured.

Source: The Mis-Education of the Negro (1933), Chapter X: The Loss of Vision<!-- p. 84 -->
Context: The average Negro has not been sufficiently mis-educated to become hopeless.
Our minds must become sufficiently developed to use segregation to kill segregation, and thus bring to pass that ancient and yet modern prophecy, "The wrath of man shall praise thee." If the Negro in the ghetto must eternally be fed by the hand that pushes him into the ghetto, he will never become strong enough to get out of the ghetto. This assumption of Negro leadership in the ghetto, then, must not be confined to matters of religion, education, and social uplift; it must deal with such fundamental forces in life as make these things possible. If the Negro area, however, is to continue as a district supported wholly from without, the inept dwellers therein will merit and will receive only the contempt of those who may occasionally catch glimpses of them in their plight.

1963, Address at Vanderbilt University
Context: Third, and finally, the educated citizen has an obligation to uphold the law. This is the obligation of every citizen in a free and peaceful society — but the educated citizen has a special responsibility by the virtue of his greater understanding. For whether he has ever studied history or current events, ethics or civics, the rules of a profession or the tools of a trade, he knows that only a respect for the law makes it possible for free men to dwell together in peace and progress.

Book I, 1094b.24
Nicomachean Ethics

Source: Social Problems (1883), Ch. 21 : Conclusion
Context: The great work of the present for every man, and every organization of men, who would improve social conditions, is the work of education — the propagation of ideas. It is only as it aids this that anything else can avail. And in this work every one who can think may aid — first by forming clear ideas himself, and then by endeavoring to arouse the thought of those with whom he comes in contact.

1920s, The Aims of Education (1929)
Context: The universities are schools of education, and schools of research. But the primary reason for their existence is not to be found either in the mere knowledge conveyed to the students or in the mere opportunities for research afforded to the members of the faculty. Both these functions could be performed at a cheaper rate, apart from these very expensive institutions. Books are cheap, and the system of apprenticeship is well understood. So far as the mere imparting of information is concerned, no university has had any justification for existence since the popularization of printing in the fifteenth century. Yet the chief impetus to the foundation of universities came after that date, and in more recent times has even increased. The justification for a university is that it preserves the connection between knowledge and the zest of life, by uniting the young and the old in the imaginative consideration of learning.

"What These Children Are Like" (1963), in The Collected Essays, ed. John F. Callahan (New York: Modern Library, 1995), p. 548.

1920s, Second State of the Union Address (1924)
Context: It is axiomatic that our country can not stand still. It would seem to be perfectly plain from recent events that it is determined to go forward. But it wants no pretenses, it wants no vagaries. It is determined to advance in an orderly, sound and common-sense way. It does not propose to abandon the theory of the Declaration that the people have inalienable rights which no majority and no power of government can destroy. It does not propose to abandon the practice of the Constitution that provides for the protection of these rights. It believes that within these limitations, which are imposed not by the fiat of man but by the law of the Creator, self-government is just and wise. It is convinced that it will be impossible for the people to provide their own government unless they continue to own their own property. These are the very foundations of America. On them has been erected a Government of freedom and equality, of justice and mercy, of education and charity. Living under it and supporting it the people have come into great possessions on the material and spiritual sides of life. I want to continue in this direction. I know that the Congress shares with me that desire. I want our institutions to be more and more expressive of these principles. I want the people of all the earth to see in the American flag the symbol of a Government which intends no oppression at home and no aggression abroad, which in the spirit of a common brotherhood provides assistance in time of distress.

Teaching as a Subversive Activity (1969)
Context: The BASIC FUNCTION of all education, even in the most traditional sense, is to increase the survival prospects of the group. If this function is fulfilled, the group survives. If not, it doesn't. There have been times when this function was not fulfilled, and groups (some of them we even call "civilizations") disappeared. Generally, this resulted from changes in the kind of threats the group faced. The threats changed, but the education did not, and so the group, in a way, "disappeared itself" (to use a phrase from Catch-22). The tendency seems to be for most "educational" systems, from patterns of training in "primitive" tribal societies to school systems in technological societies, to fall imperceptibly into a role devoted exclusively to the conservation of old ideas, concepts, attitudes, skills, and perceptions. This happens largely because of the unconsciously held belief that these old ways of thinking and doing are necessary to the survival of the group. …Survival in a stable environment depends almost entirely on remembering the strategies for survival that have been developed in the past, and so the conservation and transmission of these becomes the primary mission of education. But, a paradoxical situation develops when change becomes the primary characteristic of the environment. Then the task turns inside out — survival in a rapidly changing environment depends almost entirely upon being able to identify which of the old concepts are relevant to the demands imposed by the new threats to survival, and which are not. Then a new educational task becomes critical: getting the group to unlearn (to "forget") the irrelevant concepts as a prior condition of learning. What we are saying is that the "selective forgetting" is necessary for survival.

Review of Democracy in Europe (1878)
Context: The manifest, the avowed difficulty is that democracy, no less than monarchy or aristocracy, sacrifices everything to maintain itself, and strives, with an energy and a plausibility that kings and nobles cannot attain, to override representation, to annul all the forces of resistance and deviation, and to secure, by Plebiscite, Referendum, or Caucus, free play for the will of the majority. The true democratic principle, that none shall have power over the people, is taken to mean that none shall be able to restrain or to elude its power. The true democratic principle, that the people shall not be made to do what it does not like, is taken to mean that it shall never be required to tolerate what it does not like. The true democratic principle, that every man‘s free will shall be as unfettered as possible, is taken to mean that the free will of the collective people shall be fettered in nothing. Religious toleration, judicial independence, dread of centralisation, jealousy of State interference, become obstacles to freedom instead of safeguards, when the centralised force of the State is wielded by the hands of the people. Democracy claims to be not only supreme, without authority above, but absolute, without independence below; to be its own master, not a trustee. The old sovereigns of the world are exchanged for a new one, who may be flattered and deceived, but whom it is impossible to corrupt or to resist, and to whom must be rendered the things that are Caesar's and also the things that are God’s. The enemy to be overcome is no longer the absolutism of the State, but the liberty of the subject. Nothing is more significant than the relish with which Ferrari, the most powerful democratic writer since Rousseau, enumerates the merits of tyrants, and prefers devils to saints in the interest of the community.
For the old notions of civil liberty and of social order did not benefit the masses of the people. Wealth increased, without relieving their wants. The progress of knowledge left them in abject ignorance. Religion flourished, but failed to reach them. Society, whose laws were made by the upper class alone, announced that the best thing for the poor is not to be born, and the next best to die in childhood, and suffered them to live in misery and crime and pain. As surely as the long reign of the rich has been employed in promoting the accumulation of wealth, the advent of the poor to power will be followed by schemes for diffusing it. Seeing how little was done by the wisdom of former times for education and public health, for insurance, association, and savings, for the protection of labour against the law of self-interest, and how much has been accomplished in this generation, there is reason in the fixed belief that a great change was needed, and that democracy has not striven in vain. Liberty, for the mass, is not happiness; and institutions are not an end but a means. The thing they seek is a force sufficient to sweep away scruples and the obstacle of rival interests, and, in some degree, to better their condition. They mean that the strong hand that heretofore has formed great States, protected religions, and defended the independence of nations, shall help them by preserving life, and endowing it for them with some, at least, of the things men live for. That is the notorious danger of modern democracy. That is also its purpose and its strength. And against this threatening power the weapons that struck down other despots do not avail. The greatest happiness principle positively confirms it. The principle of equality, besides being as easily applied to property as to power, opposes the existence of persons or groups of persons exempt from the common law, and independent of the common will; and the principle, that authority is a matter of contract, may hold good against kings, but not against the sovereign people, because a contract implies two parties.

A Narrative of Some of the Lord's Dealings with George Müller Written by Himself, First Part.
First Part of Narrative

1870s, Message to the Senate and House of Representatives (1870)
Context: The framers of our Constitution firmly believed that a republican government could not endure without intelligence and education generally diffused among the people. The Father of his Country, in his Farewell Address, uses this language: Promote, then, as an object of primary importance, institutions for the general diffusion of knowledge. In proportion as the structure of a government gives force to public opinion, it is essential that public opinion should be enlightened.

"Proclamation 3422 — American Education Week, 1961" (25 July 1961) http://www.presidency.ucsb.edu/ws/?pid=24146<!-- Online by Gerhard Peters and John T. Woolley, The American Presidency Project -->
1961
Context: The education of our people should be a lifelong process by which we continue to feed new vigor into the lifestream of the Nation through intelligent, reasoned decisions. Let us not think of education only in terms of its costs, but rather in terms of the infinite potential of the human mind that can be realized through education. Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our Nation.

"John Vanderslice interviews St. Vincent (on the road)" in Brooklyn Vegan (24 April 2007) http://www.brooklynvegan.com/archives/2007/04/john_vanderslic_5.html
Context: The drug issue is hard to separate from a class issue, an education issue, a wonky foreign policy issue, and a race issue. What I do know is, be it caffeine, alcohol, cocaine, or adrenaline, let's face it: people like to get high. From Starbucks to Budweiser to your own brain, everybody's a pusher these days. If I could substitute another drug to be consumed in the country as much as alcohol is, it would be helium from children's birthday party balloons. Try not laughing when someone sounds like a chipmunk!

Listen, Little Man! (1948)
Context: Every physician, shoemaker, mechanic or educator must know his shortcomings if he is to do his work and make his living. For some decades, you have begun to play a governing role on this earth. It is on your thinking and your actions that the future of humanity depends. But your teachers and masters do not tell you how you really think and are; nobody dares to voice the one criticism of you which could make you capable of governing your own fate. You are "free" only in one sense: free from education in governing your life yourself, free from self-criticism.

Autobiography (1873)
Context: I thought the predominance of the aristocratic classes, the noble and the rich, in the English Constitution, an evil worth any struggle to get rid of; not on account of taxes, or any such comparatively small inconvenience, but as the great demoralizing agency in the country. Demoralizing, first, because it made the conduct of the government an example of gross public immorality, through the predominance of private over public interests in the State, and the abuse of the powers of legislation for the advantage of classes. Secondly, and in a still greater degree, because the respect of the multitude always attaching itself principally to that which, in the existing state of society, is the chief passport to power; and under English institutions, riches, hereditary or acquired, being the almost exclusive source of political importance; riches, and the signs of riches, were almost the only things really respected, and the life of the people was mainly devoted to the pursuit of them. I thought, that while the higher and richer classes held the power of government, the instruction and improvement of the mass of the people were contrary to the self-interest of those classes, because tending to render the people more powerful for throwing off the yoke: but if the democracy obtained a large, and perhaps the principal, share in the governing power, it would become the interest of the opulent classes to promote their education, in order to ward off really mischievous errors, and especially those which would lead to unjust violations of property. On these grounds I was not only as ardent as ever for democratic institutions, but earnestly hoped that Owenite, St. Simonian, and all other anti-property doctrines might spread widely among the poorer classes; not that I thought those doctrines true, or desired that they should be acted on, but in order that the higher classes might be made to see that they had more to fear from the poor when uneducated, than when educated.

1860s, Oration at Ravenna, Ohio (1865)
Context: But if we had no respect for the early practices and traditions of our fathers, we should still be compelled to meet the practical question which will very soon be forced upon us for solution. The necessity of putting down the rebellion by force of arms was no more imperative than is that of restoring law, order, and liberty in the States that rebelled. No duty can be more sacred than that of maintaining and perpetuating the freedom which the Proclamation of Emancipation gave to the loyal black men of the South. If they are to be disfranchised, if they are to have no voice in determining the conditions under which they are to live and labor, what hope have they for the future? It will rest with their late masters, whose treason they aided to thwart, to determine whether negroes shall be permitted to hold property, to enjoy the benefits of education, to enforce contracts, to have access to the courts of justice, in short, to enjoy any of those rights which give vitality and value to freedom. Who can fail to foresee the ruin and misery that await this race, to whom the vision of freedom has been presented only to be withdrawn, leaving them without even the aid which the master's selfish commercial interest in their life and service formerly afforded them? Will these negroes, remembering the battlefields on which two hundred thousand of their number bravely fought, and many thousands heroically died, submit to oppression as tamely and peaceably as in the days of slavery? Under such conditions, there could be no peace, no security, no prosperity.

To Barack Obama, as quoted in The Audacity of Hope: Thoughts on Reclaiming the American Dream (2006), Ch. 5
Context: I happen to have a talent for allocating capital. But my ability to use that talent is completely dependent on the society I was born into. If I’d been born into a tribe of hunters, this talent of mine would be pretty worthless. I can’t run very fast. I’m not particularly strong. I’d probably end up as some wild animal’s dinner.
But I was lucky enough to be born in a time and place where society values my talent, and gave me a good education to develop that talent, and set up the laws and the financial system to let me do what I love doing — and make a lot of money doing it. The least I can do is help pay for all that.

Alan Moore on Anarchism (2009)
Context: If we were to take out all the leaders tomorrow, and put them up against a wall and shoot them — and it’s a lovely thought, so let me just dwell on that for a moment before I dismiss it — but if we were to do that, society would probably collapse, because the majority of people have had thousands of years of being conditioned to depend upon leadership from a source outside themselves. That has become a crutch to an awful lot of people, and if you were to simply kick it away, then those people would simply fall over and take society with them. In order for any workable and realistic state of anarchy to be achieved, you will obviously have to educate people — and educate them massively — towards a state where they could actually take responsibility for their own actions and simultaneously be aware that they are acting in a wider group: that they must allow other people within that group to take responsibility for their own actions. Which on a small scale, as it works in families or in groups of friends, doesn’t seem to be that implausible, but it would take an awful lot of education to get people to think about living their lives in that way. And obviously, no government, no state, is ever going to educate people to the point where the state itself would become irrelevant. So if people are going to be educated to the point where they can take responsibility for their own laws and their own actions and become, to my mind, fully actualized human beings, then it will have to come from some source other than the state or government.

1960s, Address to AFL–CIO (1961)
Context: Negroes are almost entirely a working people…. Our needs are identical with labor's needs: decent wages, fair working conditions, livable housing, old-age security, health and welfare measures, conditions in which families can grow, have education for their children and respect in the community. That is why Negroes support labor's demands and fight laws which curb labor. That is why the labor-hater and labor-baiter is virtually always a twin-headed creature, spewing anti-Negro epithets from one mouth and anti-labor propaganda from the other mouth.

Letter to Deng Xiaoping (1981)
Context: I agree with and believe in the Communist ideology which seeks the well being of human beings in general and the proletariat in particular, and in Lenin's policy of the equality of nationalities. Similarly, I was pleased with the discussions I had with Chairman Mao on ideology and the policy towards nationalities.
If that same ideology and policy were implemented it would have brought much admiration and happiness. However, if one is to make a general comment on the developments during the past two decades, there has been a lapse in economic and educational progress, the basis of human happiness. Moreover, on account of the hardships caused by the unbearable disruptions, there has been a loss of trust between the Party and the masses, between the officials and the masses, among the officials themselves, and also among the masses themselves.
By deceiving one another through false assumptions and misrepresentations there has been, in reality, a great lapse and delay in achieving the real goals.

Speech at the Albert Hall (4 December 1924), quoted in On England, and Other Addresses (1926), pp. 70-71.
1924
Context: It is a testing time for democracy... Democracy, democratic government, calls for harder work, for higher education, for further vision than any form of government known in this world. It has not lasted long yet in the West, and it is only by those like ourselves who believe in it making it a success that we can hope to see it permanent and yielding those fruits which it ought to yield. The assertion of people's rights has never yet provided that people with bread. The performance of their duties, and that alone, can lead to the successful issue of those experiments in government which we have carried further than any other people in this world. Democracy can rise to great heights; it can also sink to great depths. It is for us so to conduct ourselves, and so to educate our own people, that we may achieve the heights and avoid the depths.

Source: The Wealth of Nations (1776), Book I, Chapter I, p. 8-9.
Context: To take an example, therefore, from a very trifling manufacture, but one in which the division of labour has been very often taken notice of, the trade of a pin-maker: a workman not educated to this business (which the division of labour has rendered a distinct trade, nor acquainted with the use of the machinery employed in it (to the invention of which the same division of labour has probably given occasion), could scarce, perhaps, with his utmost industry, make one pin in a day, and certainly could not make twenty. But in the way in which this business is now carried on, not only the whole work is a peculiar trade, but it is divided into a number of branches, of which the greater part are likewise peculiar trades. One man draws out the wire; another straights it; a third cuts it; a fourth points it; a fifth grinds it at the top for receiving the head; to make the head requires two or three distinct operations; to put it on is a peculiar business; to whiten the pins is another; it is even a trade by itself to put them into the paper; and the important business of making a pin is, in this manner, divided into about eighteen distinct operations, which, in some manufactories, are all performed by distinct hands, though in others the same man will sometimes perform two or three of them. I have seen a small manufactory of this kind, where ten men only were employed, and where some of them consequently performed two or three distinct operations. But though they were very poor, and therefore but indifferently accommodated with the necessary machinery, they could, when they exerted themselves, make among them about twelve pounds of pins in a day. There are in a pound upwards of four thousand pins of a middling size. Those ten persons, therefore, could make among them upwards of forty-eight thousand pins in a day. Each person, therefore, making a tenth part of forty-eight thousand pins, might be considered as making four thousand eight hundred pins in a day. But if they had all wrought separately and independently, and without any of them having been educated to this peculiar business, they certainly could not each of them have made twenty, perhaps not one pin in a day; that is, certainly, not the two hundred and fortieth, perhaps not the four thousand eight hundredth, part of what they are at present capable of performing, in consequence of a proper division and combination of their different operations.

2000s, God Hates Canada (2008)
Context: Our church has had a lot of bad dealings with those demon-possessed Canadians! A big Canadian flag flies at our church upside-down, the international symbol of distress. We fly it day and night, to educate and warn people about the fagi-nazi regime just to the north of us. Canadians are afraid of their tyrannical fag-run government. You can determine for yourself about Canada, and keep as far away from them as you can.

Source: Psychology and the Human Dilemma (1967), p. 50
Context: The overemphasis on the Baconian doctrine of knowledge as power, and the accompanying concern with gaining power over nature as well as over ourselves in the sense of treating ourself as objects to be manipulated rather than human beings whose aim is to expand in meaningful living, have resulted in the invalidation of the self. This tends to shrink the individual's consciousness, to block off his awareness, and thus play into … unconstructive anxiety … I propose that the aim of education is exactly the opposite, namely, the widening and deepening of consciousness. To the extent that education can help the student develop sensitivity, depth of perception, and above all the capacity to perceive significant forms in what he is studying, it will be developing at the same time the student's capacity to deal with anxiety constructively.

Secondary Education For All (1922)
Context: The organization of education on lines of class, which, though qualified in the last twenty years, has characterized the English system of public education since its very inception, has been at once a symptom, an effect, and a cause of the control of the lives of the mass of men and women by a privileged minority. The very assumption on which it is based, that all that the child of the workers needs is "elementary education" — as though the mass of the people, like anthropoid apes, had fewer convolutions in their brains than the rich — is in itself a piece of insolence.

Interview by David Sheff in Rolling Stone Twentieth Anniversary Issue (1987)
Context: We are dealing with the best-educated generation in history. They are a hundred times better educated than their grandparents, and ten times more sophisticated. There has never been such an open-minded group. The problem is that no one is giving them anything fresh. They've got a brain dressed up with nowhere to go.

Essay as "Mr. X" (1969)
Context: I can remember the night that I suddenly realized what it was like to be crazy, or nights when my feelings and perceptions were of a religious nature. I had a very accurate sense that these feelings and perceptions, written down casually, would not stand the usual critical scrutiny that is my stock in trade as a scientist. If I find in the morning a message from myself the night before informing me that there is a world around us which we barely sense, or that we can become one with the universe, or even that certain politicians are desperately frightened men, I may tend to disbelieve; but when I'm high I know about this disbelief. And so I have a tape in which I exhort myself to take such remarks seriously. I say "Listen closely, you sonofabitch of the morning! This stuff is real!" I try to show that my mind is working clearly; I recall the name of a high school acquaintance I have not thought of in thirty years; I describe the color, typography, and format of a book in another room and these memories do pass critical scrutiny in the morning. I am convinced that there are genuine and valid levels of perception available with cannabis (and probably with other drugs) which are, through the defects of our society and our educational system, unavailable to us without such drugs. Such a remark applies not only to self-awareness and to intellectual pursuits, but also to perceptions of real people, a vastly enhanced sensitivity to facial expression, intonations, and choice of words which sometimes yields a rapport so close it's as if two people are reading each other's minds.

Pg 27.
Conquest of Abundance (2001 [posthumous])
Context: Many "educated citizens" take it for granted that reality is what scientists say it is and that other opinions may be recorded, but need not be taken seriously. But science offers not one story, it offers many; the stories clash and their relation to a story-independent "reality" is as problematic as the relation of the Homeric epics to an alleged "Homeric world."

Teaching as a Subversive Activity (1969)
Context: The BASIC FUNCTION of all education, even in the most traditional sense, is to increase the survival prospects of the group. If this function is fulfilled, the group survives. If not, it doesn't. There have been times when this function was not fulfilled, and groups (some of them we even call "civilizations") disappeared. Generally, this resulted from changes in the kind of threats the group faced. The threats changed, but the education did not, and so the group, in a way, "disappeared itself" (to use a phrase from Catch-22). The tendency seems to be for most "educational" systems, from patterns of training in "primitive" tribal societies to school systems in technological societies, to fall imperceptibly into a role devoted exclusively to the conservation of old ideas, concepts, attitudes, skills, and perceptions. This happens largely because of the unconsciously held belief that these old ways of thinking and doing are necessary to the survival of the group. …Survival in a stable environment depends almost entirely on remembering the strategies for survival that have been developed in the past, and so the conservation and transmission of these becomes the primary mission of education. But, a paradoxical situation develops when change becomes the primary characteristic of the environment. Then the task turns inside out — survival in a rapidly changing environment depends almost entirely upon being able to identify which of the old concepts are relevant to the demands imposed by the new threats to survival, and which are not. Then a new educational task becomes critical: getting the group to unlearn (to "forget") the irrelevant concepts as a prior condition of learning. What we are saying is that the "selective forgetting" is necessary for survival.

Pieces of Eight (1982)
Context: The most worthwhile form of education is the kind that puts the educator inside you, as it were, so that the appetite for learning persists long after the external pressure for grades and degrees has vanished. Otherwise you are not educated; you are merely trained.

Source: The New Party - (1961), Chapter 8, The Forecast Is Good, p. 102
Context: What shall it profit us, unless life in the midst of it all has meaning? When a society spends more on advertising than it does on education, where is it headed?

"Quotes", The Educated Imagination (1963), Talk 6: The Vocation of Eloquence
Context: Education is something that affects the whole person, not bits and pieces of him. It doesn't just train the mind: it's a social and moral development too.

Prostitution, Trafficking, and Cultural Amnesia (2006)
Context: U. S. prostitution can be understood in the context of the cultural normalization of prostitution as a glamorous and wealth-producing “job” for girls who lack emotional support, education, and employment opportunities. The sexual exploitation of children and women in prostitution is often indistinguishable from incest, intimate partner violence, and rape.

(July 1910)
The Diaries of Franz Kafka 1910-1923 (1948)
Context: I can prove at any time that my education tried to make another person out of me than the one I became. It is for the harm, therefore, that my educators could have done me in accordance with their intentions that I reproach them; I demand from their hands the person I now am, and since they cannot give him to me, I make of my reproach and laughter a drumbeat sounding in the world beyond.

[1] Will your questions increase the learner's will as well as capacity to learn? Will they help to give him a sense of joy in learning? Will they help to provide the learner with confidence in his ability to learn?
[2] In order to get answers, will the learner be required to make inquiries? (Ask further questions, clarify terms, make observations, classify data, etc?)
[3] Does each question allow for alternative answers (which implies alternative modes of inquiry)?
[4] Will the process of answering the questions tend to stress the uniqueness of the learner?
[6] Would the answers help the learner to sense and understand the universals in the human condition and so enhance his ability to draw closer to other people?
Teaching as a Subversive Activity (1969)
Context: These questions are not intended to represent a catechism for the new education. These are samples and illustrations of the kind of questions we think worth answering. Our set of questions is best regarded as a metaphor of our sense of relevance. If you took the trouble to list your own questions, it is quite possible that you prefer many or them to ours. Good enough. The new education is a process and will not suffer from the applied imaginations of all who wish to be a part of it. But in evaluating your own questions, as well as ours, bear in mind that there are certain standards that must be used. These standards must also be stated in the form of questions:

As quoted in "Kingman Brewster Jr., 69, Ex-Yale President and U.S. Envoy, Dies" in The New York Times (9 November 1988) http://query.nytimes.com/gst/fullpage.html?res=940DE5D6143CF93AA35752C1A96E948260&sec=&spon=&pagewanted=print
Context: Perhaps the most fundamental value of a liberal education is that it makes life more interesting.
It allows you to think things which do not occur to the less learned... it makes it less likely that you will be bored with life.

Dedication to Emma Goldman
Context: Now my education, life and consciousness are talked about by those who cannot understand what I wrote, what I think, what is my life. They make me up from their subjective imagination and attack me publicly as well as secretly. Because my novels completely obscure my behaviour and ideas, and result in a lot of misunderstandings, my name is related to nihilism or humanism, although I have written a book of over three hundred pages to explain my ideas (this book is very easy to understand and without a metaphysical term). Those who talk about me never read it. They judged my ideas according to one of my short stories, then deduced a variety of strange conclusions and decided which doctrine I belong to. I have been caught in this predicament all these years and cannot get rid of it...

Markings (1964)
Context: Respect for the word is the first commandment in the discipline by which a man can be educated to maturity — intellectual, emotional, and moral.
Respect for the word — to employ it with scrupulous care and in incorruptible heartfelt love of truth — is essential if there is to be any growth in a society or in the human race.
To misuse the word is to show contempt for man. It undermines the bridges and poisons the wells. It causes Man to regress down the long path of his evolution.
"But I say unto you, that every idle word that men speak..."

The Liberty Manifesto (1993)

The Principles of Anarchism
Context: Anarchists know that a long period of education must precede any great fundamental change in society, hence they do not believe in vote begging, nor political campaigns, but rather in the development of self-thinking individuals.
We look away from government for relief, because we know that force (legalized) invades the personal liberty of man, seizes upon the natural elements and intervenes between man and natural laws; from this exercise of force through governments flows nearly all the misery, poverty, crime and confusion existing in society.

Source: The Nature and Authority of Scripture (1995), p. 22
Context: Ramakrishna possessed a deep aversion to formal learning and education. Learned persons were likened by him to kites and vultures, which soar to great heights in the sky but whose eyes are forever focused on the decaying carcasses below. They were also described as similar to foolish people in an orchard who count the leaves and fruit and argue to estimate their value instead of plucking and relishing the juicy fruit. Reason and the intellectual life received little attention or recognition in his teachings.

Teaching as a Subversive Activity (1969)
Context: The elimination of conventional tests... is necessary because, as soon as they are used as judgement-making instruments, the whole process of schooling shifts from education to training intended to produce passing grades on tests. … "Courses" turn out to be contingent upon testing. A "course" generally consists of a series of briefings for the great Trivia contest. It's a kind of rigid quiz show. And it seems to work only if the contestants value the "prize." The prize, of course, is a "grade." An appropriate grade entitles the participant to continue playing the Trivia game. All the while, let's not forget, very little, if any, substantive intellectual activity is going on.

Introduction (November 1970).
Deschooling Society (1971)
Context: Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue's responsibility until it engulfs his pupils' lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring. We hope to contribute concepts needed by those who conduct such counterfoil research on education — and also to those who seek alternatives to other established service industries.

"Neil Postman Ponders High Tech" at Online Newshour : Online Forum (17 January 1996) http://www.promotesigns.com/postman_1-17.html, also slightly paraphrased in Theology of TV : The Impact of TV (2010) by Christian Mogler, p. 24, as "While we can ́t do much about the rapid growth of new technology, it is possible for us to learn how to control our own uses of technology."
Context: I don't think any of us can do much about the rapid growth of new technology. A new technology helps to fuel the economy, and any discussion of slowing its growth has to take account of economic consequences. However, it is possible for us to learn how to control our own uses of technology. The "forum" that I think is best suited for this is our educational system. If students get a sound education in the history, social effects and psychological biases of technology, they may grow to be adults who use technology rather than be used by it.

Journal entry (18 November 1861), Ch. 5 : The Beginning of the War.
Lucy Larcom : Life, Letters, and Diary (1895)
Context: Much of our Christianity is not of a sufficiently enlarged type to satisfy an educated Hindoo; not that Unitarianism is necessary, for that system has but a surface-liberalism which can become very hard, and finally very narrow, as its history among us has often proved. It is not a system at all that we want: it is Christ, the "wisdom of God and the power of God," Christ, the loving, creating, and redeeming friend of the world, Christ, whose large, free being enfolds all that is beautiful in nature and in social life; and all that is strong and deep and noble in the sanctuary of every living soul. When Christians have truly learned Christ, they can be true teachers.

Black Boy (1945)
Context: Once, in the night, my mother called me to her bed and told me that she could not endure the pain, that she wanted to die. I held her hand and begged her to be quiet. That night I ceased to react to my mother; my feelings were frozen. I merely waited upon her, knowing that she was suffering. She remained abed ten years, gradually growing better, but never completely recovering, relapsing periodically into her paralytic state. The family had stripped itself of money to fight my mother’s illness and there was no more forthcoming. Her illness gradually became an accepted thing in the house, something that could not be stopped or helped. My mother’s suffering grew into a symbol in my mind, gathering to itself all the poverty, the ignorance, the helplessness; the painful, baffling, hunger-ridden days and hours; the restless moving, the futile seeking, the uncertainty, the fear, the dread; the meaningless pain and the endless suffering. Her life set the emotional tone of my life, colored the men and women I was to meet in the future, conditioned my relation to events that had not yet happened, determined my attitude to situations and circumstances I had yet to face. A somberness of spirit that I was never to lose settled over me during the slow years of my mother’s unrelieved suffering, a somberness that was to make me stand apart and look upon excessive joy with suspicion, that was to make me self-conscious, that was to make me keep forever on the move, as though to escape a nameless fate seeking to overtake me. At the age of twelve, before I had had one full year of formal schooling, I had a conception of life that no experience would ever erase, a predilection for what was real that no argument could ever gainsay, a sense of the world that was mine and mine alone, a notion as to what life meant that no education could ever alter, a conviction that the meaning of living came only when one was struggling to wring a meaning out of meaningless suffering.

Black Boy (1945)

Aphorism 42
Novum Organum (1620), Book I
Context: The Idols of the Cave are the idols of the individual man. For everyone (besides the errors common to human nature in general) has a cave or den of his own, which refracts and discolors the light of nature, owing either to his own proper and peculiar nature; or to his education and conversation with others; or to the reading of books, and the authority of those whom he esteems and admires; or to the differences of impressions, accordingly as they take place in a mind preoccupied and predisposed or in a mind indifferent and settled; or the like. So that the spirit of man (according as it is meted out to different individuals) is in fact a thing variable and full of perturbation, and governed as it were by chance. Whence it was well observed by Heraclitus that men look for sciences in their own lesser worlds, and not in the greater or common world.

Wording in Ideas and Opinions: The man who is thoroughly convinced of the universal operation of the law of causation cannot for a moment entertain the idea of a being who interferes in the course of events — provided, of course, that he takes the hypothesis of causality really seriously. He has no use for the religion of fear and equally little for social or moral religion. A God who rewards and punishes is inconceivable to him for the simple reason that a man's actions are determined by necessity, external and internal, so that in God's eyes he cannot be responsible, any more than an inanimate object is responsible for the motions it undergoes. Science has therefore been charged with undermining morality, but the charge is unjust. A man's ethical behavior should be based effectually on sympathy, education, and social ties and needs; no religious basis is necessary. Man would indeed be in a poor way if he had to be restrained by fear of punishment and hopes of reward after death.
Variant: "It seems to me that the idea of a personal God is an anthropological concept which I cannot take seriously. I also cannot imagine some will or goal outside the human sphere" has been cited http://www.positiveatheism.org/hist/quotes/einstein.htm as a statement that precedes the last three sentences here, but in fact this is a separate quote from a 1947 letter Einstein wrote to Murray W. Gross, included in the Einstein and Religion (1999) section below (and in the letter the word used is "anthropomorphic," not "anthropological").
1930s, Religion and Science (1930)
Context: For any one who is pervaded with the sense of causal law in all that happens, who accepts in real earnest the assumption of causality, the idea of Being who interferes with the sequence of events in the world is absolutely impossible. Neither the religion of fear nor the social-moral religion can have any hold on him. A God who rewards and punishes is for him unthinkable, because man acts in accordance with an inner and outer necessity, and would, in the eyes of God, be as little responsible as an inanimate object is for the movements which it makes. Science, in consequence, has been accused of undermining morals—but wrongly. The ethical behavior of man is better based on sympathy, education and social relationships, and requires no support from religion. Man's plight would, indeed, be sad if he had to be kept in order through fear of punishment and hope of rewards after death.

Diary (15 May 1878)
Diary and Letters of Rutherford Birchard Hayes (1922 - 1926)
Context: General education is the best preventive of the evils now most dreaded. In the civilized countries of the world, the question is how to distribute most generally and equally the property of the world. As a rule, where education is most general the distribution of property is most general.... As knowledge spreads, wealth spreads. To diffuse knowledge is to diffuse wealth. To give all an equal chance to acquire knowledge is the best and surest way to give all an equal chance to acquire property.

1920s–1950s, 4D Timelock (1928)
Context: There will come a time when the proper education of children, by a glorified system of spontaneous education of choice, similar to the Montessori System, will be made possible. Children, as well as grown-ups, in their individual, glorified, drudgery-proof homes of Labrador, the tropics, the Orient, or where you will, to which they can pass with pleasure and expedition by means of ever-improving transportation, will be able to tune in their television and radio to the moving picture lecture of, let us say, President Lowell of Harvard; the professor of Mathematics of Oxford; of the doctor of Indian antiquities of Delhi, etc. Education by choice, with its marvelous motivating psychology of desire for truth, will make life ever cleaner and happier, more rhythmical and artistic.

Source: Differential Psychology: Towards Consensus (1987), p. 424
Context: I had begun by trying, for the sake of scholarly thoroughness, merely to write a short chapter for my book on the ‘culturally disadvantaged’ that I expected would succinctly review the so-called nature-nurture issue only to easily dismiss it as being of little or no importance for the subsequent study of the causes of scholastic failure and success. I delved into practically all the available literature on the genetics of intelligence, beginning with the works of the most prominent investigator in this field, Sir Cyril Burt, whom I had previously heard give a brilliant lecture entitled The Inheritance of Mental Ability’ at University College, London in 1957. The more I read in this field, the less convinced I became of the prevailing belief in the all-importance of environment and learning as the mechanisms of individual and group differences in general ability and scholastic aptitude. I felt even somewhat resentful of my prior education, that I could have gone as far as I had—already a fairly well-recognized professor of educational psychology—and yet could have remained so unaware of the crucial importance of genetic factors for the study of individual differences.

1990s, The Party of Lincoln vs. The Party of Bureaucrats (1996)
Context: The civil rights establishment, led by the NAACP, fought the good fight that led to the Brown v. Board of Education decision in 1954 and the Civil Rights Acts of 1964 and 1965. They fought that fight under the banner of the Equal Protection Clause of the 14th Amendment, which reflected the equality proclaimed in the Declaration of Independence. The classic statement of this principle is to be found in Justice John Marshall Harlan's dissenting opinion in Plessy v. Ferguson, the infamous 1896 decision that enshrined "separate but equal" into constitutional law for more than half a century, "In view of the Constitution, in the eye of the law, there is in this country no superior dominant ruling class of citizens. There is no caste here. Our Constitution is color blind, and neither knows nor tolerates classes among citizens. In respect of civil rights, all citizens are equal before the law. The humblest is the peer of the most powerful. The law regards man as man, and takes no account of his surroundings or of his color when his civil rights as guaranteed by the supreme law of the land are involved".