Quotes about education
page 30

“In a media age where books are no longer the primary medium for information storage and exchange, language must be reclaimed from the hucksters and the pedants and imaginatively reinforced. To save literature, educators must take command of the pre-rational world of images. The only antidote to the magic of images is the magic of words.”

Camille Paglia (1947) American writer

The Magic of Images: Word and Picture in a Media Age (2004)

Books, Age, World, Imagination

“If you want to see what’s wrong with Ivy League education, look at The Beauty Myth, that book by Naomi Wolf. This is a woman who graduated from Yale magna cum laude, is a Rhodes scholar, and she cannot write a coherent paragraph. This is a woman who cannot do historical analysis, and she is a Rhodes scholar? If you want to see the damage done to intelligent women today in the Ivy League, look at that book. It’s a scandal. Naomi Wolf is an intelligent woman. She has been ill-served by her education. But if you read Lacan, this is the result. Your brain turns to pudding. She has a case to make. She cannot make it. She’s full of paranoid fantasies about the world. Her education was completely removed from reality.”

Camille Paglia (1947) American writer

Source: Sex, Art and American Culture : New Essays (1992), p. 262

Women, Books, World, Making love

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

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

Even the economical considerations of materially augmented cost do not appear to be wholly trivial. Source: Liberal Manifesto (September 1885) http://oll.libertyfund.org/EBooks/Smith_0306.pdf

Effort

“His message is one of hope and peace, and he has inspired millions throughout the world. As an educator, the opportunity to learn has been central and the focus of my life. I have witnessed brilliant teachers and eager students turn classrooms into magical places. Prem Rawat reminds us that magic begins with people, and it’s within each person. That the possibility of peace and the possibility of living a life to the fullest begins with recognizing the value of life itself. That is, in my opinion, the deepest learning and is certainly a curriculum for everyone.”

Prem Rawat (1957) controversial spiritual leader

Dr. Eduardo Padron, President of w:Miami Dade College (June 16, 2005)
About, 2000s

Life, People, World, Peace

“Miss Austen was surely a great novelist. What she did, she did perfectly. Her work, as far as it goes, is faultless. She wrote of the times in which she lived, of the class of people with which she associated, and in the language which was usual to her as an educated lady. Of romance, -- what we generally mean when we speak of romance -- she had no tinge. Heroes and heroines with wonderful adventures there are none in her novels. Of great criminals and hidden crimes she tells us nothing. But she places us in a circle of gentlemen and ladies, and charms us while she tells us with an unconscious accuracy how men should act to women, and women act to men. It is not that her people are all good; -- and, certainly, they are not all wise. The faults of some are the anvils on which the virtues of others are hammered till they are bright as steel. In the comedy of folly I know no novelist who has beaten her. The letters of Mr. Collins, a clergyman in Pride and Prejudice, would move laughter in a low-church archbishop.”

Jane Austen (1775–1817) English novelist

Anthony Trollope, Lecture (1870)

Women, Men, People, Laughter

“Can it be doubtful that this is still the rule of human education; that the human creature needs first of all to be educated not that he may speak, but that he may have something weighty and valuable to say! If speech is the bank-note of an inward capital of culture, of insight and noble human worth, then speech is precious, and the art of speech shall be honored. But if there is no inward capital; if speech represent no real culture of the mind, but an imaginary culture; no bullion, but the fatal and now almost hopeless deficit of such? Alas, alas, said bank-note is then a forged one; passing freely current in the market; but bringing damages to the receiver, to the payer, and to all the world, which are in sad truth infallible, and of amount incalculable.”

Thomas Carlyle (1795–1881) Scottish philosopher, satirical writer, essayist, historian and teacher

1850s, Latter-Day Pamphlets (1850), Stump Orator (May 1, 1850)

Truth, World, Sadness, Art

“If we want to postulate a deity capable of engineering all the organized complexity in the world, either instantaneously or by guiding evolution, that deity must have been vastly complex in the first place. The creationist, whether a naive Bible-thumper or an educated bishop, simply postulates an already existing being of prodigious intelligence and complexity. If we are going to allow ourselves the luxury of postulating organized complexity without offering an explanation, we might as well make a job of it and simply postulate the existence of life as we know it!”

Richard Dawkins book The Blind Watchmaker

Source: The Blind Watchmaker (1986), Chapter 11 “Doomed Rivals” (p. 316)

Life, World, Making love, Intelligence

“In those days I had seen little further than the old school of political economists into the possibilities of fundamental improvement in social arrangements. Private property, as now understood, and inheritance, appeared to me, as to them, the dernier mot of legislation: and I looked no further than to mitigating the inequalities consequent on these institutions, by getting rid of primogeniture and entails. The notion that it was possible to go further than this in removing the injustice -- for injustice it is, whether admitting of a complete remedy or not -- involved in the fact that some are born to riches and the vast majority to poverty, I then reckoned chimerical, and only hoped that by universal education, leading to voluntary restraint on population, the portion of the poor might be made more tolerable. In short, I was a democrat, but not the least of a Socialist. We were now much less democrats than I had been, because so long as education continues to be so wretchedly imperfect, we dreaded the ignorance and especially the selfishness and brutality of the mass: but our ideal of ultimate improvement went far beyond Democracy, and would class us decidedly under the general designation of Socialists. While we repudiated with the greatest energy that tyranny of society over the individual which most Socialistic systems are supposed to involve, we yet looked forward to a time when society will no longer be divided into the idle and the industrious; when the rule that they who do not work shall not eat, will be applied not to paupers only, but impartially to all; when the division of the produce of labour, instead of depending, as in so great a degree it now does, on the accident of birth, will be made by concert on an acknowledged principle of justice; and when it will no longer either be, or be thought to be, impossible for human beings to exert themselves strenuously in procuring benefits which are not to be exclusively their own, but to be shared with the society they belong to. The social problem of the future we considered to be, how to unite the greatest individual liberty of action, with a common ownership in the raw material of the globe, and an equal participation of all in the benefits of combined labour. We had not the presumption to suppose that we could already foresee, by what precise form of institutions these objects could most effectually be attained, or at how near or how distant a period they would become practicable. We saw clearly that to render any such social transformation either possible or desirable, an equivalent change of character must take place both in the uncultivated herd who now compose the labouring masses, and in the immense majority of their employers. Both these classes must learn by practice to labour and combine for generous, or at all events for public and social purposes, and not, as hitherto, solely for narrowly interested ones. But the capacity to do this has always existed in mankind, and is not, nor is ever likely to be, extinct. Education, habit, and the cultivation of the sentiments, will make a common man dig or weave for his country, as readily as fight for his country. True enough, it is only by slow degrees, and a system of culture prolonged through successive generations, that men in general can be brought up to this point. But the hindrance is not in the essential constitution of human nature. Interest in the common good is at present so weak a motive in the generality not because it can never be otherwise, but because the mind is not accustomed to dwell on it as it dwells from morning till night on things which tend only to personal advantage. When called into activity, as only self-interest now is, by the daily course of life, and spurred from behind by the love of distinction and the fear of shame, it is capable of producing, even in common men, the most strenuous exertions as well as the most heroic sacrifices. The deep-rooted selfishness which forms the general character of the existing state of society, is so deeply rooted, only because the whole course of existing institutions tends to foster it; modern institutions in some respects more than ancient, since the occasions on which the individual is called on to do anything for the public without receiving its pay, are far less frequent in modern life, than the smaller commonwealths of antiquity.”

John Stuart Mill book Autobiography

Source: Autobiography (1873)
Source: https://archive.org/details/autobiography01mill/page/230/mode/1up pp. 230-233

Love, Life, Men, Fear

“He thought human life a poor thing at best, after the freshness of youth and of unsatisfied curiosity had gone by. This was a topic on which he did not often speak, especially, it may be supposed, in the presence of young persons: but when he did, it was with an air of settled and profound conviction. He would sometimes say, that if life were made what it might be, by good government and good education, it would be worth having: but he never spoke with anything like enthusiasm even of that possibility.”

John Stuart Mill book Autobiography

Source: Autobiography (1873)
Source: https://archive.org/details/autobiography01mill/page/48/mode/1up p. 48

Life, Youth, Personality

“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.”

John Stuart Mill (1806–1873) British philosopher and political economist

"Civilization," London and Westminster Review (April 1836)

Love, Truth, Making love, Religion

“What is news is that in the United States over the last few decades these differences in educational success between high- and lower-income students have grown substantially. We are still talking about this despite decades of clucking about the crisis in American education and wave after wave of school reform. Whatever we’ve been doing in our schools, it hasn’t reduced educational inequality between children from upper- and lower-income families. Part of knowing what we should do about this is understanding how and why these educational disparities are growing.”

Sean Reardon American sociologist

No Rich Child Left Behind, 2013

Children, School, Family, Understanding

“But rising income inequality explains, at best, half of the increase in the rich-poor academic achievement gap. It’s not just that the rich have more money than they used to, it’s that they are using it differently. This is where things get really interesting. High-income families are increasingly focusing their resources — their money, time and knowledge of what it takes to be successful in school — on their children’s cognitive development and educational success. They are doing this because educational success is much more important than it used to be, even for the rich.”

Sean Reardon American sociologist

No Rich Child Left Behind, 2013

Money, Children, School, Family

“We need to start talking about this. Strangely, the rapid growth in the rich-poor educational gap provides a ray of hope: if the relationship between family income and educational success can change this rapidly, then it is not an immutable, inevitable pattern. What changed once can change again. Policy choices matter more than we have recently been taught to think. So how can we move toward a society in which educational success is not so strongly linked to family background? Maybe we should take a lesson from the rich and invest much more heavily as a society in our children’s educational opportunities from the day they are born. Investments in early-childhood education pay very high societal dividends. That means investing in developing high-quality child care and preschool that is available to poor and middle-class children. It also means recruiting and training a cadre of skilled preschool teachers and child care providers. These are not new ideas, but we have to stop talking about how expensive and difficult they are to implement and just get on with it.”

Sean Reardon American sociologist

No Rich Child Left Behind, 2013

Children, Family, Hope, Idea

“It might also mean greater business and government support for maternity and paternity leave and day care so that the middle class and the poor can get some of the educational benefits that the early academic intervention of the rich provides their children. Fundamentally, it means rethinking our still-persistent notion that educational problems should be solved by schools alone. The more we do to ensure that all children have similar cognitively stimulating early childhood experiences, the less we will have to worry about failing schools. This in turn will enable us to let our schools focus on teaching the skills — how to solve complex problems, how to think critically and how to collaborate — essential to a growing economy and a lively democracy.”

Sean Reardon American sociologist

No Rich Child Left Behind, 2013

Children, School, Democracy, Business

“I think even if they were paid an hourly wage, it’d be quite an improvement from what they get. And you know, I understand the arguments about they’re getting their education paid for, they’re this that and the other, but there are people on academic scholarships that don’t have to deal with any extra rigors. They get their education paid for. And they don’t have to deal with eight hours a day of football, and you know, if you mess up your knee you’ve got to deal with two hours of rehab everyday. So that’s 10 hours of your day gone, and there’s only 24 in a day. So, if they just gave him an hourly wage, even if they gave him 10 bucks, 12 bucks an hour, that’d be a vast improvement over what they got now.”

Richard Sherman (American football) (1988) American football player

About college players' wages.
The NFL Would Not Have Banned A Donald Sterling For Life (May 7, 2014)

People, Understanding, Thinking, Football

“The difference for ordinary black Americans, as opposed to NFL stars, is that this has been a powerful driver of downward mobility. Just a quick comparison of black and white neighborhoods is enough to illustrate the particular challenges that face black families as they reach for middle class, or try to keep their position. The key fact is this: Even after you adjust for income and education, black Americans are more likely than any other group to live in neighborhoods with substantial pockets of poverty.”

Jamelle Bouie (1987) American columnist and political correspondent

Down and Out, 2014

Family, Star

“Education does have a great role to play in this period of transition. But it is not either education or legislation; it is both education and legislation. It may be true that morality cannot be legislated, but behavior can be regulated. It may be true that the law cannot make a man love me, but it can keep him from lynching me, and I think that’s pretty important also. It may be true that the law cannot change the heart, but it can restrain the heartless, and this is what we often so and we have to do in society through legislation. We must depend on religion and education to change bad internal attitudes, but we need legislation to control the external effects of those bad internal attitudes. And so there is a need for meaningful civil right legislation.”

Martin Luther King, Jr. (1929–1968) American clergyman, activist, and leader in the American Civil Rights Movement

Address at Cornell College, Mount Vernon, Iowa (15 October 1962) https://news.cornellcollege.edu/dr-martin-luther-kings-visit-to-cornell-college/; also quoted in Wall Street Journal (13 November 1962), Notable & Quotable , p. 18 Variant: It is true that behavior cannot be legislated, and legislation cannot make you love me, but legislation can restrain you from lynching me, and I think that is kind of important. Address at Finney Chapel, Oberlin College (22 October 1964), as reported in "When MLK came to Oberlin" by Cindy Leise, The Chronicle-Telegram (21 January 2008) 1960s

Love, Bad luck, Making love, Religion

“It is a question of relativity. In order to understand it more clearly we must cleanse our minds of old ideas instilled into us by false education, both religious and scientific, and philosophic too”

Gottfried de Purucker (1874–1942) Author, Theosophist

Ch 2
Man in Evolution (1941)

Idea, Understanding, Question, Falseness

“It is life that educates, and perhaps love more than anything else in life.”

Will Durant (1885–1981) American historian, philosopher and writer

Source: Fallen Leaves (2014), Ch. 2 : On Youth

Love, Life, Making love

“Youth is learning to read (which is all that one learns in school), and is learning where and how to find what he may later need to know (which is the best of the arts that he acquires in college). Nothing learned from a book is worth anything until it is used and verified in life; only then does it begin to affect behavior and desire. It is Life that educates, and perhaps love more than anything else in life.”

Will Durant (1885–1981) American historian, philosopher and writer

Fallen Leaves (2014)

Love, Life, Books, Youth

“the course of instruction which I have partially retraced, the point most superficially apparent is the great effort to give, during the years of childhood an amount of knowledge in what are considered the higher branches of education, which is seldom acquired (if acquired at all) until the age of manhood.”

John Stuart Mill book Autobiography

Source: Autobiography (1873)

https://archive.org/details/autobiography01mill/page/30/mode/1up p. 30

Age, Knowledge, Effort, Childhood

“the correct statement would be, not that I disliked poetry, but that I was theoretically indifferent to it. I disliked any sentiments in poetry which I should have disliked in prose; and that included a great deal. And I was wholly blind to its place in human culture, as a means of educating the feelings. But I was always personally very susceptible to some kinds of it.”

John Stuart Mill book Autobiography

'Long before I had enlarged in any considerable degree, the basis of my intellectual creed, I had obtained in the natural course of my mental progress, poetic culture of the most valuable kind, by means of reverential admiration for the lives and characters of heroic persons; especially the heroes of philosophy.'
Autobiography (1873)

Feeling, Personality, Indifference

“The Church, poor old benighted creature, had at least taken care of that: the noble aspiring soul, not doomed to choke ignobly in its penuries, could at least run into the neighboring Convent, and there take refuge. Education awaited it there; strict training not only to whatever useful knowledge could be had from writing and reading, but to obedience, to pious reverence, self-restraint, annihilation of self,—really to human nobleness in many most essential respects. No questions asked about your birth, genealogy, quantity of money-capital or the like; the one question was, "Is there some human nobleness in you, or is there not?"”

Thomas Carlyle (1795–1881) Scottish philosopher, satirical writer, essayist, historian and teacher

The poor neat-herd's son, if he were a Noble of Nature, might rise to Priesthood, to High-priesthood, to the top of this world,—and best of all, he had still high Heaven lying high enough above him, to keep his head steady, on whatever height or in whatever depth his way might lie!
1850s, Latter-Day Pamphlets (1850), The New Downing Street (April 15, 1850)

Money, Soul, Birth, Question

“The legal system can force open doors, and sometimes-even knock down walls, but it cannot build bridges. That job belongs to you and me. The country can't do it. Afro and White, rich and poor, educated and illiterate, our fates are bound together. We can run from each other, but we cannot escape each other. We will only attain freedom if we learn to appreciate what is different, and muster the courage to discover what is fundamentally the same. America's diversity offers so much richness and opportunity. Take a chance, won't you? Knock down the fences, which divide. Tear apart the walls that imprison you. Reach out. Freedom lies just on the other side. We shall have liberty for all.”

Thurgood Marshall (1908–1993) Associate Justice of the United States Supreme Court

Speech delivered on September 6, 1990, before the Annual Judicial Conference of the Second Circuit, quoted in Supreme Justice Speeches and Writings Thurgood Marshall. Edited by J. Clay Smith, Jr. (2002).

Fate, Courage, Tear, Freedom

“America must get to work. In the chilled climate in which we live, we must go against the prevailing winds. We must dissent from the indifference. We must dissent from the apathy. We must dissent from the fear, the hatred, and the mistrust. We must dissent from a nation that buried its head in the sand waiting in vain for the needs of its poor, its elderly, and its sick to disappear and just blow away. We must dissent from a government that has left its young without jobs, education, or hope. We must dissent from the poverty of vision and timeless absence of moral leadership. We must dissent, because America can do better, because America has no choice but to do better.”

Thurgood Marshall (1908–1993) Associate Justice of the United States Supreme Court

Fear, Hope, Waiting, Indifference

“There is nobody in this country who got rich on his own — nobody. You built a factory out there? Good for you. But I want to be clear. You moved your goods to market on the roads the rest of us paid for. You hired workers the rest of us paid to educate. You were safe in your factory because of police-forces and fire-forces that the rest of us paid for. You didn't have to worry that marauding bands would come and seize everything at your factory — and hire someone to protect against this — because of the work the rest of us did. Now look, you built a factory and it turned into something terrific, or a great idea. God bless — keep a big hunk of it. But part of the underlying social contract is, you take a hunk of that and pay forward for the next kid who comes along.”

Elizabeth Warren (1949) 28th United States Senator from Massachusetts

"Address in Andover, Massachusetts" (August 2011)
2011

God, Idea, Parting, Country

“In our society, we don not study history to understand the process of change but just to entertain ourselves with past events. For this reason, history is not regarded as a useful subject. The history that we teach in our educational institutions is political history and, as such, it is used by the ruling classes.”

Mubarak Ali (1941) Historian, activist, scholar

In the Shadow of History, Chapter: Why should we study History? p. 4
History, What History Tells Us, In the Shadow of History

History, Understanding, Study, Change

“These considerations did not make us overlook the folly of premature attempts to dispense with the inducements of private interest in social affairs, while no substitute for them has been or can be provided: but we regarded all existing institutions and social arrangements as being (in a phrase I once heard from Austin) "merely provisional," and we welcomed with the greatest pleasure and interest all socialistic experiments by select individuals (such as the Co-operative Societies), which, whether they succeeded or failed, could not but operate as a most useful education of those who took part in them, by cultivating their capacity of acting upon motives pointing directly to the general good, or making them aware of the defects which render them and others incapable of doing so.”

John Stuart Mill book Autobiography

Source: Autobiography (1873)
Source: https://archive.org/details/autobiography01mill/page/233/mode/1up pp. 233-234

Pleasure, Making love, Motivation, Parting

“The rhythm of life here is different from that of Nigeria. I really liked the efficiency and accessibility of things here, the educational opportunities. And I was touched by the beauty and tolerance it has taken to fashion America. But, for instance, the thing about old people staying in "homes" away from home blew my mind. As did how little Americans know or want to know about life elsewhere…”

Uwem Akpan (1971) Nigerian Jesuit priest and writer

On the differences between living in Nigeria and the United States in “Uwem Akpan” https://www.bookbrowse.com/author_interviews/full/index.cfm/author_number/1576/uwem-akpan in Book Browse

Life, People, Beauty, Home

“I am neither a saint nor a theologian. To me, good works are more important than theology. We all know that religion has been historically, and still is today, a cause of great evil as well as great good in human affairs. We have seen terrible wars and terrible persecutions conducted in the name of religion. We have also seen large numbers of people inspired by religion to lives of heroic virtue, bringing education and medical care to the poor, helping to abolish slavery and spread peace among nations. Religion amplifies the good and evil tendencies of individual souls. Religion will always remain a powerful force in the history of our species. To me, the meaning of progress in religion is simply this, that as we move from the past to the future the good works inspired by religion should more and more prevail over the evil.”

Freeman Dyson (1923) theoretical physicist and mathematician

Progress In Religion (2000)

War, People, Peace, Religion

“Education is not a shield against stupidity, much less against brutality. Indeed, one might almost define an intellectual as someone who can witness a massacre and see a principle.”

Theodore Dalrymple (1949) English doctor and writer

"The Great Hate Debate" https://www.takimag.com/article/the-great-hate-debate, Taki's Magazine (July 13, 2019).

Stupidity

Benjamin Creme (1922–2016) artist, author, esotericist

Maitreya's Mission Vol. II (1993)

People, World, Food, Universe

“I founded OneMillionOfUs to empower, educate, and register one million young people to vote in the 2020 elections and beyond. As a great and honorable president once said, “We are the ones we have been waiting for”.”

Jerome Foster II (2002)

We are no longer waiting, we are acting." at LCV Annual Gala https://www.lcv.org/article_category/blog/Speech

People, Waiting

“[After the stock-markets crash] the number one priority will be the provision of adequate food for all the people; two, the provision of adequate housing for all the people; thirdly, the provision of adequate healthcare and education for all the people. These are the basic human rights needed everywhere by all people, yet there is no country in the world in which all of these pertain as a universal right. When the economic collapse occurs, humanity will begin to recognize its oneness, and the need to co-operate and share the world’s resources.Maitreya will present the nations with an alternative way of living, of conducting economic and political affairs... The new government which will emerge after the stock market crash will reflect the will of the people and stand for the people.”

Benjamin Creme (1922–2016) artist, author, esotericist

Source: Maitreya's Mission Vol. II (1993), Chapter 4, Economic Change

People, World, Food, Way