Quotes about education
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“It is not true that men never change; they change for the worse, as well as for the better. It is not true they are ungrateful; more often the benefactor rates his favors higher than their worth; and often too he does not allow for circumstances. If few men have the moral force to resist impulses, most men do carry within themselves the germs of virtues as well as of vices, of heroism as well as of cowardice. Such is human nature — education and circumstances do the rest.”

Napoleon I of France (1769–1821) French general, First Consul and later Emperor of the French

Napoleon : In His Own Words (1916)

Men, Nature, Change

“Soap and education are not as sudden as a massacre, but they are more deadly in the long run.”

Mark Twain (1835–1910) American author and humorist

"The Facts Concerning the Recent Resignation", described by the author as written about 1867, first published in Mark Twain's Sketches, New and Old http://books.google.com/books?id=5LcIAAAAQAAJ‎ (1875)

“Education is necessary to unlearn privilege, unlearn exclusion, unlearn discrimination, unlearn prejudice, unlearn war.”

Alfred de Zayas (1947) American United Nations official

Interim report of the Independent Expert on the promotion of a democratic and equitable international order, Alfred Maurice de Zayas http://www.ohchr.org/Documents/Issues/IntOrder/A.67.277_en.pdf. 2012

War

“I always believed that at some time fate would take from me the terrible effort and duty of educating myself. I believed that, when the time came, I would discover a philosopher to educate me, a true philosopher whom one could follow without any misgiving because one would have more faith in him than one had in oneself. Then I asked myself: what would be the principles by which he would educate you?—and I reflected on what he might say about the two educational maxims which are being hatched in our time. One of them demands that the educator should quickly recognize the real strength of his pupil and then direct all his efforts and energy and heat at them so as to help that one virtue to attain true maturity and fruitfulness. The other maxim, on the contrary, requires that the educator should draw forth and nourish all the forces which exist in his pupil and bring them to a harmonious relationship with one another. … But where do we discover a harmonious whole at all, a simultaneous sounding of many voice in one nature, if not in such men as Cellini, men in whom everything, knowledge, desire, love, hate, strives towards a central point, a root force, and where a harmonious system is constructed through the compelling domination of this living centre? And so perhaps these two maxims are not opposites at all? Perhaps the one simply says that man should have a center and the other than he should also have a periphery? That educating philosopher of whom I dreamed would, I came to think, not only discover the central force, he would also know how to prevent its acting destructively on the other forces: his educational task would, it seemed to me, be to mould the whole man into a living solar and planetary system and to understand its higher laws of motion.”

Friedrich Nietzsche Untimely Meditations

“Schopenhauer as educator,” § 3.2, R. Hollingdale, trans. (1983), pp. 130-131
Untimely Meditations (1876)

Love, Men, Hate, Fate

“You know, we're in a sports center. Imagine if you have a team and you don't let half of the team play. That's stupid. That makes no sense. And the evidence shows that communities that give their daughters the same opportunities as their sons, they are more peaceful, they are more prosperous, they develop faster, they are more likely to succeed. […] And that's why one of the most successful development policies you can pursue is giving girls and education, and removing the obstacles that stand between them and their dreams. And by the way, if you educate girls -- they grow up to be moms -- and they, because they’re educated, are more likely to produce educated children.”

Barack Obama (1961) 44th President of the United States of America

2015, Remarks to the Kenyan People (July 2015)

Children, Stupidity, Peace, Dreams

“Where is the prince sufficiently educated to know that for seventeen hundred years the Christian sect has done nothing but harm?”

Voltaire (1694–1778) French writer, historian, and philosopher

Où est le prince assez instruit pour savoir que depuis dix-sept cents ans la secte chrétienne n’a jamais fait que du mal? Letters of Voltaire and Frederick the Great (New York: Brentano's, 1927), transl. Richard Aldington, letter 160 from Voltaire to Frederick II of Prussia, 6 April 1767 http://perso.orange.fr/dboudin/VOLTAIRE/45/1767/6824.html Citas

“Upon the education of the people of this country the fate of this country depends.”

Benjamin Disraeli (1804–1881) British Conservative politician, writer, aristocrat and Prime Minister

Source: Speech http://hansard.millbanksystems.com/commons/1874/jun/15/motion-for-a-select-committee in the House of Commons (15 June 1874).

Fate, People, Dependency, Country

“Educators ought to know better than their pupils what an education is. If the educators do not, they have wasted their lives. The art of teaching consists in large part of interesting people in things that ought to interest them, but do not. The task of educators is to discover what an education is and then to invent the methods of interesting their students in it.”

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

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

People, Art, Parting

“The university, in a society ruled by public opinion, was to have been an island of intellectual freedom where all views were investigated without restriction. … But by consenting to play an active or “positive,” a participatory role in society, the university has become inundated and saturated with the backflow of society’s “problems.” Preoccupied with questions of Health, Sex, Race, War, academics make their reputations and their fortunes. … Any proposed reforms of liberal education which might bring the university into conflict with the whole of the U. S. A. are unthinkable. Increasingly, the people “inside” are identical in their appetites and motives with the people “outside” the university.”

Saul Bellow (1915–2005) Canadian-born American writer

Source: Introduction to The Closing of the American Mind (1988), p. 18

War, People, Health, Sex

“The factors we have listed (innovation, economies of scale, education, capital accumulation, etc.) are not causes of growth; they are growth.”

Douglass C. North (1920–2015) American Economist

Source: The rise of the western world, 1973, p. 2

“I am not an educated man. I never had an opportunity to learn anything except how to fight..”

Pancho Villa (1878–1923) Mexican revolutionary

Learning, Fight

“Tragically, the rights of those who were here long before us were not always respected. For those peoples and their nations, from the heart of American democracy, I wish to reaffirm my highest esteem and appreciation. Those first contacts were often turbulent and violent, but it is difficult to judge the past by the criteria of the present. Nonetheless, when the stranger in our midst appeals to us, we must not repeat the sins and the errors of the past. We must resolve now to live as nobly and as justly as possible, as we educate new generations not to turn their back on our 'neighbors' and everything around us.”

Pope Francis (1936) 266th Pope of the Catholic Church

2010s, Address to the United States Congress

People, Error, Democracy, Past

“Education and training for all children to be equal in opportunity in all schools, colleges, universities, and other institutions of training in the professions and vocations in life; to be regulated on the capacity of children to learn, and not on the ability of parents to pay the costs. Training for life's work to be as much universal and thorough for all walks of life as has been the training in the arts of killing.”

Huey Long (1893–1935) American politician, Governor of Louisiana, and United States Senator

Number 7 in the sum and substance of the Share our Wealth program (1935); quoted in Hugh Davis Graham, Huey Long (1970), p. 74.

Life, Children, School, Art

“I don’t believe that God chose you, and blessed you so that you could heap those blessings up upon yourself. I believe God chose you, and you, and you, and every one of you others because He wants to make a difference in this world. And you know what? what I think is scary about God is He didn’t come up with any ‘Plan B.’ That He left the Church here, and the Church is the only group of people, and the Church is the only institution in the world that can bring about a change. This government cannot do it, so stop depending on the government. Educational systems cannot do it, so stop trusting educational systems. The Church was chosen by God to make a difference.”

Rich Mullins (1955–1997) American christian musician

In Concert

God, People, World, Thinking

“At puberty, the elements of an unsuperstitious sexual morality ought to be taught. Boys and girls should be taught that nothing can justify sexual intercourse unless there is mutual inclination… Boys and girls should be taught respect for each other's liberty; they should be made to feel that nothing gives one human being rights over another, and that jealousy and possessiveness kill love. They should be taught that to bring another human being into the world is a very serious matter, only to be undertaken when the child will have a reasonable prospect of health, good surroundings, and parental care. But they should also be taught methods of birth control, so as to insure that children shall only come when they are wanted. Finally, they should be taught the dangers of venereal disease, and the methods of prevention and cure. The increase of human happiness to be expected from sex education on these lines is immeasurable.”

Bertrand Russell (1872–1970) logician, one of the first analytic philosophers and political activist

1920s, What I Believe (1925)

Love, Happiness, Children, Health

“Property is robbery! That is the war-cry of '93! That is the signal of revolutions!
Reader, calm yourself: I am no agent of discord, no firebrand of sedition. I anticipate history by a few days; I disclose a truth whose development we may try in vain to arrest; I write the preamble of our future constitution. This proposition which seems to you blasphemous — property is robbery — would, if our prejudices allowed us to consider it, be recognized as the lightning-rod to shield us from the coming thunderbolt; but too many interests stand in the way! … Alas! philosophy will not change the course of events: destiny will fulfill itself regardless of prophecy. Besides, must not justice be done and our education be finished?”

Pierre Joseph Proudhon (1809–1865) French politician, mutualist philosopher, economist, and socialist

Source: What is Property? (1840), Ch. I: "Method Pursued in this Work. The Idea of a Revolution"
Property is theft! is a more famous translation of the original: La propriété, c'est le vol!

War, Truth, Justice, Way

“No one thought about what kind of society we were building with such stupid decisions. People who could afford to educate their children in private schools were glad to see the government finally stop wasting their tax money, educating other people’s children. They seemed to think they lived on Mars. They imagined that a country filled with poor, uneducated, unemployable people somehow wouldn’t hurt them!”

Octavia E. Butler book Parable of the Talents

Source: Parable of the Talents (1998), Chapter 20 (p. 404)

Money, Children, People, Stupidity

“There is no education like adversity.”

Benjamin Disraeli (1804–1881) British Conservative politician, writer, aristocrat and Prime Minister

Source: Books, Coningsby (1844), Endymion (1880), Ch. 61.

“A kind of music far superior, in my opinion, to that of operas, and which in all Italy has not its equal, nor perhaps in the whole world, is that of the 'scuole'. The 'scuole' are houses of charity, established for the education of young girls without fortune, to whom the republic afterwards gives a portion either in marriage or for the cloister. Amongst talents cultivated in these young girls, music is in the first rank. Every Sunday at the church of each of the four 'scuole', during vespers, motettos or anthems with full choruses, accompanied by a great orchestra, and composed and directed by the best masters in Italy, are sung in the galleries by girls only; not one of whom is more than twenty years of age. I have not an idea of anything so voluptuous and affecting as this music; the richness of the art, the exquisite taste of the vocal part, the excellence of the voices, the justness of the execution, everything in these delightful concerts concurs to produce an impression which certainly is not the mode, but from which I am of opinion no heart is secure. Carrio and I never failed being present at these vespers of the 'Mendicanti', and we were not alone. The church was always full of the lovers of the art, and even the actors of the opera came there to form their tastes after these excellent models. What vexed me was the iron grate, which suffered nothing to escape but sounds, and concealed from me the angels of which they were worthy. I talked of nothing else. One day I spoke of it at Le Blond's; "If you are so desirous," said he, "to see those little girls, it will be an easy matter to satisfy your wishes. I am one of the administrators of the house, I will give you a collation [light meal] with them." I did not let him rest until he had fulfilled his promise. In entering the saloon, which contained these beauties I so much sighed to see, I felt a trembling of love which I had never before experienced. M. le Blond presented to me one after the other, these celebrated female singers, of whom the names and voices were all with which I was acquainted. Come, Sophia, — she was horrid. Come, Cattina, — she had but one eye. Come, Bettina, — the small-pox had entirely disfigured her. Scarcely one of them was without some striking defect.
Le Blond laughed at my surprise; however, two or three of them appeared tolerable; these never sung but in the choruses; I was almost in despair. During the collation we endeavored to excite them, and they soon became enlivened; ugliness does not exclude the graces, and I found they possessed them. I said to myself, they cannot sing in this manner without intelligence and sensibility, they must have both; in fine, my manner of seeing them changed to such a degree that I left the house almost in love with each of these ugly faces. I had scarcely courage enough to return to vespers. But after having seen the girls, the danger was lessened. I still found their singing delightful; and their voices so much embellished their persons that, in spite of my eyes, I obstinately continued to think them beautiful.”

Jean Jacques Rousseau (1712–1778) Genevan philosopher

Confessions of Jean-Jacques Rousseau (1765-1770; published 1782), On the musicians of the Ospedale della Pieta (book VII)

Love, Marriage, Age, World

“Those who receive this privilege therefore, have a duty to repay the sacrifice which others have made. They are like the man who has been given all the food available in a starving village in order that he might have strength to bring supplies back from a distant place. If he takes this food and does not bring help to his brothers, he is a traitor. Similarly, if any of the young men and women who are given an education by the people of this republic adopt attitudes of superiority, or fail to use their knowledge to help the development of this country, then they are betraying our union.”

Julius Nyerere (1922–1999) Tanzanian politician and writer, first Prime Minister and President of Tanzania

On higher education, 1960s. UDSM Alumni Newletter, volume 7. No. 2, November 2007, ISSN 0856 - 8805

Women, Men, People, Food

“The love of power is a part of human nature, but power-philosophies are, in a certain precise sense, insane. The existence of the external world, both that of matter and of other human beings, is a datum, which may be humiliating to a certain kind of pride, but can only be denied by a madman. Men who allow their love of power to give them a distorted view of the world are to be found in every asylum: one man will think he is Governor of the Bank of England, another will think he is the King, and yet another will think he is God. Highly similar delusions, if expressed by educated men in obscure language, lead to professorships in philosophy; and if expressed by emotional men in eloquent language, lead to dictatorships. Certified lunatics are shut up because of the proneness to violence when their pretensions are questioned; the uncertified variety are given control of powerful armies, and can inflict death and disaster upon all sane men within their reach.”

Bertrand Russell (1872–1970) logician, one of the first analytic philosophers and political activist

Source: 1930s, Power: A New Social Analysis (1938), Ch. 16: Power philosophies

Love, Death, Men, God

“Because for all the back and forth of Washington, we have to remember that this debate is about something bigger. It’s about who we are as a country, and who we want to be for future generations.
Are we a nation that tolerates the hypocrisy of a system where workers who pick our fruit and make our beds never have a chance to get right with the law? Or are we a nation that gives them a chance to make amends, take responsibility, and give their kids a better future?
Are we a nation that accepts the cruelty of ripping children from their parents’ arms? Or are we a nation that values families, and works together to keep them together?
Are we a nation that educates the world’s best and brightest in our universities, only to send them home to create businesses in countries that compete against us? Or are we a nation that encourages them to stay and create jobs here, create businesses here, create industries right here in America?
That’s what this debate is all about. We need more than politics as usual when it comes to immigration. We need reasoned, thoughtful, compassionate debate that focuses on our hopes, not our fears.”

Barack Obama (1961) 44th President of the United States of America

2014, Address to the Nation on Immigration (November 2014)

Children, World, Fear, Family

“MALCOLM X: Freedom, justice and equality are our principal ambitions. And to faithfully serve and follow the Honorable Elijah Muhammad is the guiding goal of every Muslim. Mr. Muhammad teaches us the knowledge of our own selves, and of our own people. He cleans us up--morally, mentally and spiritually--and he reforms us of the vices that have blinded us here in the Western society. He stops black men from getting drunk, stops their dope addiction if they had it, stops nicotine, gambling, stealing, lying, cheating, fornication, adultery, prostitution, juvenile delinquency. I think of this whenever somebody talks about someone investigating us. Why investigate the Honorable Elijah Muhammad? They should subsidize him. He's cleaning up the mess that white men have made. He's saving the Government millions of dollars, taking black men off of welfare, showing them how to do something for themselves. And Mr. Muhammad teaches us love for our own kind. The white man has taught the black people in this country to hate themselves as inferior, to hate each other, to be divided against each other. Messenger Muhammad restores our love for our own kind, which enables us to work together in unity and harmony. He shows us how to pool our financial resources and our talents, then to work together toward a common objective. Among other things, we have small businesses in most major cities in this country, and we want to create many more. We are taught by Mr. Muhammad that it is very important to improve the black man's economy, and his thrift. But to do this, we must have land of our own. The brainwashed black man can never learn to stand on his own two feet until he is on his own. We must learn to become our own producers, manufacturers and traders; we must have industry of our own, to employ our own. The white man resists this because he wants to keep the black man under his thumb and jurisdiction in white society. He wants to keep the black man always dependent and begging--for jobs, food, clothes, shelter, education. The white man doesn't want to lose somebody to be supreme over. He wants to keep the black man where he can be watched and retarded.”

Malcolm X (1925–1965) American human rights activist

Mr. Muhammad teaches that as soon as we separate from the white man, we will learn that we can do without the white man just as he can do without us. The white man knows that once black men get off to themselves and learn they can do for themselves, the black man's full potential will explode and he will surpass the white man.
Playboy interview, regarding the ambition of the Black Muslims
Attributed

Love, Men, Hate, People

“My mother was mistrustful of the education system, so it was all right with her if we didn't go to school. She was taking us to Truffaut films, and I was busy getting through a Knut Hamsun book or something, so she felt satisfied we weren't wasting our lives watching The Brady Bunch. Because of where we lived, I would've had to go to Belmont High, so the year I was supposed to start high school I tried to get into the High School for the Performing Arts, which had just opened. I sent them a tape of me playing blues guitar and some short stories I'd written, but they didn't want me.”

Beck (1970) American Musician (b.1970)

LA Weekly, 23 June 2000

Books, School, Art, Business

“Nature is more powerful than education; time will develop everything.”

Benjamin Disraeli (1804–1881) British Conservative politician, writer, aristocrat and Prime Minister

Part 1, Chapter 8. Compare: "La Nature a été en eux forte que l'éducation" (translated: "Nature was a stronger force in them than education"), Voltaire, Vie de Molière.
Books, Coningsby (1844), Contarini Fleming (1832)

Nature, Time

“You must remember that we persecute nobody for religion. We regard religion as an error and fight it with education.”

Mikhail Kalinin (1875–1946) Soviet politician

To Red Army political agitators, May 19, 1943. Quoted in "Stalin's Holy War: Religion, Nationalism, and Alliance Politics" - Page 109 - by Steven Merritt Miner - History - 2003

Religion, Error, Fight

“And every business can take action. All the business leaders who are here and our global economy companies have a responsibility to make sure that their supply chains, stretching into the far corners of the globe, are free of forced labor. […] Every faith community can take action as well, by educating their congregations, by joining in coalitions that are bound by a love of God and a concern for the oppressed. And like that Good Samaritan on the road to Jericho, we can’t just pass by, indifferent. We’ve got to be moved by compassion. We’ve got to bind up the wounds. Let’s come together around a simple truth -- that we are our brother’s keepers and we are our sister’s keepers. And finally, every citizen can take action: by learning more; by going to the website that we helped create -- SlaveryFootprint. org; by speaking up and insisting that the clothes we wear, the food we eat, the products we buy are made free of forced labor; by standing up against the degradation and abuse of women.”

Barack Obama (1961) 44th President of the United States of America

2012, Remarks at Clinton Global Initiative (September 2012)

Love, Women, God, Truth

“But my understanding is there are many villages you go to where there’s really no schools, as a practical matter, and many of the schools still teach just how to memorize certain things rather than how to think critically about problems. And every country at this point, if it wants to succeed, needs to put in place free, compulsory education for its young people -- because they just can’t succeed unless they have some basic skills. They have to be able to read. They have to be able to do mathematics. They have to have some familiarity with computers. They have to be able to understand basic principles of science. If you don’t have those basic tools, then it’s very hard to find a decent job in today’s economy.”

Barack Obama (1961) 44th President of the United States of America

2014, Young Southeast Asian Leaders Initiative Town Hall Speech (November 2014)

People, School, Mathematics, Understanding

“For all of our differences, the Cuban and American people share common values in their own lives. A sense of patriotism and a sense of pride -- a lot of pride. A profound love of family. A passion for our children, a commitment to their education. And that's why I believe our grandchildren will look back on this period of isolation as an aberration, as just one chapter in a longer story of family and of friendship. But we cannot, and should not, ignore the very real differences that we have -- about how we organize our governments, our economies, and our societies. Cuba has a one-party system; the United States is a multi-party democracy. Cuba has a socialist economic model; the United States is an open market. Cuba has emphasized the role and rights of the state; the United States is founded upon the rights of the individual.”

Barack Obama (1961) 44th President of the United States of America

2016, Remarks to the People of Cuba (March 2016)

Love, Friendship, Children, People

“My fellow immigrants, my fellow Americans how do you know if you are a Republican? I’ll tell you how. If you believe that government should be accountable to the people, not the people to the government, then you are a Republican! If you believe a person should be treated as an individual, not as a member of an interest group, then you are a Republican! If you believe your family knows how to spend your money better than the government does, then you are a Republican! If you believe our educational system should be held accountable for the progress of our children, then you are a Republican! If you believe this country, not the United Nations, is the best hope of democracy in the world, then you are a Republican! If you believe that the American Dream can be reachable if you work hard enough to earn it, then you are a Republican! And, ladies and gentlemen, if you believe we must be fierce and relentless and terminate terrorism, then you are a Republican! There is another way you can tell you’re a Republican. You have faith in free enterprise, faith in the resourcefulness of the American people, and faith in the U. S. economy.”

Arnold Schwarzenegger (1947) actor, businessman and politician of Austrian-American heritage

2000s, Speech at the Republican National Convention (31 August 2004)

Money, Children, People, World

“Men have their virtues and their vices, their heroisms and their perversities; men are neither wholly good nor wholly bad, but possess and practice all that there is of good and bad here below. Such is the general rule. Temperament, education, the accidents of life, are modifying factors. Outside of this, everything is ordered arrangement, everything is chance. Such has been my rule of expectation and it has usually brought me success.”

Napoleon I of France (1769–1821) French general, First Consul and later Emperor of the French

Napoleon : In His Own Words (1916)

Life, Men, Chance, Success

“The typical coupling mechanisms of authority of office and logic of the task do not operate in educational organizations.”

Karl E. Weick (1936) Organisational psychologist

Source: 1970s, "Educational organizations as loosely coupled systems," 1976, p. 17

“Freedom without organization of work would be useless. The child left free without means of work would go to waste, just as a new-born baby, if left free without nourishment, would die of starvation. The organization of the work, therefore, is the cornerstone of this new structure of goodness [in education], but even that organization would be in vain without the liberty to make use of it.”

Maria Montessori (1870–1952) Italian pedagogue, philosopher and physician

Dr. Montessori's Own Handbook: A short guide to her ideas and materials (1914), Schocken Books, Inc." New York, p. 94

Freedom, Baby

“It is rotten and dismal that a world of so many hundred million people should be ruled by a single caste that has the power to lead millions to life or to death, indeed on a whim…This caste has spun its web over the entire earth; capitalism recognizes no national boundaries…Capitalism has learned nothing from recent events and wants to learn nothing, because it places its own interests ahead of those of the other millions. Can one blame those millions for standing up for their own interests, and only for those interests? Can one blame them for striving to forge an international community whose purpose is the struggle against corrupt capitalism? Can one condemn a large segment of the educated Stürmer youth for protesting against the greatest ability? Is it not an abomination that people with the most brilliant intellectual gifts should sink into poverty and disintegrate, while others dissipate, squander, and waste the money that could help them? … You say the old propertied class also worked hard for what it has. Granted, that may be true in many cases. But do you also know about the conditions under which workers were living during the period when capitalism “earned” its fortune?”

Joseph Goebbels (1897–1945) Nazi politician and Propaganda Minister

Letter to Anka Stalherm (14 April 1920), quoted in Ralph Georg Reuth, Goebbels (Harvest, 1994), pp. 33-34
1920s

Life, Death, Money, People

“It is individuality which is the original and eternal within man; personality doesn’t matter so much. To pursue the education and development of this individuality as one’s highest vocation would be a divine egoism.”

Karl Wilhelm Friedrich Schlegel (1772–1829) German poet, critic and scholar

Grade die Individualität ist das Ursprüngliche und Ewige im Menschen; an der Personalität ist so viel nicht gelegen. Die Bildung und Entwicklung dieser Individualität als höchsten Beruf zu treiben, wäre ein göttlicher Egoismus.
“Selected Ideas (1799-1800)”, Dialogue on Poetry and Literary Aphorisms, Ernst Behler and Roman Struc, trans. (Pennsylvania University Press:1968) # 60

Personality

“The intention with which the educator is to approach his work, this practical reflection, provisionally detailed down to the measures which our present state of knowledge suggests we should choose, is to my mind the first half of pedagogics. But there must be a second in which the possibility of education is theoretically explained and presented with its limitations in the light of changing circumstances.”

Johann Friedrich Herbart (1776–1841) German philosopher, psychologist, and founder of pedagogy as an academic discipline

Herbart (1982b, p. 22), as cited in: Norbert Hilgenheger, "Johann Friedrich Herbart (1776-1841)." Kwartalnik Pedagogiczny 3-4 (1999): 5-26.

Knowledge, Light, Change

“Thousands of people have been killed by the terrorists and millions have been injured. I am just one of them. So here I stand, one girl among many. I speak not for myself, but so those without a voice can be heard. Those who have fought for their rights. Their right to live in peace. Their right to be treated with dignity. Their right to equality of opportunity. Their right to be educated.”

Malala Yousafzai (1997) Pakistani children's education activist

UN speech, June 2013

People, Peace, Girl

“Science and education, when devoid of a social conscience or environmental and human concern, are meaningless.”

Jacque Fresco (1916–2017) American futurist and self-described social engineer

Source: The Best That Money Can't Buy: Beyond Politics, Poverty, & War (2002), p. 110.

Science

“Let us with caution indulge the supposition, that morality can be maintained without religion. Whatever may be conceded to the influence of refined education on minds of peculiar structure, reason and experience both forbid us to expect, that national morality can prevail in exclusion of religious principle.”

George Washington (1732–1799) first President of the United States

1790s, Farewell Address (1796)

Religion

“What gunpowder did for war, the printing press has done for the mind, and the statesman is no longer clad in the steel of special education, but every reading man is his judge.”

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

Anti-Slavery Speech (January 1852) http://books.google.com/books?id=SCpVAAAAYAAJ&pg=PA22 Published in The Works of Wendell Phillips, Street & Smith (1902), p. 22-23 1850s

War, Reading

“But what you’ve also seen is a trend in the United States but also around the world in which even when the economy grows, it tends to benefit a lot of people at the very top, but the vast majority of people, they don't benefit as much. And you're starting to see bigger and bigger gaps in inequality and in wealth and in opportunity. And that's true not just in the United States, it's true in Europe; it's long been true in parts of Asia; it's been true in Latin America. And I believe that economies work best when growth and development is broad-based, when it's shared -- when ordinary people, if they work hard and they take responsibility, they can succeed. Not everybody is going to be rich, but everybody should be able to live a good life. Not everybody is going to be a billionaire, but everybody should be able to have a nice home and educate their children and feel some sense of security.”

Barack Obama (1961) 44th President of the United States of America

2014, Young Southeast Asian Leaders Initiative Town Hall (April 2014)

Life, Children, People, World

“To become 'ideologists of the working class' (Lenin), 'organic intellectuals' of the proletariat (Gramsci), intellectuals have to carry out a radical revolution in their ideas: a long, painful and difficult re-education. An endless external and internal struggle.”

Louis Althusser book Lenin and Philosophy and Other Essays

Source: Lenin and Philosophy and Other Essays (1968), "Philosophy as a Revolutionary Weapon", p. 2

Pain, Idea

“In countries held together by borders drawn by colonial powers, with ethnic enclaves and tribal divisions, politics and elections can sometimes appear to be a zero-sum game. And so, given the difficulty in forging true democracy in the face of these pressures, it’s no surprise that some argue the future favors the strongman, a top-down model, rather than strong, democratic institutions. […] I believe the road of true democracy remains the better path. I believe that in the 21st century, economies can only grow to a certain point until they need to open up -- because entrepreneurs need to access information in order to invent; young people need a global education in order to thrive; independent media needs to check the abuses of power. Without this evolution, ultimately expectations of people will not be met; suppression and stagnation will set in. And history shows that strongmen are then left with two paths -- permanent crackdown, which sparks strife at home, or scapegoating enemies abroad, which can lead to war.”

Barack Obama (1961) 44th President of the United States of America

2016, United Nations Address (September 2016)

War, People, Democracy, Home

“Two men who differ as to the ends of life cannot hope to agree about education.”

Bertrand Russell (1872–1970) logician, one of the first analytic philosophers and political activist

Source: 1930s, In Praise of Idleness and Other Essays (1935), Ch. 12: Education and Discipline

Life, Men, Hope

“…Does your Excellency know the spirit of (my) country? If you did, you would not say that I am "a spirit twisted by a German education," for the spirit that animates me I already had since childhood, before I learned a word of German. My spirit is "twisted" because I have been reared among injustices and abuses which I saw everywhere, because since a child I have seen many suffer stupidly and because I also have suffered. My "twisted spirit" is the product of that constant vision of the moral ideal that succumbs before the powerful reality of abuses, arbitrariness, hypocrisies, farces, violence, perfidies and other base passions. And "twisted" like my spirit is that of hundreds of thousands of Filipinos who have not yet left their miserable homes, who speak no other language except their own, and who, if they could write or express their thoughts, would make my Noli me tangere very tiny indeed, and with their volumes there would be enough to build pyramids for the corpses of all the tyrants…”

José Rizal (1861–1896) Filipino writer, ophthalmologist, polyglot and nationalist

Open letter to Barrantes on the Noli, published in La Solidaridad (15 February 1890)

Home, Reality, Suffering, Learning

“India is industrially more developed than many less fortunate countries and is reckoned as the seventh or eighth among the world's industrial nations. But this arithmetical distinction cannot conceal the poverty of the great majority of our people. To remove this poverty by greater production, more equitable distribution, better education and better health, is the paramount need and the most pressing task before us and we are determined to accomplish this task. We realize that self-help is the first condition of success for a nation, no less than for an individual. We are conscious that ours must be the primary effort and we shall seek succour from none to escape from any part of our own responsibility. But though our economic potential is great, its conversion into finished wealth will need much mechanical and technological aid. We shall, therefore, gladly welcome such aid and co-operation on terms that are of mutual benefit. We believe that this may well help in the solution of the larger problems that confront the world. But we do not seek any material advantage in exchange for any part of our hard-won freedom.”

Jawaharlal Nehru (1889–1964) Indian lawyer, statesman, and writer, first Prime Minister of India

Speech to the US Congress (13 October 1949)

People, Health, World, Problem

“Education is one of the blessings of life — and one of its necessities.”

Malala Yousafzai (1997) Pakistani children's education activist

Nobel Peace Prize Lecture (December 10, 2014)

Life

“Not one of these nobly equipped young men has escaped the restless, exhausting, confusing, debilitating crisis of education. … He feels that he cannot guide himself, cannot help himself—and then he dives hopelessly into the world of everyday life and daily routine, he is immersed in the most trivial activity possible, and his limbs grow weak and weary.”

Friedrich Nietzsche (1844–1900) German philosopher, poet, composer, cultural critic, and classical philologist

Anti-Education (1872)

Life, Men, World, Feeling

“Children must be under authority, and are themselves aware that they must be, although they like to play a game of rebellion at times. The case of children is unique in the fact that those who have authority over them are sometimes fond of them. Where this is the case, the children do not resent the authority in general, even when they resist it on particular occasions. Education authorities, as opposed to teachers, have not this merit, and do in fact sacrifice the children to what they consider the good of the State by teaching them "patriotism," i. e., a willingness to kill and be killed for trivial reasons.”

Bertrand Russell (1872–1970) logician, one of the first analytic philosophers and political activist

Source: 1920s, Sceptical Essays (1928), Ch. 13: Freedom in Society

Children, Game, Teachers, Time

“I feel it is very important for a person to study as an educated person looks at things differently, is more sharp, sensible and has his own ideology.”

Sukirti Kandpal (1987) Indian actress

On the importance of education https://timesofindia.indiatimes.com/tv/news/hindi/Im-fine-if-people-call-me-Riddhima/articleshow/3377481.cms/

Feeling, Study, Personality

“We believe in taking care of each other, and in lifting each other up, and leaving no one behind, and in meeting the collective responsibilities that we can only meet together: The security of our nation. The education for our children. Dignity for our seniors. Equal rights for all of our citizens. Health care -- which is now a right for everybody. And the care and well-being of our veterans and your families. That is a responsibility for all of us, not just a few. We all have to do our part.”

Barack Obama (1961) 44th President of the United States of America

2016, Convention (August 2016)

Children, Health, Family, Parting

“Today, on this day of possibility, we stand in the shadow of a lanky, raw-boned man with little formal education who once took the stage at Old Main and told the nation that if anyone did not believe the American principles of freedom and equality, that those principles were timeless and all-inclusive, they should go rip that page out of the Declaration of Independence.”

Barack Obama (1961) 44th President of the United States of America

Knox College Commencement Address (4 June 2005) http://www.knox.edu/x9803.xml 2005

Freedom

“I need say hardly anything in the Unintelligence of the Negroes, They show capacities of Providence and they are most likely always having low self-esteem But needless to say my Virtue, Power, And Strength have helped them to become strong most upcoming individuals in the nation they show pride and interest in education and learning new things And Just know What lies with you once lies with you more until change is done.”

Benjamin Rush (1745–1813) American physician, educator, author

Strong, Learning, Change, Help

“At the core, eating other creatures doesn't appeal to me. … Finally after seeing Forks Over Knives, I decided it was time to cut out all dairy and eggs as well. Being a decade long vegetarian at the time, the transition was much easier. … I also hope to use my platform to educate and transform people's perceptions on plant based diets, what plant based athletes look like, and can achieve, and to just encourage everyone, no matter what your lifestyle is, to be more mindful of the choices we have when it comes to diet and the impact those choices have on ourselves, our culture, and the environment. … I just encourage everyone, especially parents and kids, to really get educated on the corporate food system currently in place. It's causing an epidemic of sick people. Take the power back, and put the nourishment of your body, mind, and soul back into your own hands. Every little step you make to eliminate animal products in your meals is a one step closer to the big leap we all could benefit from taking.”

Austin Aries (1978) professional wrestler

" Austin Aries, vegan wrestler http://www.greatveganathletes.com/austin-aries-vegan-wrestler" by Cris Iles-Wright. Interview for greatveganathletes.com, 2014.

People, Food, Hope, Soul

“The Jat community votes for non-sectarian in lines far greater proportion than any other in Meerut. They are un-educated, live in villages, have no pull in the public, economic or administrative life of the country and yet would not reconcile themselves to an inferior position in society. They would not put with the taunt of being a Jat. Fifty percent of the Hindu Jats within a short period of 40 years (1891-1931) left their old faith to turn Sikhs or Muslims so that nobody could any longer treat them with contempt.”

Charan Singh (1902–1987) prime minister of India

His negative reaction in a letter addressed to Nehru who had made a remark “jatpan’ [jat characteristics] in jest, in: p. 197
Profiles of Indian Prime Ministers

Life, Faith, Communication, Country

“The modern man is... certain about his essential virtue... [and since] he does not see that he has a freedom of spirit which transcends both nature and reason... [he] is unable to understand the real pathos of his defiance of nature's and reason's laws. He always imagines himself betrayed into this defiance either by some accidental corruption in his past history or by some sloth of reason. Hence he hopes for redemption, either through a program of social reorganization or by some scheme of education.”

Reinhold Niebuhr (1892–1971) American protestant theologian

The Nature and Destiny of Man: A Christian Interpretation (1941)

Law, Hope, Imagination, History

“Activities that improve human capabilities [can be divided into] five major categories: (1) health facilities and services, broadly conceived to include all expenditures that affect the life expectancy, strength and stamina, and the vigor and vitality of a people; (2) On-the job training, including old-style apprenticeship organized by firms; (3) formally organized education at elementary, secondary and higher levels; (4) study programs for adults that are not organized by firms, including extension programs in agriculture; (5) Migration of individuals and families to adjust to changing job opportunities.”

Theodore Schultz (1902–1998) American economist

Source: "Investment in human capital," 1961, p. 9

Life, People, Health, Family

“In the democratic forms of government the operation of universal suffrage tends toward the selection of the average man for public office rather than the man qualified by birth, education, and integrity. From a racial point of view, it will inevitably increase the preponderance of the lower types and cause a corresponding loss of efficiency in the community as a whole.”

Madison Grant book The Passing of the Great Race

The Passing of the Great Race (1916)

Communication, Birth, Universe, Loss

“The native and untaught suggestions of inquisitive children do often offer things, that may set a considering man's thoughts on work. And I think there is frequently more to be learn'd from the unexpected questions of a child than the discourses of men, who talk in a road, according to the notions they have borrowed, and the prejudices of their education.”

John Locke book Some Thoughts Concerning Education

Sec. 121
Some Thoughts Concerning Education (1693)

Men, Children, Question, Thinking

“Just as we teach children to avoid being destroyed by motor cars if they can, so we should teach them to avoid being destroyed by cruel fanatics, and to this end we should seek to produce independence of mind, somewhat sceptical and wholly scientific, and to preserve, as far as possible, the instinctive joy of life that is natural to healthy children. This is the task of a liberal education: to give a sense of the value of things other than domination, to help create wise citizens of a free community, and through the combination of citizenship with liberty in individual creativeness to enable men to give to human life that splendour which some few have shown that it can achieve.”

Bertrand Russell (1872–1970) logician, one of the first analytic philosophers and political activist

Source: 1930s, Power: A New Social Analysis (1938), Ch. 18: The Taming of Power

Life, Men, Children, Cars

“We keep countless men from being good citizens by the conditions of life by which we surround them. We need comprehensive workman’s compensation acts, both State and national laws to regulate child labor and work for women, and, especially, we need in our common schools not merely education in book-learning, but also practical training for daily life and work. We need to enforce better sanitary conditions for our workers and to extend the use of safety appliances for workers in industry and commerce, both within and between the States. Also, friends, in the interest of the working man himself, we need to set our faces like flint against mob-violence just as against corporate greed; against violence and injustice and lawlessness by wage-workers just as much as against lawless cunning and greed and selfish arrogance of employers.”

Theodore Roosevelt (1858–1919) American politician, 26th president of the United States

1910s, The New Nationalism (1910)

Life, Women, Men, Books

“Let us give to our republic a fourth power with authority over the youth, the hearts of men, public spirit, habits, and republican morality. Let us establish this Areopagus to watch over the education of the children, to supervise national education, to purify whatever may be corrupt in the republic, to denounce ingratitude, coldness in the country's service, egotism, sloth, idleness, and to pass judgment upon the first signs of corruption and pernicious example.”

Simón Bolívar (1783–1830) Venezuelan military and political leader, South American libertador

As quoted in Rise of the Spanish-American Republics as Told in the Lives of their Liberators (1918) by William Spence Robertson, p. 239
The Angostura Address (1819)

Men, Children, Youth, Heart

“The main priority of the Socialist Party is education.”

José Luis Rodríguez Zapatero (1960) Former Prime Minister of Spain

January, 13th 2003
As Opposition Leader

“I myself am part of the youth movement. However, after a long discussion, it appears that many of the youth demands and needs, like access to education, jobs, and equitable growth, have been addressed under different goals and targets and youth enjoy the benefits of everything else in the report.”

Tawakkol Karman (1979) Yemeni journalist, politician, human rights activist, and Nobel Peace Prize recipient

2000s, Youth Q&A on the U.N. High-Level Panel on the Post-2015 Agenda Report (2009)

Youth, Appearance, Parting

“Socialism itself can hope to exist only for brief periods here and there, and then only through the exercise of the extremest terrorism. For this reason it is secretly preparing itself for rule through fear and is driving the word 'justice' into the heads of the half-educated masses like a nail so as to rob them of their reason… and to create in them a good conscience for the evil game they are to play.”

Friedrich Nietzsche book Human, All Too Human

Cambridge University Press, 1996, pp. 173-174
Human, All Too Human (1878)

Fear, Justice, Hope, Exercises

“We are faced with the paradoxical fact that education has become one of the chief obstacles to intelligence and freedom of thought.”

Bertrand Russell (1872–1970) logician, one of the first analytic philosophers and political activist

Source: 1920s, Sceptical Essays (1928), Ch. 12: Free Thought and Official Propaganda

Intelligence, Freedom

“Four years ago, I stood in Cairo in front of an audience of young people -- politically, religiously, they must seem a world away. But the things they want, they’re not so different from what the young people here want. They want the ability to make their own decisions and to get an education, get a good job; to worship God in their own way; to get married; to raise a family. The same is true of those young Palestinians that I met with this morning. The same is true for young Palestinians who yearn for a better life in Gaza. That's where peace begins -- not just in the plans of leaders, but in the hearts of people. Not just in some carefully designed process, but in the daily connections -- that sense of empathy that takes place among those who live together in this land and in this sacred city of Jerusalem.”

Barack Obama (1961) 44th President of the United States of America

Remarks of President Barack Obama To the People of Israel at Jerusalem International Convention Center in Jerusalem, Israel (21 March 2013)
2013

Life, God, People, World

“Even though we come from different places, we share common dreams: to choose our leaders; to live together in peace; to get an education and make a good living; to love our families and our communities. That’s why freedom is not an abstract idea; freedom is the very thing that makes human progress possible -- not just at the ballot box, but in our daily lives.
One of our greatest Presidents in the United States, Franklin Delano Roosevelt, understood this truth. He defined America’s cause as more than the right to cast a ballot. He understood democracy was not just voting. He called upon the world to embrace four fundamental freedoms: freedom of speech, freedom of worship, freedom from want, and freedom from fear. These four freedoms reinforce one another, and you cannot fully realize one without realizing them all.”

Barack Obama (1961) 44th President of the United States of America

2012, Yangon University Speech (November 2012)

Love, Truth, World, Fear

“There is only one man who gets his own way—he who can get it single-handed; therefore freedom, not power, is the greatest good. That man is truly free who desires what he is able to perform, and does what he desires. This is my fundamental maxim. Apply it to childhood, and all the rules of education spring from it. Society has enfeebled man, not merely by robbing him of the right to his own strength, but still more by making his strength insufficient for his needs. This is why his desires increase in proportion to his weakness; and this is why the child is weaker than the man. If a man is strong and a child is weak it is not because the strength of the one is absolutely greater than the strength of the other, but because the one can naturally provide for himself and the other cannot. Thus the man will have more desires and the child more caprices, a word which means, I take it, desires which are not true needs, desires which can only be satisfied with the help of others.”

Jean Jacques Rousseau book Emile, or On Education

Emile, or On Education (1762), Book II

Way, Spring, Nature, Freedom

“The philosophy of black nationalism involves a re-education program in the black community in regards to economics. Our people have to be made to see that any time you take your dollar out of your community and spend it in a community where you don’t live, the community where you live will get poorer and poorer, and the community where you spend your money will get richer and richer. […] If we own the stores, if we operate the businesses, if we try and establish some industry in our own community, then we’re developing to the position where we are creating employment for our own kind. Once you gain control of the economy of your own community, then you don’t have to picket and boycott and beg some cracker downtown for a job in his business.”

Malcolm X (1925–1965) American human rights activist

The Ballot or the Bullet (1964), Speech in Cleveland, Ohio (April 3, 1964)

Money, People, Communication, Business

“I believe that America holds within her the truth that regardless of race, religion, or station in life, all of us share common aspirations - to live in peace and security; to get an education and to work with dignity; to love our families, our communities, and our God. These things we share. This is the hope of all humanity.”

Barack Obama (1961) 44th President of the United States of America

2009, A New Beginning (June 2009)

Love, Life, God, Truth

“Education makes a people easy to lead, but difficult to drive; easy to govern but impossible to enslave.”

Henry Brougham, 1st Baron Brougham and Vaux (1778–1868) English barrister, politician, and Lord Chancellor of Great Britain

Speech to the House of Commons (January 29, 1828).

People, Graduation

“He studied and nearly mastered the six books of Euclid since he was a member of Congress. He regrets his want of education, and does what he can to supply the want. In his tenth year he was kicked by a horse, and apparently killed for a time.”

Abraham Lincoln (1809–1865) 16th President of the United States

1860s, A Short Autobiography (1860)
Context: Abraham now thinks that the aggregate of all his schooling did not amount to one year. He was never in a college or academy as a student, and never inside of a college or academy building till since he had a law license. What he has in the way of education he has picked up. After he was twenty-three and had separated from his father, he studied English grammar — imperfectly of course, but so as to speak and write as well as he now does. He studied and nearly mastered the six books of Euclid since he was a member of Congress. He regrets his want of education, and does what he can to supply the want. In his tenth year he was kicked by a horse, and apparently killed for a time.<!--pp. 9-10

Books, Study, Time, Horse

“What students know is no longer the most important measure of an education. The true test is the ability of students and graduates to engage with what they do not know, and to work out a solution.”

Aga Khan IV (1936) 49th and current Imam of Nizari Ismailism

Context: What students know is no longer the most important measure of an education. The true test is the ability of students and graduates to engage with what they do not know, and to work out a solution. They must also be able to reach conclusions that constitute the basis for informed judgements. The ability to make judgements that are grounded in solid information, and employ careful analysis, should be one of the most important goals for any educational endeavor. As students develop this capability, they can begin to grapple with the most important and difficult step: to learn to place such judgements in an ethical framework. For all these reasons, there is no better investment that individuals, parents and the nation can make than an investment in education of the highest possible quality. Such investments are reflected, and endure, in the formation of the kind of social conscience that our world so desperately needs. Foreword to Excellence in Education (2003) http://www.agakhanacademies.org/general/vision

“The ability to make judgements that are grounded in solid information, and employ careful analysis, should be one of the most important goals for any educational endeavor.”

Aga Khan IV (1936) 49th and current Imam of Nizari Ismailism

Foreword to Excellence in Education (2003) http://www.agakhanacademies.org/general/vision Context: What students know is no longer the most important measure of an education. The true test is the ability of students and graduates to engage with what they do not know, and to work out a solution. They must also be able to reach conclusions that constitute the basis for informed judgements. The ability to make judgements that are grounded in solid information, and employ careful analysis, should be one of the most important goals for any educational endeavor. As students develop this capability, they can begin to grapple with the most important and difficult step: to learn to place such judgements in an ethical framework. For all these reasons, there is no better investment that individuals, parents and the nation can make than an investment in education of the highest possible quality. Such investments are reflected, and endure, in the formation of the kind of social conscience that our world so desperately needs.

“The little advance I now have upon this store of education, I have picked up from time to time under the pressure of necessity.”

Abraham Lincoln (1809–1865) 16th President of the United States

1850s, Autobiographical Sketch Written for Jesse W. Fell (1859)
Context: There were some schools, so called, but no qualification was ever required of a teacher beyond "readin', writin', and cipherin' " to the rule of three. If a straggler supposed to understand Latin happened to sojourn in the neighborhood, he was looked upon as a wizard. There was absolutely nothing to excite ambition for education. Of course, when I came of age I did not know much. Still, somehow, I could read, write, and cipher to the rule of three, but that was all. I have not been to school since. The little advance I now have upon this store of education, I have picked up from time to time under the pressure of necessity.

Time

“You have given the great honour … to hundreds of millions of children in the world who are deprived of their childhood and health and education, and fundamental right to freedom. It is a great moment for all those children.”

Kailash Satyarthi (1954) Indian children's rights activist

Interview with Nobel Media (2014)
Context: You have given the great honour … to hundreds of millions of children in the world who are deprived of their childhood and health and education, and fundamental right to freedom. It is a great moment for all those children. … I am quite hopeful and rather sure that this will help in giving bigger visibility and attention to the cause of children who are most neglected and most deprived. This will also inspire individuals, activists, governments, business houses, corporate to work hand in hand to fight this out. And I am quite hopeful about it, that the recognition of this issue will help in mobilising bigger support for the cause.

Children, Health, World, Freedom

“Mass education was designed to turn independent farmers into docile, passive tools of production.”

Noam Chomsky book Class Warfare

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.

“My father, at the death of his father, was but six years of age, and he grew up literally without education. He removed from Kentucky to what is now Spencer County, Indiana, in my eighth year.”

Abraham Lincoln (1809–1865) 16th President of the United States

1850s, Autobiographical Sketch Written for Jesse W. Fell (1859)
Context: My father, at the death of his father, was but six years of age, and he grew up literally without education. He removed from Kentucky to what is now Spencer County, Indiana, in my eighth year. We reached our new home about the time the State came into the Union. It was a wild region, with many bears and other wild animals still in the woods. There I grew up.<!--p.33

Death, Age

“The idea of education has been so tied to schools, universities, and professors that many assume that there is no other way, but education is available to anyone within reach of a library, a post office, or even a newsstand.”

Louis L'Amour (1908–1988) Novelist, short story writer

Source: Education of a Wandering Man (1989), Ch. 1
Context: The idea of education has been so tied to schools, universities, and professors that many assume that there is no other way, but education is available to anyone within reach of a library, a post office, or even a newsstand.
Today you can buy the Dialogues of Plato for less than you would spend on a fifth of whiskey, or Gibbon's Decline and Fall of the Roman Empire for the price of a cheap shirt. You can buy a fair beginning of any education in any bookstore with a good stock of paperback books for less than you would spend on a week's supply of gasoline.
Often I hear people say they do not have time to read. That's absolute nonsense. In the one year during which I kept that kind of record, I read twenty-five books while waiting for people. In offices, applying for jobs, waiting to see a dentist, waiting in a restaurant for friends, many such places. I read on buses, trains, and planes. If one really wants to learn, one has to decide what is important. Spending an evening on the town? Attending a ball game? Or learning something that can be with you your life long?

School, Way, Idea, Universe

“Be focused. Be determined. Be hopeful. Be empowered. Empower yourselves with a good education, then get out there and use that education to build a country worthy of your boundless promise. Lead by example with hope, never fear.”

Michelle Obama (1964) lawyer, writer, wife of Barack Obama and former First Lady of the United States

2010s, Farewell Speech (2017)
Context: I want our young people to know that they matter, that they belong. So don't be afraid—you hear me, young people? Don't be afraid. Be focused. Be determined. Be hopeful. Be empowered. Empower yourselves with a good education, then get out there and use that education to build a country worthy of your boundless promise. Lead by example with hope, never fear. And know that I will be with you, rooting for you and working to support you for the rest of my life.

Fear, Hope, Country

“The film industry is a great industry with infinite possibilities for good and bad. Its primary purpose is to entertain people. On the side, it can do many other things. It can popularize certain ideals, it can make education palatable. But in the long run, the judge who decides whether what it does is good or bad is the man or woman who attends the movies.”

Eleanor Roosevelt My Day

My Day (1935–1962)
Context: The film industry is a great industry with infinite possibilities for good and bad. Its primary purpose is to entertain people. On the side, it can do many other things. It can popularize certain ideals, it can make education palatable. But in the long run, the judge who decides whether what it does is good or bad is the man or woman who attends the movies. In a democratic country I do not think the public will tolerate a removal of its right to decide what it thinks of the ideas and performances of those who make the movie industry work. (29 October 1947)

People

“It is simplicity that makes the uneducated more effective than the educated when addressing popular audiences.”

Aristotle Rhetoric

Book II, 1395b.27
Rhetoric

“The best educators are the ones that inspire their students. That inspiration comes from a passion that teachers have for the subject they're teaching. Most commonly, that person spent their lives studying that subject, and they bring an infectious enthusiasm to the audience.”

Neil deGrasse Tyson (1958) American astrophysicist and science communicator

Global Ideas from Pluto's Challenger (May 21, 2009)
Context: The best educators are the ones that inspire their students. That inspiration comes from a passion that teachers have for the subject they're teaching. Most commonly, that person spent their lives studying that subject, and they bring an infectious enthusiasm to the audience.I think many people have that enthusiasm, but they are prevented from being teachers because they didn't go through the teacher mill. Now you have teachers who have been through the teacher mill, yet they have no capacity to inspire anyone at all. It's the inspired student that continues to learn on their own. That's what separates the real achievers in the world from those who pedal along, finishing assignments.

Study, Teachers, Passion, Personality

“To stimulate life, leaving it free, however, to unfold itself, that is the first duty of the educator.”

Maria Montessori (1870–1952) Italian pedagogue, philosopher and physician

Source: The Discovery of the Child (1948), Ch. 8 : The Exercises, p. 141
Variant translation:
This then is the first duty of an educator: to stir up life but leave it free to develop.
Context: This is our mission: to cast a ray of light and pass on. I compare the effects of these first lessons the impressions of a solitary wanderer who is walking serene and happy in a shady grove, meditating; that is leaving his inner thought free to wander. Suddenly a church bell pealing out nearby recalls to himself; then he feels more keenly that peaceful bliss which had already been born, though dormant, within him.
To stimulate life, leaving it free, however, to unfold itself, that is the first duty of the educator.
For such a delicate mission great art is required to suggest the right moment and to limit intervention, last one should disturb or lead astray rather than help the soul which is coming to life and which will live by virtue of it's own efforts.
This art must accompany the scientific method, because the simplicity of our lessons bears a great resemblance to experiments in experimental psychology.

Life

“Education is a treasure.”
Litterae thesaurum est.

Petronius book Satyricon

Satyricon

“The cool-person syndrome is peculiarly American. Part of that has to do with the way the educational business is run in the U.S. It’s not based on how much you can teach your child: it’s based on how much money the suppliers of basic materials can make off your child.”

Frank Zappa (1940–1993) American musician, songwriter, composer, and record and film producer

Oui interview (1979)
Context: The cool-person syndrome is peculiarly American. Part of that has to do with the way the educational business is run in the U. S. It’s not based on how much you can teach your child: it’s based on how much money the suppliers of basic materials can make off your child. Somewhere along the line most people pick up the desire to be a cool person, which is just another way to make them buy things. Once you’ve decided that you need to be a cool person, it makes you a possible victim of anyone whose products are the equivalent of bottled smoke. Somebody tells you to buy this particularly useless item and you’ll be a cool person. No matter how stupid it seems, you have to buy it. Pet Rocks. Pringle’s potato chips. whatever it is — the newest, the latest. Since the cool-person thing is something you learn in school, and since the school business is pretty suspicious and definitely tied up with the government, it makes you wonder whether or not the desire to be cool is part of a government plot to make you buy stupid things.

Money, Way, Business, Parting

“And when girls cannot go to school and grow up not knowing how to read or write -- that denies the world future women engineers, future women doctors, future women business owners, future women presidents -- that sets us all back. That's a bad tradition -- not providing our girls the same education as our sons.”

Barack Obama (1961) 44th President of the United States of America

2015, Remarks to the People of Africa (July 2015)
Context: And when girls cannot go to school and grow up not knowing how to read or write -- that denies the world future women engineers, future women doctors, future women business owners, future women presidents -- that sets us all back. That's a bad tradition -- not providing our girls the same education as our sons. I was saying in Kenya, nobody would put out a football team and then just play half the team. You’d lose. The same is true when it comes to getting everybody and education. You can't leave half the team off -- our young women.

Women, World, School, Girl

“Democracy has to be born anew every generation, and education is its midwife.”

John Dewey (1859–1952) American philosopher, psychologist, and educational reformer

The Need of an Industrial Education in an Industrial Democracy (1916)
Misc. Quotes
Context: It is no accident that all democracies have put a high estimate upon education; that schooling has been their first care and enduring charge. Only through education can equality of opportunity be anything more than a phrase. Accidental inequalities of birth, wealth, and learning are always tending to restrict the opportunities of some as compared with those of others. Only free and continued education can counteract those forces which are always at work to restore, in however changed a form, feudal oligarchy. Democracy has to be born anew every generation, and education is its midwife.

Democracy

“You were born as freedom forced its way through a wall in Berlin, and tore down an Iron Curtain across Europe. You were educated in an era of instant information that put the world’s accumulated knowledge at your fingertips. And you came of age as terror touched our shores; an historic recession spread across the nation; and a new generation signed up to go to war.
You have been tested and tempered by events that your parents and I never imagined we’d see when we sat where you sit.”

Barack Obama (1961) 44th President of the United States of America

2013, Commencement Address at Ohio State University (May 2013)
Context: You were born as freedom forced its way through a wall in Berlin, and tore down an Iron Curtain across Europe. You were educated in an era of instant information that put the world’s accumulated knowledge at your fingertips. And you came of age as terror touched our shores; an historic recession spread across the nation; and a new generation signed up to go to war.
You have been tested and tempered by events that your parents and I never imagined we’d see when we sat where you sit. And yet, despite all this, or more likely because of it, yours has become a generation possessed with that most American of ideas – that people who love their country can change it. For all the turmoil; for all the times you have been let down, or frustrated at the hand you’ve been dealt; what I have seen from your generation are perennial and quintessentially American values. Altruism. Empathy. Tolerance. Community. And a deep sense of service that makes me optimistic for our future.

War, Age, World, Way

“I have discovered, in fact, that a man, whatever may have been his origin, his education, and his habits, is governed, under certain circumstances, much more by his stomach than by his intelligence and his heart.”

François Arago (1786–1853) French mathematician, physicist, astronomer and politician

"The History of My Youth", p. 55.
Biographies of Distinguished Scientific Men (1859)
Context: I was often humiliated to see men disputing for a piece of bread, just as animals might have done. My feelings on this subject have very much altered since I have been personally exposed to the tortures of hunger. I have discovered, in fact, that a man, whatever may have been his origin, his education, and his habits, is governed, under certain circumstances, much more by his stomach than by his intelligence and his heart.

Intelligence, Heart

“I believe that every person should be equal under the law. Every child deserves the dignity that comes with education, and health care and food on the table and a roof over their heads. I believe citizens should be free to speak their mind without fear to organize, and to criticize their government, and to protest peacefully, and that the rule of law should not include arbitrary detentions of people who exercise those rights. I believe that every person should have the freedom to practice their faith peacefully and publicly. And, yes, I believe voters should be able to choose their governments in free and democratic elections. Not everybody agrees with me on this.”

Barack Obama (1961) 44th President of the United States of America

2016, Remarks to the People of Cuba (March 2016)
Context: I believe that every person should be equal under the law. Every child deserves the dignity that comes with education, and health care and food on the table and a roof over their heads. I believe citizens should be free to speak their mind without fear to organize, and to criticize their government, and to protest peacefully, and that the rule of law should not include arbitrary detentions of people who exercise those rights. I believe that every person should have the freedom to practice their faith peacefully and publicly. And, yes, I believe voters should be able to choose their governments in free and democratic elections. Not everybody agrees with me on this. Not everybody agrees with the American people on this. But I believe those human rights are universal. I believe they are the rights of the American people, the Cuban people, and people around the world.

People, Health, Fear, Faith

“Man is the supreme Talisman. Lack of a proper education hath, however, deprived him of that which he doth inherently possess.”

Bahá'u'lláh (1817–1892) founder of the Bahá'í Faith

Gleanings from the Writings of Bahá'u'lláh
Context: Man is the supreme Talisman. Lack of a proper education hath, however, deprived him of that which he doth inherently possess. Through a word proceeding out of the mouth of God he was called into being; by one word more he was guided to recognize the Source of his education; by yet another word his station and destiny were safeguarded. The Great Being saith: Regard man as a mine rich in gems of inestimable value. Education can, alone, cause it to reveal its treasures, and enable mankind to benefit therefrom. <!-- CXXII, pp. 259-260

“If you are an ignorant man, you are acting wisely; but if you have had any education, you are behaving like a fool.”

Theophrastus (-371–-287 BC) ancient greek philosopher

Quoted by Diogenes Laërtius; translation from C. D. Yonge (trans.), The Lives and Opinions of Eminent Philosophers (London: H. G. Bohn, 1853), p. 196.
Said "when a man preserved a strict silence during the whole of a banquet".

Fools

“Education, then, beyond all other devices of human origin, is the great equalizer of the conditions of men, — the balance-wheel of the social machinery.”

Horace Mann (1796–1859) American politician

12th Annual Report to the Massachusetts State Board of Education http://www.tncrimlaw.com/civil_bible/horace_mann.htm (1848); published in Life and Works of Horace Mann Vol. III, (1868) edited by Mary Mann, p. 669 Context: Education, then, beyond all other devices of human origin, is the great equalizer of the conditions of men, — the balance-wheel of the social machinery. I do not here mean that it so elevates the moral nature as to make men disdain and abhor the oppression of their fellow-men. This idea pertains to another of its attributes. But I mean that it gives each man the independence and the means by which he can resist the selfishness of other men. It does better than to disarm the poor of their hostility towards the rich: it prevents being poor.

Men

“A good education is not just knowing facts, although you need to know facts. You need to know that two plus two is four; it's not five. That's an important fact. But you also need to know how to ask questions, and how to critically analyze a problem, and how to be able to distinguish between fact and opinion, and how to compare two different ideas.”

Barack Obama (1961) 44th President of the United States of America

2014, Young Southeast Asian Leaders Initiative Town Hall Speech (November 2014)
Context: But I also think that from what I've heard, one of the reforms that will need to take place in universities here is to make sure that in all the departments there is the ability for universities and students to shape curriculums and to have access to information from everywhere around the world, and that it's not just a narrow process of indoctrination. Because the best universities are ones that teach you how to think not what to think, right? A good education is not just knowing facts, although you need to know facts. You need to know that two plus two is four; it's not five. That's an important fact. But you also need to know how to ask questions, and how to critically analyze a problem, and how to be able to distinguish between fact and opinion, and how to compare two different ideas.

Idea, Question, Problem

“The price of several of those college educations I didn’t want was spent on my hospitalization.”

Susanna Kaysen book Girl, Interrupted

Girl, Interrupted (1994)
Context: Naked, we needed protection, and the hospital protected us. Of course, the hospital had stripped us naked in the first place—but that just underscored its obligation to shelter us. And the hospital fulfilled its obligation. Somebody in our families had to pay a good deal of money for that: sixty dollars (1967 dollars) a day just for the room; therapy, drugs, and consultations were extra. Ninety days was the usual length of mental-hospital insurance coverage, but ninety days was barely enough to get started on a visit to McLean. My workup alone took ninety days. The price of several of those college educations I didn’t want was spent on my hospitalization.

“Every man should have a college education in order to show him how little the thing is really worth.”

Elbert Hubbard (1856–1915) American writer, publisher, artist, and philosopher fue el escritor del jarron azul

Little Journeys to the Homes of Eminent Painters‎ (1899), p. 186.
Context: Every man should have a college education in order to show him how little the thing is really worth. The intellectual kings of the earth have seldom been college-bred.

“Wherever was found what was called a paternal government was found a state education. It had been discovered that the best way to insure implicit obedience was to commence tyranny in the nursery.”

Benjamin Disraeli (1804–1881) British Conservative politician, writer, aristocrat and Prime Minister

Speech in House of Commons, as recorded (in third person) in the | minutes of 20 June, 1839 http://hansard.millbanksystems.com/commons/1839/jun/20/education-adjourned-debate#S3V0048P0_18390620_HOC_4. 1830s Context: [It appears to me that] the Society of Education, that school of philosophers, were, with all their vaunted intellect and learning, fast returning to the system of a barbarous age, the system of a paternal government. Wherever was found what was called a paternal government was found a state education. It had been discovered that the best way to insure implicit obedience was to commence tyranny in the nursery. There was a country in which education formed the only qualification for office. That was, therefore, a country which might be considered as a normal school and pattern society for the intended scheme of education. That country was China. These paternal governments were rather to be found in the east than in the west, and if the hon. Member for Waterford asked [me] for the most perfect programme of public education, if he asked [me] to point out a system at once the most profound and the most comprehensive, [I] must give him the system of education which obtained in Persia. Leaving China and Persia and coming to Europe, [I] found a perfect system of national education in Austria, the China of Europe, and under the paternal government of Prussia. The truth was, that wherever everything was left to the government the subject became a machine.

Way

“The best education will not immunize a person against corruption by power.”

Eric Hoffer (1898–1983) American philosopher

Source: Before the Sabbath (1979), p. 40-41
Context: The best education will not immunize a person against corruption by power. The best education does not automatically make people compassionate. We know this more clearly than any preceding generation. Our time has seen the best-educated society, situated in the heart of the most civilized part of the world, give birth to the most murderously vengeful government in history.
Forty years ago the philosopher Alfred North Whitehead thought it self-evident that you would get a good government if you took power out of the hands of the acquisitive and gave it to the learned and the cultivated. At present, a child in kindergarten knows better than that.

Personality

Quotes about education page 4

Quotes about education
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