Quotes about education

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Teaching as a Subversive Activity (1969)
Context: We have framed... some questions which in our judgement, are responsive to the actual and immediate as against the fancied and future needs of learners in the world as it is (not as it was). … There seemed to be little doubt that, from the point of view of the students, these questions made much more sense than the ones they usually have to memorize the right answers to in school. Contrary to conventional school practice, what that means is that we want to elicit from the students the meanings that they have already stored up so that they may subject these meanings to a testing and verifying, reordering and reclassifying, modifying and extending process. In this process the student is not a passive "recipient"; he becomes an active producer of knowledge. The word "educate" is closely related to the word "educe." In the oldest pedagogic sense of the term, this meant a drawing out of a person something potential or latent. We can after all, learn only in relation to what we already know. Again, contrary to common misconceptions, this means that, if we don't know very much, our capability for learning is not very great. This idea — virtually by itself — requires a major revision in most of the metaphors that shape school policies and procedures.

The Magic of Images: Word and Picture in a Media Age (2004)
Context: As a classroom teacher for over thirty years, I have become increasingly concerned about evidence of, if not cultural decline, then cultural dissipation since the 1960s, a decade that seemed to hold such heady promise of artistic and intellectual innovation. Young people today are flooded with disconnected images but lack a sympathetic instrument to analyze them as well as a historical frame of reference in which to situate them. I am reminded of an unnerving scene in Stanley Kubrick's epic film, 2001: A Space Odyssey, where an astronaut, his air hose cut by the master computer gone amok, spins helplessly off into space. The new generation, raised on TV and the personal computer but deprived of a solid primary education, has become unmoored from the mother ship of culture. Technology, like Kubrick's rogue computer, Hal, is the companionable servant turned ruthless master. The ironically self-referential or overtly politicized and jargon-ridden paradigms of higher education, far from helping the young to cope or develop, have worsened their vertigo and free fall. Today's students require not subversion of rationalist assumptions -- the childhood legacy of intellectuals born in Europe between the two World Wars -- but the most basic introduction to structure and chronology. With out that, they are riding the tail of a comet in a media starscape of explosive but evanescent images.

Source: Enemies of Promise (1938), Part 1: Predicament, Ch. 3: The Challenge to the Mandarins (p. 17-18)
Context: The Mandarin style at its best yields the richest and most complete expression of the English language. It is the diction of Donne, Browne, Addison, Johnson, Gibbon, de Quincey, Landor, Carlyle and Ruskin as opposed to that of Bunyan, Dryden, Locke, Defoe, Cowper, Cobbett, Hazlitt, Southey and Newman. It is characterized by long sentences with many dependent clauses, by the use of the subjunctive and conditional, by exclamations and interjections, quotations, allusions, metaphors, long images, Latin terminology, subtlety and conceits. Its cardinal assumption is that neither the writer nor the reader is in a hurry, that both are possessed of a classical education and a private income. It is Ciceronian English.

1860s, Oration at Ravenna, Ohio (1865)
Context: But it will be asked, Is it safe to admit to the elective franchise the great mass of ignorant and degraded blacks, so lately slaves? Here indeed is the great practical question, to the solution of which should be brought all the wisdom and enlightenment of our people. I am fully persuaded that some degree of intelligence and culture should be required as a qualification for the right of suffrage. I have no doubt that it would be better if no man were allowed to vote who cannot read his ballot or the Constitution of the United States, and write his name or copy in a legible hand a sentence from the Declaration of Independence. Make any such wise restriction of suffrage, but let it apply to all alike. Let us not commit ourselves to the absurd and senseless dogma that the color of the skin shall be the basis of suffrage, the talisman of liberty. I admit that it is perilous to confer the franchise upon the ignorant and degraded; but if an educational test cannot be established, let suffrage be extended to all men of proper age, regardless of color. It may well be questioned whether the negro does not understand the nature of our institutions better than the equally ignorant foreigner. He was intelligent enough to understand from the beginning of the war that the destiny of his race was involved in it. He was intelligent enough to be true to that Union which his educated and traitorous master was endeavoring to destroy. He came to us in the hour of our sorest need, and by his aid, under God, the Republic was saved. Shall we now be guilty of the unutterable meanness, not only of thrusting him beyond the pale of its blessings, but of committing his destiny to the tender mercies of those pardoned rebels who have been so reluctantly compelled to take their feet from his neck and their hands from his throat? But someone says it is dangerous at this time to make new experiments. I answer, it is always safe to do justice. However, to grant suffrage to the black man in this country is not innovation, but restoration. It is a return to the ancient principles and practices of the fathers. Let me refer you to a few facts in our history which have been but little studied by' the people and politicians of this generation.

"Einstein's Reply to Criticisms" (1949), The World As I See It (1949)
Context: There are few enough people with sufficient independence to see the weaknesses and follies of their contemporaries and remain themselves untouched by them. And these isolated few usually soon lose their zeal for putting things to rights when they have come face to face with human obduracy. Only to a tiny minority is it given to fascinate their generation by subtle humour and grace and to hold the mirror up to it by the impersonal agency of art. To-day I salute with sincere emotion the supreme master of this method, who has delighted — and educated — us all.

Source: The Book on the Taboo Against Knowing Who You Are (1966), p. 111

Misattributed to Chateaubriand on the internet and even some recently published books, this statement actually originated with L. P. Jacks in Education through Recreation (1932)
Misattributed
Context: A master in the art of living draws no sharp distinction between his work and his play; his labor and his leisure; his mind and his body; his education and his recreation. He hardly knows which is which. He simply pursues his vision of excellence through whatever he is doing, and leaves others to determine whether he is working or playing. To himself, he always appears to be doing both.

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.

Travis McGee series, A Purple Place for Dying (1964)
Context: ... it is like what we have done to chickens. Forced growth under optimum conditions, so that in eight weeks they are ready for the mechanical picker. The most forlorn and comical statements are the ones made by the grateful young who say Now I can be ready in two years and nine months to go out in and earn a living rather than wasting 4 years in college. Education is something that should be apart from the necessities of earning a living, not a tool therefore. It needs contemplation, fallow periods, the measured and guided study of the history of man’s reiteration of the most agonizing question of all: Why? Today the good ones, the ones who want to ask why, find no one around with any interest in answering the question, so they drop out, because theirs is the type of mind which becomes monstrously bored at the trade-school concept. A devoted technician is seldom an educated man. He can be a useful man, a contented man, a busy man. But he has no more sense of the mystery and wonder and paradox of existence than does one of those chickens fattening itself for the mechanical plucking, freezing and packaging.

Language Education in a Knowledge Context (1980)
Context: The meaning I have given here to "language education" represents it as a form of metaeducation. That is, one learns a subject and, at the same time, learns what the subject is made of.... If it be said that such learning will prevent students from assimilating the facts of a subject, my reply is that this is the only way by which the facts can truly be assimilated. For it is not education to teach students to repeat sentences they do not understand so that they may pass examinations. That is the way of the computer. I prefer the student to be a programmer.

What is Art? (1897)
Context: Such … was the theory (an outgrowth of Malthusian) of the selection and struggle for existence as the basis of human progress. Such again, is Marx's theory, with regard to the gradual destruction of small private production by large capitalistic production... as an inevitable decree of fate. However unfounded such theories are, however contrary to all that is known and confessed by humanity, and however obviously immoral these may be, they are accepted with credulity, pass uncriticized, and are preached … To this class belongs this astonishing theory of the Baungarten trinity — Goodness, Beauty and Truth — according to which it appears that the very best that can be done by the art of nations after 1900 years of Christian teaching is to choose as the ideal of their life that which was held by a small, semi-savage, slaveholding people who lived 2000 years ago, who imitated the nude human body extremely well, and erected buildings pleasing to the eye. Educated people write long, nebulous treatises on beauty as a member of the aesthetic trinity of beauty, truth, and goodness... and they all think that by pronouncing these sacrosanct words, they speak of something quite definite and solid... on which they can base their opinions. … only for the purpose of justifying the false importance we attribute to an art that conveys every feeling, provided those feelings give us pleasure.

Democracy Now! interview (2005)
Context: Between the years of 1988 to 1994, and it's a continuous — it's an incessant reality for me. My redemptive transition began in solitary confinement, and unlike other people who express their experiences of an epiphany or a satori, I never experienced anything of that ilk. Mine — that wouldn't have been enough. I often tell people that I didn't have a 360-degree turnaround; I had a 720-degree turnaround. It took me twice as much. Just one spin around wouldn't have done it. I was that messed up, that lost, that mentacided, brainwashed. So, I was able to gradually in a piecemeal fashion change my life slowly but surely through education, through edification, through spiritual cultivation, battling my demons. And eventually, that led to me embracing redemption.

"The Need for Ethical Culture" celebrating the seventy-fifth anniversary of the Ethical Culture Society, founded by Felix Adler (5 January 1951) (the full remarks can be found in Ideas and Opinions by Albert Einstein and Carl Seelig http://books.google.com/books?id=UppFAAAAYAAJ)
1950s
Context: I believe, indeed, that overemphasis on the purely intellectual attitude, often directed solely to the practical and factual, in our education, has led directly to the impairment of ethical values. I am not thinking so much of the dangers with which technical progress has directly confronted mankind, as of the stifling of mutual human considerations by a "matter-of-fact" habit of thought which has come to lie like a killing frost upon human relations. … The frightful dilemma of the political world situation has much to do with this sin of omission on the part of our civilization. Without "ethical culture," there is no salvation for humanity.

1963, Third State of the Union Address

"Syllabus of an Estimate of the Merit of the Doctrines of Jesus, Compared with Those of Others" in a letter to Benjamin Rush (12 April 1803) http://www.positiveatheism.org/hist/jeff1122.htm. Published in The Works of Thomas Jefferson in Twelve Volumes http://oll.libertyfund.org/ToC/0054.php, Federal Edition, Paul Leicester Ford, ed., New York: G. P. Putnam's Sons, 1904, Vol. 9 Works Vol. 9 (PDF) http://oll.libertyfund.org/Texts/Jefferson0136/Works/0054-09_Bk.pdf, pp. 462
1800s, First Presidential Administration (1801–1805)
Context: His parentage was obscure; his condition poor; his education null; his natural endowments great; his life correct and innocent: he was meek, benevolent, patient, firm, disinterested, & of the sublimest eloquence.
The disadvantages under which his doctrines appear are remarkable.
1. Like Socrates & Epictetus, he wrote nothing himself.
2. But he had not, like them, a Xenophon or an Arrian to write for him. On the contrary, all the learned of his country, entrenched in its power and riches, were opposed to him, lest his labors should undermine their advantages; and the committing to writing his life & doctrines fell on the most unlettered & ignorant men; who wrote, too, from memory, & not till long after the transactions had passed.
3. According to the ordinary fate of those who attempt to enlighten and reform mankind, he fell an early victim to the jealousy & combination of the altar and the throne, at about 33. years of age, his reason having not yet attained the maximum of its energy, nor the course of his preaching, which was but of 3. years at most, presented occasions for developing a complete system of morals.
4. Hence the doctrines which he really delivered were defective as a whole, and fragments only of what he did deliver have come to us mutilated, misstated, & often unintelligible.
5. They have been still more disfigured by the corruptions of schismatising followers, who have found an interest in sophisticating & perverting the simple doctrines he taught by engrafting on them the mysticisms of a Grecian sophist, frittering them into subtleties, & obscuring them with jargon, until they have caused good men to reject the whole in disgust, & to view Jesus himself as an impostor.
Notwithstanding these disadvantages, a system of morals is presented to us, which, if filled up in the true style and spirit of the rich fragments he left us, would be the most perfect and sublime that has ever been taught by man.
The question of his being a member of the Godhead, or in direct communication with it, claimed for him by some of his followers, and denied by others, is foreign to the present view, which is merely an estimate of the intrinsic merit of his doctrines.
1. He corrected the Deism of the Jews, confirming them in their belief of one only God, and giving them juster notions of his attributes and government.
2. His moral doctrines, relating to kindred & friends, were more pure & perfect than those of the most correct of the philosophers, and greatly more so than those of the Jews; and they went far beyond both in inculcating universal philanthropy, not only to kindred and friends, to neighbors and countrymen, but to all mankind, gathering all into one family, under the bonds of love, charity, peace, common wants and common aids. A development of this head will evince the peculiar superiority of the system of Jesus over all others.
3. The precepts of philosophy, & of the Hebrew code, laid hold of actions only. He pushed his scrutinies into the heart of man; erected his tribunal in the region of his thoughts, and purified the waters at the fountain head.
4. He taught, emphatically, the doctrines of a future state, which was either doubted, or disbelieved by the Jews; and wielded it with efficacy, as an important incentive, supplementary to the other motives to moral conduct.

Letter to Abigail Adams (29 October 1775), published Letters of John Adams, Addressed to His Wife, Vol. 1 (1841), ed. Charles Francis Adams, p. 72
1770s
Context: Human nature with all its infirmities and depravation is still capable of great things. It is capable of attaining to degrees of wisdom and goodness, which we have reason to believe, appear as respectable in the estimation of superior intelligences. Education makes a greater difference between man and man, than nature has made between man and brute. The virtues and powers to which men may be trained, by early education and constant discipline, are truly sublime and astonishing. Newton and Locke are examples of the deep sagacity which may be acquired by long habits of thinking and study.

Saturday Evening Post (27 September 1958); also in Adventures of the Mind : From the Saturday Evening Post (1962), by Richard Thruelsen and John Kobler
Context: It has always seemed strange to me that in our endless discussions about education so little stress is laid on the pleasure of becoming an educated person, the enormous interest it adds to life. To be able to be caught up into the world of thought — that is to be educated.

As quoted in The Common School Journal and Educational Reformer (1852), edited by William B. Fowle, p. 28.
Context: Education is a better safeguard of liberty than a standing army. If we retrench the wages of the schoolmaster, we must raise those of the recruiting sergeant.

1920s, The Aims of Education (1929)
Context: The essence of education is that it be religious. Pray, what is religious education? A religious education is an education which inculcates duty and reverence. Duty arises from our potential control over the course of events. Where attainable knowledge could have changed the issue, ignorance has the guilt of vice. And the foundation of reverence is this perception, that the present holds within itself the complete sum of existence, backwards and forwards, that whole amplitude of time, which is eternity.

"Reflections on Working Towards Peace" in Architects of Peace: Visions of Hope in Words and Images (2000) edited by Michael Collopy
Context: Leadership is to do what is right by educating and inspiring an electorate, empathizing with the moods, needs, wants, and aspirations of humanity.
Making peace is about bringing the teeming conflicts of society to a minimal point of consensus. It is about painting a new vision on the canvas of a nation's political history. Ultimately, leadership is about the strength of one's convictions, the ability to endure the punches, and the energy to promote an idea.
And I have found that those who do achieve peace never acquiesce to obstacles, especially those constructed of bigotry, intolerance, and inflexible tradition.

The Hindustan Times (Nov., 2009)
Context: Pluralism and embracing people of all cultures should be part of our education. The multicultural, multi-religious fabric are the glory and beauty of the planet. If this thought is imparted to children at an early age, they will love the difference. We need to bring about that multi-cultural and multi-ethnic approach, which in Sanskrit we call Vasudhaiva Kutumbakam (The whole world is one family.)
Through right education, we can change and unite the hearts and minds of people. The key is to harness the ancient wisdom and being innovative with the modern. We, as global citizens, should vow to take this responsibility.

More likely attributable to Oliver Wendell Holmes, Sr.
Misattributed

Travis McGee series, A Purple Place for Dying (1964)
Context: ... it is like what we have done to chickens. Forced growth under optimum conditions, so that in eight weeks they are ready for the mechanical picker. The most forlorn and comical statements are the ones made by the grateful young who say Now I can be ready in two years and nine months to go out in and earn a living rather than wasting 4 years in college. Education is something that should be apart from the necessities of earning a living, not a tool therefore. It needs contemplation, fallow periods, the measured and guided study of the history of man’s reiteration of the most agonizing question of all: Why? Today the good ones, the ones who want to ask why, find no one around with any interest in answering the question, so they drop out, because theirs is the type of mind which becomes monstrously bored at the trade-school concept. A devoted technician is seldom an educated man. He can be a useful man, a contented man, a busy man. But he has no more sense of the mystery and wonder and paradox of existence than does one of those chickens fattening itself for the mechanical plucking, freezing and packaging.

Cardinal Winning Lecture (February 2, 2008)
Context: The foundation of Scotland's success - our great intellectual, social and economic flourishing - was our commitment to education. To free education for all.... We seek to build an education system that is open to all. A system that will not just benefit our economy - but will help to strengthen Scotland's entire civic and intellectual life. That is why we place such strong emphasis on ethics and values.

1960s, Family Planning - A Special and Urgent Concern (1966)
Context: For the Negro, therefore, intelligent guides of family planning are a profoundly important ingredient in his quest for security and a decent life. There are mountainous obstacles still separating Negroes from a normal existence. Yet one element in stabilizing his life would be an understanding of and easy access to the means to develop a family related in size to his community environment and to the income potential he can command. This is not to suggest that the Negro will solve all his problems through Planned Parenthood. His problems are far more complex, encompassing economic security, education, freedom from discrimination, decent housing and access to culture. Yet if family planning is sensible it can facilitate or at least not be an obstacle to the solution of the many profound problems that plague him.

Playboy interview (2003)
Context: It now seems that pornography is the leading sex educator in the Western world. And the idea of having your sexual nature determined by a medallion-in-the-chest-hair artist out in Los Angeles is really humiliating. I'm not talking about me, but I'm talking about my children's contemporaries, kids aged 18. They're getting their sex tips from some charlatan at Wicked Video.

1870s, Oratory in Memory of Abraham Lincoln (1876)
Context: Fellow citizens, in what we have said and done today, and in what we may say and do hereafter, we disclaim everything like arrogance and assumption. We claim for ourselves no superior devotion to the character, history, and memory of the illustrious name whose monument we have here dedicated today. We fully comprehend the relation of Abraham Lincoln both to ourselves and to the white people of the United States. Truth is proper and beautiful at all times and in all places, and it is never more proper and beautiful in any case than when speaking of a great public man whose example is likely to be commended for honor and imitation long after his departure to the solemn shades, the silent continents of eternity. It must be admitted, truth compels me to admit, even here in the presence of the monument we have erected to his memory, Abraham Lincoln was not, in the fullest sense of the word, either our man or our model. In his interests, in his associations, in his habits of thought, and in his prejudices, he was a white man. He was preeminently the white man’s President, entirely devoted to the welfare of white men. He was ready and willing at any time during the first years of his administration to deny, postpone, and sacrifice the rights of humanity in the colored people to promote the welfare of the white people of this country. In all his education and feeling he was an American of the Americans. He came into the Presidential chair upon one principle alone, namely, opposition to the extension of slavery. His arguments in furtherance of this policy had their motive and main-spring in his patriotic devotion to the interests of his own race. To protect, defend, and perpetuate slavery in the states where it existed Abraham Lincoln was not less ready than any other President to draw the sword of the nation. He was ready to execute all the supposed guarantees of the United States Constitution in favor of the slave system anywhere inside the slave states. He was willing to pursue, recapture, and send back the fugitive slave to his master, and to suppress a slave rising for liberty, though his guilty master were already in arms against the government. The race to which we belong were not the special objects of his consideration. Knowing this, I concede to you, my white fellow-citizens, a pre-eminence in this worship at once full and supreme. First, midst, and last, you and yours were the objects of his deepest affection and his most earnest solicitude. You are the children of Abraham Lincoln. We are at best only his step-children; children by adoption, children by forces of circumstances and necessity. To you it especially belongs to sound his praises, to preserve and perpetuate his memory, to multiply his statues, to hang his pictures high upon your walls, and commend his example, for to you he was a great and glorious friend and benefactor. Instead of supplanting you at his altar, we would exhort you to build high his monuments; let them be of the most costly material, of the most cunning workmanship; let their forms be symmetrical, beautiful, and perfect, let their bases be upon solid rocks, and their summits lean against the unchanging blue, overhanging sky, and let them endure forever! But while in the abundance of your wealth, and in the fullness of your just and patriotic devotion, you do all this, we entreat you to despise not the humble offering we this day unveil to view; for while Abraham Lincoln saved for you a country, he delivered us from a bondage, according to Jefferson, one hour of which was worse than ages of the oppression your fathers rose in rebellion to oppose.

Amusing Ourselves to Death: Public Discourse in the Age of Show Business (1985)
Context: In a world populated by people who believe that through more and more information, paradise is attainable, the computer scientist is king. But I maintain that all of this is a monumental and dangerous waste of human talent and energy. Imagine what might be accomplished if this talent and energy were turned to philosophy, to theology, to the arts, to imaginative literature or to education? Who knows what we could learn from such people — perhaps why there are wars, and hunger, and homelessness and mental illness and anger.

Education: Intellectual, Moral, and Physical (1861)
Context: The education of the child must accord both in mode and arrangement with the education of mankind, considered historically. In other words, the genesis of knowledge in the individual, must follow the same course as the genesis of knowledge in the race. In strictness, this principle may be considered as already expressed by implication; since both being processes of evolution, must conform to those same general laws of evolution... and must therefore agree with each other. Nevertheless this particular parallelism is of value for the specific guidance it affords. To M. Comte we believe society owes the enunciation of it; and we may accept this item of his philosophy without at all committing ourselves to the rest.<!--p.75

Remarks at Bowie State University ceremony (17 May 2013) http://www.whitehouse.gov/the-press-office/2013/05/17/remarks-first-lady-bowie-state-university-commencement-ceremony
2010s
Context: But today, more than 150 years after the Emancipation Proclamation, more than 50 years after the end of 'separate but equal', when it comes to getting an education, too many of our young people just can’t be bothered. Today, instead of walking miles every day to school, they're sitting on couches for hours playing video games, watching T. V. Instead of dreaming of being a teacher or a lawyer or a business leader, they're fantasizing about being a baller or a rapper. Right now, one in three African American students are dropping out of high school. Only one in five African Americans between the ages of 25 and 29 has gotten a college degree; one in five.

Nobel Prize autobiography (1998)
Context: The world is full of intelligent, well-meaning people who, for one reason or another, did not attend university but are nonetheless well-read and educated. Out there on the prairie lost opportunities of youth were the rule rather than the exception, and I slowly became disabused of the myth of the Bright Young Thing and have not believed in it since.

Preface
The Mis-Education of the Negro (1933)
Context: The educational system as it has developed both in Europe and America an antiquated process which does not hit the mark even in the case of the needs of the white man himself. If the white man wants to hold on to it, let him do so; but the Negro, so far as he is able, should develop and carry out a program of his own.
The so-called modern education, with all its defects, however, does others so much more good than it does the Negro, because it has been worked out in conformity to the needs of those who have enslaved and oppressed weaker peoples. For example, the philosophy and ethics resulting from our educational system have justified slavery, peonage, segregation, and lynching. The oppressor has the right to exploit, to handicap, and to kill the oppressed. Negroes daily educated in the tenets of such a religion of the strong have accepted the status of the weak as divinely ordained, and during the last three generations of their nominal freedom they have done practically nothing to change it.

17 U.S. (4 Wheaton) 316, 409-411
McCulloch v. Maryland (1819)
Context: [T]he power of creating a corporation is one appertaining to sovereignty, and is not expressly conferred on Congress. This is true. But all legislative powers appertain to sovereignty. The original power of giving the law on any subject whatever is a sovereign power, and if the Government of the Union is restrained from creating a corporation as a means for performing its functions, on the single reason that the creation of a corporation is an act of sovereignty, if the sufficiency of this reason be acknowledged, there would be some difficulty in sustaining the authority of Congress to pass other laws for the accomplishment of the same objects. The Government which has a right to do an act and has imposed on it the duty of performing that act must, according to the dictates of reason, be allowed to select the means, and those who contend that it may not select any appropriate means that one particular mode of effecting the object is excepted take upon themselves the burden of establishing that exception. [... ] The power of creating a corporation, though appertaining to sovereignty, is not, like the power of making war or levying taxes or of regulating commerce, a great substantive and independent power which cannot be implied as incidental to other powers or used as a means of executing them. It is never the end for which other powers are exercised, but a means by which other objects are accomplished. No contributions are made to charity for the sake of an incorporation, but a corporation is created to administer the charity; no seminary of learning is instituted in order to be incorporated, but the corporate character is conferred to subserve the purposes of education. No city was ever built with the sole object of being incorporated, but is incorporated as affording the best means of being well governed. The power of creating a corporation is never used for its own sake, but for the purpose of effecting something else. No sufficient reason is therefore perceived why it may not pass as incidental to those powers which are expressly given if it be a direct mode of executing them.

To Mother Mary, Superior General, Ruille-sur-Loir, 1852-02-18.
Context: ... they wish to make us pay taxes, which is contrary to the laws of the State. We refuse positively. It embarrasses them a little to have women resist them and speak to them about the law. Woman in this country is only yet one fourth of the family. I hope that, through the influence of religion and education, she will eventually become at least one half the "better half."

2010s, Farewell Speech (2017)
Context: I want to recognize all of you who are here in this audience. We have our educators, our leaders, our young people who have been with us since we launched Reach Higher https://www.whitehouse.gov/reach-higher back in 2014. Now, when we first came up with this idea, we had one clear goal in mind: We wanted to make higher education cool. We wanted to change the conversation around what it means and what it takes to be a success in this country. Because let's be honest, if we're always shining the spotlight on professional athletes or recording artists or Hollywood celebrities, if those are the only achievements we celebrate, then why would we ever think kids would see college as a priority?

Rome, or Reason? A Reply to Cardinal Manning. Part I. The North American Review (1888)
Context: It is probably safe to say that at one time, or during one phase of the development of man, everything was miraculous. After a time, the mind slowly developing, certain phenomena, always happening under like conditions, were called “natural,” and none suspected any special interference. The domain of the miraculous grew less and less—the domain of the natural larger; that is to say, the common became the natural, but the uncommon was still regarded as the miraculous. The rising and setting of the sun ceased to excite the wonder of mankind—there was no miracle about that; but an eclipse of the sun was miraculous. Men did not then know that eclipses are periodical, that they happen with the same certainty that the sun rises. It took many observations through many generations to arrive at this conclusion. Ordinary rains became “natural,” floods remained “miraculous.” But it can all be summed up in this: The average man regards the common as natural, the uncommon as supernatural. The educated man—and by that I mean the developed man—is satisfied that all phenomena are natural, and that the supernatural does not and can not exist.

Varanasi 5th Public Talk (28 November 1964), The Collected Works, Vol. XV
1960s
Context: You know, actually we have no love — that is a terrible thing to realize. Actually we have no love; we have sentiment; we have emotionality, sensuality, sexuality; we have remembrances of something which we have thought as love. But actually, brutally, we have no love. Because to have love means no violence, no fear, no competition, no ambition. If you had love you will never say, "This is my family." You may have a family and give them the best you can; but it will not be "your family" which is opposed to the world. If you love, if there is love, there is peace. If you loved, you would educate your child not to be a nationalist, not to have only a technical job and look after his own petty little affairs; you would have no nationality. There would be no divisions of religion, if you loved. But as these things actually exist — not theoretically, but brutally — in this ugly world, it shows that you have no love. Even the love of a mother for her child is not love. If the mother really loved her child, do you think the world would be like this? She would see that he had the right food, the right education, that he was sensitive, that he appreciated beauty, that he was not ambitious, greedy, envious. So the mother, however much she may think she loves her child, does not love the child. So we have not that love.

Anarchism: Its Philosophy and Ideal (1896)
Context: If every Socialist will carry his thoughts back to an earlier date, he will no doubt remember the host of prejudices aroused in him when, for the first time, he came to the idea that abolishing the capitalist system and private appropriation of land and capital had become an historical necessity.
The same feelings are today produced in the man who for the first time hears that the abolition of the State, its laws, its entire system of management, governmentalism and centralization, also becomes an historical necessity: that the abolition of the one without the abolition of the other is materially impossible. Our whole education — made, be it noted, by Church and State, in the interests of both — revolts at this conception.
Is it less true for that? And shall we allow our belief in the State to survive the host of prejudices we have already sacrificed for our emancipation?

Nobel lecture (2005)
Context: I am an Egyptian Muslim, educated in Cairo and New York, and now living in Vienna. My wife and I have spent half our lives in the North, half in the South. And we have experienced first hand the unique nature of the human family and the common values we all share.
Shakespeare speaks of every single member of that family in The Merchant of Venice, when he asks: "If you prick us, do we not bleed? If you tickle us, do we not laugh? If you poison us, do we not die? And if you wrong us, shall we not revenge?"
And lest we forget:
There is no religion that was founded on intolerance — and no religion that does not value the sanctity of human life.
Judaism asks that we value the beauty and joy of human existence.
Christianity says we should treat our neighbours as we would be treated.
Islam declares that killing one person unjustly is the same as killing all of humanity.
Hinduism recognizes the entire universe as one family.
Buddhism calls on us to cherish the oneness of all creation.
Some would say that it is too idealistic to believe in a society based on tolerance and the sanctity of human life, where borders, nationalities and ideologies are of marginal importance. To those I say, this is not idealism, but rather realism, because history has taught us that war rarely resolves our differences. Force does not heal old wounds; it opens new ones.

Source: The Outline of History (1920), Ch. 41
Context: Human history becomes more and more a race between education and catastrophe... Yet, clumsily or smoothly, the world, it seems, progresses and will progress.

Editorial postscript to and edition of State Socialism and Anarchism : How Far They Agree, and Wherin They Differ (11 August 1926)
Context: Education is a slow process, and may not come too quickly. Anarchists who endeavor to hasten it by joining in the propaganda of State Socialism or revolution make a sad mistake indeed. They help to so force the march of events that the people will not have time to find out, by the study of their experience, that their troubles have been due to the rejection of competition. If this lesson shall not be learned in a season, the past will be repeated in the future, in which case we shall have to turn for consolation to the doctrine of Nietzsche that this is bound to happen anyhow, or to the reflection of Renan that, from the point of view of Sirius, all these matters are of little moment.

What is Art? (1897)
Context: In the upper, rich, more educated classes of European society doubt arose as to the truth of that understanding of life which was expressed by Church Christianity. When, after the Crusades and the maximum development of papal power and its abuses, people of the rich classes became acquainted with the wisdom of the classics and saw, on the one hand, the reasonable lucidity of the teachings of the ancient sages, and on the other hand, the incompatibility of the Church doctrine with the teaching of Christ, they found it impossible to continue to believe the Church teaching.

1910s, "Law and the Court" (1913)

Isha Insights Magazine, Spring Edition 2009
Sourced from newspapers and magazines
Context: The basic purpose of life and the basic purpose of education is to enhance one’s boundaries of perception. I don’t want the children to just survive after ten years of schooling here. They must blossom and flower wherever they go. -Sadhguru (on Isha Vidhya rural education project)

SALON Interview (1995)
Context: I've long thought about how life is influenced by death, how it influences what you believe in and what you look for. Yes, I think I was pushed in a way to write this book by certain spirits — the yin people — in my life. They've always been there, I wouldn't say to help, but to kick me in the ass to write.... Yin people is the term Kwan uses, because "ghosts" is politically incorrect. People have such terrible assumptions about ghosts — you know, phantoms that haunt you, that make you scared, that turn the house upside down. Yin people are not in our living presence but are around, and kind of guide you to insights. Like in Las Vegas when the bells go off, telling you you've hit the jackpot. Yin people ring the bells, saying, "Pay attention." And you say, "Oh, I see now." Yet I'm a fairly skeptical person. I'm educated, I'm reasonably sane, and I know that this subject is fodder for ridicule.... To write the book, I had to put that aside. As with any book. I go through the anxiety, "What will people think of me for writing something like this?" But ultimately, I have to write what I have to write about, including the question of life continuing beyond our ordinary senses.

Progress, Coexistence and Intellectual Freedom (1968), Dangers, The Threat to Intellectual Freedom
Context: A system of education under government control, separation of school and church, universal free education — all these are great achievements of social progress. But everything has a reverse side. In this case it is excessive standardization, extending to the teaching process itself, to the curriculum, especially in literature, history, civics, geography, and to the system of examinations.
One cannot but see a danger in excessive reference to authority and in the limitation of discussion and intellectual boldness at an age when personal convictions are beginning to be formed. In the old China, the systems of examinations for official positions led to mental stagnation and to the canonizing of the reactionary aspects of Confucianism. It is highly undesirable to have anything like that in a modern society.

"La logique et l'intuition dans la science mathématique et dans l'enseignement" [Logic and intuition in the science of mathematics and in teaching], L'enseignement mathématique (1899)
Context: The task of the educator is to make the child's spirit pass again where its forefathers have gone, moving rapidly through certain stages but suppressing none of them. In this regard, the history of science must be our guide.

Book X, 1172a.17
Nicomachean Ethics

Crime : Its Cause And Treatment (1922) Ch. 36 "Remedies"
Context: It is often said that the accused should be given an immediate trial; that this and subsequent proceedings should not be hindered by delay; that the uncertainties of punishment furnish the criminal with the hope of escape and therefore do not give the community the benefit of the terror that comes with the certainty of punishment that could prevent crime. I can see no basis in logic or experience for this suggestion. It is based on the theory that punishment is not only a deterrent to crime, but the main deterrent. It comes from the idea that the criminal is distinct from the rest of mankind, that vengeance should be sure and speedy and that then crime would be prevented. If this were true and the only consideration to prevent crime, then the old torture chamber and the ancient prison with all its hopelessness and horror should be restored. Logic, humanity and experience would protest against this. If there is to be any permanent improvement in man and any better social order, it must come mainly from the education and humanizing of man. I am quite certain that the more the question of crime and its treatment is studied the less faith men have in punishment.

"Intense Ornate" interview with Amazon.co.uk (1999)
Context: I went to college to study drama where I discovered I had no talent and after a period of dropping out majored in cultural anthropology which of course meant more masks and dancing … I studied what interested me and so I had to become a writer because my education had left me unsuited for a decent well-paying job.

Introduction
The Common Background of Greek and Hebrew Civilizations (1965 [1962])

Lecture XX, "Conclusions"
1900s, The Varieties of Religious Experience (1902)
Context: This thoroughly 'pragmatic' view of religion has usually been taken as a matter of course by common men. They have interpolated divine miracles into the field of nature, they have built a heaven out beyond the grave. It is only transcendentalist metaphysicians who think that, without adding any concrete details to Nature, or subtracting any, but by simply calling it the expression of absolute spirit, you make it more divine just as it stands. I believe the pragmatic way of taking religion to be the deeper way. It gives it body as well as soul, it makes it claim, as everything real must claim, some characteristic realm of fact as its very own. What the more characteristically divine facts are, apart from the actual inflow of energy in the faith-state and the prayer-state, I know not. But the over-belief on which I am ready to make my personal venture is that they exist. The whole drift of my education goes to persuade me that the world of our present consciousness is only one out of many worlds of consciousness that exist, and that those other worlds must contain experiences which have a meaning for our life also; and that although in the main their experiences and those of this world keep discrete, yet the two become continuous at certain points, and higher energies filter in. By being faithful in my poor measure to this over-belief, I seem to myself to keep more sane and true. I can, of course, put myself into the sectarian scientist's attitude, and imagine vividly that the world of sensations and scientific laws and objects may be all. But whenever I do this, I hear that inward monitor of which W. K. Clifford once wrote, whispering the word 'bosh!' Humbug is humbug, even though it bear the scientific name, and the total expression of human experience, as I view it objectively, invincibly urges me beyond the narrow 'scientific' bounds. Assuredly, the real world is of a different temperament — more intricately built than physical science allows. So my objective and my subjective conscience both hold me to the over-belief which I express. Who knows whether the faithfulness of individuals here below to their own poor over-beliefs may not actually help God in turn to be more effectively faithful to his own greater tasks?

The Education of Henry Adams (1907)
Context: As educator, Jean Jacques was, in one respect, easily first; he erected a monument of warning against the Ego. Since his time, and largely thanks to him, the Ego has steadily tended to efface itself, and, for purposes of model, to become a manikin on which the toilet of education is to be draped in order to show the fit or misfit of the clothes. The object of study is the garment, not the figure. The tailor adapts the manikin as well as the clothes to his patron's wants. The tailor's object, in this volume, is to fit young men, in universities or elsewhere, to be men of the world, equipped for any emergency; and the garment offered to them is meant to show the faults of the patchwork fitted on their fathers.

Source: From the Danube to the Yalu (1954), p. 176

Letter to John Adams (14 August 1776)
Context: If you complain of neglect of Education in sons, what shall I say with regard to daughters, who every day experience the want of it? With regard to the Education of my own children, I find myself soon out of my depth, destitute and deficient in every part of Education.
I most sincerely wish that some more liberal plan might be laid and executed for the Benefit of the rising Generation, and that our new Constitution may be distinguished for encouraging Learning and Virtue. If we mean to have Heroes, Statesmen and Philosophers, we should have learned women. The world perhaps would laugh at me and accuse me of vanity, But you I know have a mind too enlarged and liberal to disregard the Sentiment. If much depends as is allowed upon the early education of youth and the first principles which are instill'd take the deepest root, great benefit must arise from literary accomplishments in women.

A Christmas Sermon (1890)
Context: Christian chronology gives the age of the first man, and then gives the line from father to son down to the flood, and from the flood down to the coming of Christ, showing that men have been upon the earth only about six thousand years. This chronology is infinitely absurd, and I do not believe that there is an intelligent, well-educated Christian in the world, having examined the subject, who will say that the Christian chronology is correct.

Special Message to the Congress on Education (20 February 1961) http://www.jfklink.com/speeches/jfk/publicpapers/1961/jfk46_61.html
1961
Context: Our progress as a nation can be no swifter than our progress in education. Our requirements for world leadership, our hopes for economic growth, and the demands of citizenship itself in an era such as this all require the maximum development of every young American's capacity. The human mind is our fundamental resource.

We the People interview (1996)
Context: The latent function of schooling, that is, the hidden curriculum, which forms individuals into needy people who know that they have now satisfied a little bit of their needs for education, is much more important... The idea that people are born with needs, that needs can be translated into rights, that these rights can be translated into entitlements, is a development of the modem world and it's reasonable, it's acceptable, it's obvious only for people who have had some of their educational needs awakened or created, then satisfied, and then learned that they have less than others. Schooling, which we engage in and which supposedly creates equal opportunities, has become the unique, never-before-attempted way of dividing the whole society into classes. Everybody knows at which level of his twelve or sixteen years of schooling he has dropped out, and in addition knows what price tag is attached to the higher schooling he has gotten. It's a history of degrading the majority of people.

Introduction (1971)
The Golden Notebook (1962)
Context: Ideally, what should be said to every child, repeatedly, throughout his or her school life is something like this:
"You are in the process of being indoctrinated. We have not yet evolved a system of education that is not a system of indoctrination. We are sorry, but it is the best we can do. What you are being taught here is an amalgam of current prejudice and the choices of this particular culture. The slightest look at history will show how impermanent these must be. You are being taught by people who have been able to accommodate themselves to a regime of thought laid down by their predecessors. It is a self-perpetuating system. Those of you who are more robust and individual than others will be encouraged to leave and find ways of educating yourself — educating your own judgements. Those that stay must remember, always, and all the time, that they are being moulded and patterned to fit into the narrow and particular needs of this particular society."

Torsten Manns interview <!-- pages 80-81 -->
Bergman on Bergman (1970)
Context: One of the strongest feelings I remember from my childhood is, precisely, of being humiliated; of being knocked about by words, acts, or situations.
Isn't it a fact that children are always feeling deeply humiliated in their relations with grown-ups and each other? I have a feeling children spend a good deal of their time humiliating one another. Our whole education is just one long humiliation, and it was even more so when I was a child. One of the wounds I've found hardest to bear in my adult life has been the fear of humiliation, and the sense of being humiliated... Every time I read a review, for instance — whether laudatory or not — this feeling awakes... To humiliate and be humiliated, I think, is a crucial element in our whole social structure. It's not only the artist I'm sorry for. It's just that I know exactly where he feels most humiliated. Our bureaucracy, for instance. I regard it as in high degree built up on humiliation, one of the nastiest and most dangerous of all poisons.

Jihad Watch - Islamic State on recruitment spree in Russia, “moderate” imams can’t counter the jihadis’ appeal http://www.jihadwatch.org/2015/10/islamic-state-on-recruitment-spree-in-russia-moderate-imams-cant-counter-the-jihadis-appeal (29 October 2015)
Context: The myth that poverty causes terrorism. In reality, study after study has shown that jihadists are not poor and bereft of economic opportunities, but generally wealthier and better educated than their peers. CNS noted that “according to a Rand Corporation report on counterterrorism, prepared for the Office of the Secretary of Defense in 2009, ‘Terrorists are not particularly impoverished, uneducated, or afflicted by mental disease. Demographically, their most important characteristic is normalcy (within their environment). Terrorist leaders actually tend to come from relatively privileged backgrounds.’ One of the authors of the RAND report, Darcy Noricks, also found that according to a number of academic studies, ‘Terrorists turn out to be more rather than less educated than the general population.’”

As quoted by Deborah Solomon, New York Times: Questions for Reza Pahlavi http://www.rezapahlavi.org/details_article.php?article=379&page=4, The New York Times, June 26, 2009.
Interviews, 2009

IV. Is the Ideal Feasible?
Why Not Socialism? (2009)

The Enquirer : Reflections on Education, Manners, and Literature (1797), Essay XV : Of Choice In Reading, p. 130, (1823 edition)

Source: ABC's of Communism, Ch.X, p. 282

Sri Aurobindo, (From an introduction to a book entitled Speeches and Writings of Tilak.), quoted from Sri Aurobindo, ., Nahar, S., Aurobindo, ., & Institut de recherches évolutives (Paris). India's rebirth: A selection from Sri Aurobindo's writing, talks and speeches. Paris: Institut de Recherches Evolutives. 3rd Edition (2000). https://web.archive.org/web/20170826004028/http://bharatvani.org/books/ir/IR_frontpage.htm

Election address for the 1885 general election, quoted in Blanche E. C. Dugdale, Arthur James Balfour, First Earl of Balfour, K.G., O.M., F.R.S., Etc. 1848&ndash;1905 (London: Hutchinson & Co. Ltd, 1936), p. 72
President of the Local Government Board

Barry Hines 1970 interview

Source: On Liberty (1859), Ch. V: Applications

The World of Fatwas (Or The Shariah In Action)

Friedrich Wilhelm Schelling, On the History of Modern Philosophy (1833) [Translated from the German by Andrew Bowie]
S - Z

Elnith in Ch. 46 : nell latimer’s journal, p. 498
The Visitor (2002)

On the challenges facing a diaspora community in “The boundaries of how we think of the Global African Diaspora: AN INTERVIEW WITH Dr. Marta Moreno Vega” https://africasacountry.com/2018/04/the-boundaries-of-how-we-think-of-the-global-african-diaspora in Africa is a County (2018 Apr 5)

Speech https://api.parliament.uk/historic-hansard/commons/1833/jul/10/east-india-companys-charter#column_536 in the House of Commons (10 July 1833)
1830s

The World of Fatwas (Or The Shariah In Action)

19 April 1938

17 May 1937

1 March 1929

John Pilger, The War on Venezuela is Built on Lies, CounterPunch, https://www.counterpunch.org/2019/02/22/the-war-on-venezuela-is-built-on-lies/ (22 February 2019)

The Transhumanism Handbook, 2019

The Transhumanism Handbook, 2019

The Transhumanism Handbook, 2019

Vikram Sampath - Savarkar, Echoes from a Forgotten Past

Speech to Conservative Central Council (15 March 1975) http://www.margaretthatcher.org/document/102655
Leader of the Opposition

Source: The Other America (1962), Ch. 1, sct. 1

Urban Naxals (2018)

Aquarelle - Experiences of a Practitioner, Alfred Freddy Krupa , MB-Tisak (Croatia), 1994
1990s

1990s, Ayodhya and After: Issues Before Hindu Society (1991)

Address to Officials and Workers at Krupp's (11 September 1918), quoted in W. W. Coole (ed.), Thus Spake Germany (London: George Routledge & Sons, 1941), p. 114
1910s

On being denied a scholarship due to her race in “Sculptor Augusta Savage’s Towering Impact on the Harlem Renaissance” https://www.artsy.net/article/artsy-editorial-sculptor-augusta-savages-towering-impact-harlem-renaissance in Artnet (2019 Apr 5)

The Rise and Fall of the Third Reich (1960)

Source: Vladimir Putin’s news conference, Transcript, Kremlin.ru, http://en.kremlin.ru/events/president/transcripts/60857 (29 June 2019)