Quotes about education
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“Because demography is concerned with human affairs and human populatlons it is possible, in principle, to consider demography as a sub-ﬁeld of many other subjects. It provided the scope of any particular subject-ﬁeld like anthropology, genetics, ecology, economics, sociology, etc., and is deﬁned in a sufﬁciently comprehensive manner. While not denying the possibility of considering demography as a sub-ﬁeld of one or another subject, at least for certain special purposes, it is suggested that demography should be logically viewed as the totality of convergent and inter-related factors and topics which (although these could be, spearately, the concern of many diﬂ'erent subjects like genetics and anthropology, sociology, education, psychology. economics, social and political affairs etc.) jointly, together with their mutual inter-actions, form the determinants as well as the consequences of growth (or decline), changes in composition, territorial movements, and social mobility of population in different geographical regions or in the world as a whole, at any given period of time, or over diﬂ'erent periods of time. Such a view would supply an aggregative, inter-related, and mutually interacting system of all those factors which have any inﬂuence over, or are inﬂuenced by, demographic or population changes over space and time.”

Prasanta Chandra Mahalanobis (1893–1972) Indian scientist

Quote, Professor P.C. Mahalanobis and the Development of Population Statistics in lndia

World, Change, Time

“That statement can not be too much emphasized. The country's growth has compelled the Federal establishment to exceed by far the Government plants of even the greatest States. With this growth in physical extent, in revenue, in personnel, there has inevitably been the suggestion that the Federal Government was overshadowing the States. Yet the State governments deal with far more various and more intimate concerns of the people than does the National Government. All the operations of the minor civil divisions, parishes, wards, school districts, towns, cities, counties, and the like, are dependencies of the State. The maintenance of order through police, the general business of enforcing law, is left to the States. So is education.”

Calvin Coolidge (1872–1933) American politician, 30th president of the United States (in office from 1923 to 1929)

1920s, The Reign of Law (1925)

People, School, Law, Business

“Most of the leaders are plain American citizens, of the people and near to the people, and they have all the education they need to whip the dudes who part their name in the middle and to run the City Government. p. 45”

George Washington Plunkitt (1842–1924) New York State Senator

Plunkitt of Tammany Hall, Chapter 11, Tammany Leaders Not Bookworms

People, Parting

“The judges of normality are present everywhere. We are in the society of the teacher-judge, the doctor-judge, the educator-judge, the social worker-judge; it is on them that the universal reign of the normative is based; and each individual, wherever he may find himself, subjects to it his body, his gestures, his behavior, his aptitudes, his achievements.”

Michel Foucault book Discipline and Punish

Discipline and Punish (1977)

Behavior, Teachers, Universe

“Anxiety is an even better teacher than reality, for one can temporarily evade reality by avoiding the distasteful situation; but anxiety is a source of education always present because one carries it within.”

Rollo May book The Meaning of Anxiety

The Meaning of Anxiety (1950)

Reality, Teachers

“The more that learn to read the less learn how to make a living. That's one thing about a little education. It spoils you for actual work. The more you know the more you think somebody owes you a living.”

Will Rogers (1879–1935) American humorist and entertainer

Daily Telegram #1597, Will Rogers Finds Larnin' Spoils One For Real Work (4 September 1931)
Daily telegrams

Thinking, Learning, Reading

“Today progress is so swift in all fields that the education received by young people is only a foundation that requires the constant acquisition of knowledge.”

Leonid Brezhnev (1906–1982) General Secretary of the Communist Party of the Soviet Union

Cited in Soviet Youth and Socialism http://leninist.biz/en/1974/SYAS228/3.1-Youth.and.Culture

People, Knowledge

“The natives, by and large, had to be driven to work with clubs, they preserved that much dignity, whereas the whites, perfected by public education, worked of their own free will.”

Louis-ferdinand Céline book Journey to the End of the Night

12
Journey to the End of the Night (1932)

Perfection

“Her point of view about student work was that of a social worker teaching finger-painting to children or the insane.
I was impressed with how common such an attitude was at Benton: the faculty—insofar as they were real Benton faculty, and not just nomadic barbarians—reasoned with the students, “appreciated their point of view”, used Socratic methods on them, made allowances for them, kept looking into the oven to see if they were done; but there was one allowance they never under any circumstances made—that the students might be right about something, and they wrong. Education, to them, was a psychiatric process: the sign under which they conquered had embroidered at the bottom, in small letters, Canst thou not minister to a mind diseased?—and half of them gave it its Babu paraphrase of Can you wait upon a lunatic? One expected them to refer to former students as psychonanalysts do: “Oh, she’s an old analysand of mine.” They felt that the mind was a delicate plant which, carefully nurtured, judiciously left alone, must inevitably adopt for itself even the slightest of their own beliefs.
One Benton student, a girl noted for her beadth of reading and absence of coöperation, described things in a queer, exaggerated, plausible way. According to her, a professor at an ordinary school tells you “what’s so”, you admit that it is on examination, and what you really believe or come to believe has “that obscurity which is the privilege of young things”. But at Benton, where education was as democratic as in “that book about America by that French writer—de, de—you know the one I mean”; she meant de Tocqueville; there at Benton they wanted you really to believe everything they did, especially if they hadn’t told you what it was. You gave them the facts, the opinions of authorities, what you hoped was their own opinion; but they replied, “That’s not the point. What do you yourself really believe?” If it wasn’t what your professors believed, you and they could go on searching for your real belief forever—unless you stumbled at last upon that primal scene which is, by definition, at the root of anything….
When she said primal scene there was so much youth and knowledge in her face, so much of our first joy in created things, that I could not think of Benton for thinking of life. I suppose she was right: it is as hard to satisfy our elders’ demands of Independence as of Dependence. Harder: how much more complicated and indefinite a rationalization the first usually is!—and in both cases, it is their demands that must be satisfied, not our own. The faculty of Benton had for their students great expectations, and the students shook, sometimes gave, beneath the weight of them. If the intellectual demands were not so great as they might have been, the emotional demands made up for it. Many a girl, about to deliver to one of her teachers a final report on a year’s not-quite-completed project, had wanted to cry out like a child, “Whip me, whip me, Mother, just don’t be Reasonable!””

Randall Jarrell book Pictures from an Institution

Source: Pictures from an Institution (1954) [novel], Chapter 3, pp. 81–83

Life, Children, Books, Youth

“Institutions should focus on educating against clashes of culture and the promotion of a culture of tolerance and peace.”

Nayef Al-Rodhan (1959) philosopher, neuroscientist, geostrategist, and author

Source: The Role of Education in Global Security (2007), p.105

Peace

“I have not had your advantages, gentlemen. What poor education I have received has been gained in the University of Life.”

Horatio Bottomley (1860–1933) English financier, journalist, editor, newspaper proprietor, swindler, and Member of Parliament

Speaking at the Oxford Union, December 2, 1920; quoted in Beverley Nichols 25: Being a Young Man's Candid Recollections of his Elders and Betters (London, 1926), ch. 7, p. 69.
Sometimes said to have been the first usage of this now ubiquitous cliché, though in fact the phrase university of life had been in use for many years. Some early instances:
"The disciplined minds that go from [their university's] walls will be its jewels…It will worthily introduce them to the University of Life." ~ The New Englander and Yale Review (February 1853), p. 70.
"The late Professor Greenleaf…who, not born to affluence, and not bred up to scholarly studies, achieved an honorable scholarship in the university of life". ~ Cornelius Conway Felton An Address Delivered before the Association of the Alumni of Harvard College, July 20, 1854 (Cambridge, Mass., 1854), p. 7.
"But God be thanked…for the university of life where we may acquire, at the same time that we put in practice, the rules which are to fit us for, and conduct us through the eternities." Elizabeth D. Livermore Zoë (Cincinnati, 1855), p. 14.
"When our men go into the great university of life…there are few, indeed, who have practical reason to regret that so many years were spent in the severe but salutary discipline imposed by the University of Dublin." ~ The Dublin University Magazine (April 1858), p. 419.

Life, Universe

“The very system of education which was deemed essential for forging bonds of unbroken alliance with the British power succeeded in unleashing revolutionary ideas and thoughts, which ultimately helped to throw off the yoke of alien rule in India. If we take a dispassionate view of what happened during the last one century, we must acknowledge that this has been an era in which good has been mixed with evil. The contact between the Indian mind and western thought and civilisation did not enslave the soul of India. In every domain of thought, in arts and architecture, in science, in history, philosophy and letters, in social services and in religious thought, great Indians gave their best, maintaining their stamp of originality as well as imbibing and assimilating fruits of western skill and knowledge. Though the number of Indians affected by such spread of knowledge was comparatively small, many of them assumed a much needed political leadership and became the instruments of agitation and mass movements, leading ultimately to the political liberation of their country. The cultural Renaissance preceded and created the silent Revolution.”

Syama Prasad Mookerjee (1901–1953) Indian politician

Speech delivered at Delhi University Convocation on 13th December 1952.

Art, Soul, History, Idea

“Some students at BYU perceive general education as an unfortunate burden that does little for them professionally. I was rudely awakened to this perception the first time that I taught Biology 100. Having loved biology my entire life, I assumed that all 250 students in my class would be as enthusiastic as I was to study biology. I quickly learned that most of my students dreaded having to take the course and had little interest in the sciences. My challenge was to help them learn to reverently admire the intricate wonders of God's creation that are evident when we study life. General education is especially important at BYU, for here a thoughtful study of the arts and sciences can be, in President Kimball's words, "bathed in the light and color of the restored gospel."”

Daniel J. Fairbanks (1956) American artist

Let me share with you a few of my own experiences.
The quoted line is taken from "Education for Eternity" (12 Septemebr 1967), by Spencer W. Kimball, p. 11, preschool address to BYU faculty and staff.
The Arts, the Sciences, and the Light of the Gospel (2000)

Love, Life, God, Art

“The South Indian Missionary Conference held in 1858 had left nobody in doubt as to what the missionary schools and colleges were trying to achieve. “The object of all missionary labour,” proclaimed the Conference report, “is, or should be not primarily the civilization but the evangelisation of the heathen. Schools may be regarded as converting agencies, and their value estimated by the number who are led by the instruction they receive to renounce idolatry and make an open profession of Christianity; or the principal object aimed at may be the raising up of Native helpers in the Missionary work. Each of these is a legitimate object of Missionary labour and the value of any system of education as a Missionary Agency, must be tested by its adaptedness to accomplish one or more of these objects.””

Sita Ram Goel (1921–2003) Indian activist

History of Hindu-Christian Encounters (1996)

School

“…a victim of bad medicine, bad air, bad food, farcical education, a despicable popular culture.”

Anthony Burgess (1917–1993) English writer

Fiction, 1985 (1978)

Food

“And America needs citizens to extend the compassion of our country to every part of the world. So we will renew the promise of the Peace Corps, double its volunteers over the next five years, and ask it to join a new effort to encourage development and education and opportunity in the Islamic world.”

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

2000s, 2002, State of the Union address (January 2002)

World, Peace, Effort, Parting

“One of the things that we can learn [from] the Cubans is that they are highly politically conscientized. …they understand what constitute progress and what constitute the enemy. And they have come to appreciate that they are in the situation they are because of the choice they have made, of not wanting to follow what the big brother America says they must do. And they know that if it was not [for the] illegal embargo imposed on them, they were actually going to be a much much more better country. Look at them, they have succeeded, the better education, better healthcare, the illiteracy levels are extreme low, under difficult circumstances. [The] quality of education, the quality of primary healthcare [of some country's without embargoes] is nothing compared to a country [Cuba] which is suffering from a serious economic embargo. So we can learn from the Cubans through their determination, through their appreciation that they are a unique nation, and have chosen their path, and they will lead by their conviction. [Interviewer Bryce-Pease asks Malema about Cuba's socialist-democratic model, lack of human rights, lack of freedom of association or freedom of speech among the opposition, and whether South Africa should take those as lessons. ] Malema: …if they think that their model works for them I am not the one to impose on them what should be the type of political systems in Cuba. They are the ones who can chose which direction they want to take. [Bryce-Pease: Do you see a model like Cuba existing in South Africa? ] When we can do actually much better, our democratic system is intact, it is working […] but there are a lot of things to learn from Cuba [for instance] inculcating the history of the revolution in our education system, so that everybody else is conscientized… Of course there will be some few elements who are not happy. … [Castro] is bound to commit mistakes but generally we are more than happy with the type of work he has done for the Cubans and for the Africans as well, having contributed to the decolonization of Africa and the defeat of apartheid in southern Africa…”

Julius Malema (1981) South African political activist

In Cuba, after paying his respects at Fidel Castro's funeral, Julius Malema in Cuba for Castro's funeral https://www.youtube.com/watch?v=vQy8ALs-aIo, SABC News (5 December 2016)

Happiness, History, Understanding, Thinking

“Eichmann, much less intelligent and without any education to speak of, at least dimly realized that it was not an order but a law which had turned them all into criminals. The distinction between an order and the Führer's word was that the latter's validity was not limited in time and space, which is the outstanding characteristic of the former. This is also the true reason why the Führer's order for the Final Solution was followed by a huge shower of regulations and directives, all drafted by expert lawyers and legal advisors, not by mere administrators; this order, in contrast to ordinary orders, was treated as a law. Needless to add, the resulting legal paraphernalia, far from being a mere symptom of German pedantry and thoroughness, served most effectively to give the whole business its outward appearance of legality.And just as the law in civilized countries assumes that the voice of conscience tells everybody, "Thou shalt not kill," even though man's natural desires and inclinations may at times be murderous, so the law of Hitler's land demanded that the voice of conscience tell everybody: "Thou shalt kill," although the organizers of the massacres knew full well that murder is against the normal desires and inclinations of most people. Evil in the Third Reich had lost the quality by which most people recognize it — the quality of temptation.”

Hannah Arendt book Eichmann in Jerusalem

Source: Eichmann in Jerusalem (1963), Ch. VIII.

People, Law, Intelligence, Business

“When you educate someone, you teach them how to use language to arm them, straighten them out, organize them, elevate them and you ennoble them, and then they're not misshapen half-carved blocks of humanity – people that can stand up, stand around and manoeuvre through the world, contribute properly to the community and keep the world oriented between chaos and order.”

Jordan Peterson (1962) Canadian clinical psychologist, cultural critic, and professor of psychology

Biblical Lectures

People, World, Communication

“The sense of honour is of so fine and delicate a nature, that it is only to be met with in minds which are naturally noble, or in such as have been cultivated by good examples, or a refined education.”

Joseph Addison (1672–1719) politician, writer and playwright

No. 161.
The Guardian (1713)

Nature, Sense

“Males are educated for independence from the day they are born.”

Colette Dowling (1938)

Source: The Cinderella Complex: Women's Hidden Fear of Independence (1981), p. 16

“Nile Kinnck was born in 1902. Kinnick played basketball and football it high school. He moved on to play for the iowa hawkeyes and is still the only one from Iowa to win the Heisman. While playing for Iowa he broke many records he also dropped kicked for the team. It is my belief that the essential thing to be gained from a college education is to learn to think, to think for yourself; to develop an active, alert, inquiring mind…In reality you have to educate yourself. College only presents the opportunity.”

Nile Kinnick (1918–1943) College football player

Letter to his parents (January 16, 1939)

School, Thinking, Reality, Learning

“I knew that the stupidest students, the silliest professors, and the worst bull courses are concentrated in schools of education.”

Robert A. Heinlein book The Number of the Beast

Source: The Number of the Beast (1980), Chapter IX : Most males have an unhealthy tendency to obey laws., p. 82

School

“Troy: Hi, I'm Troy McClure. You may remember me from such educational films as Lead Paint: Delicious but Deadly and Here Comes the Metric System!. Today I will be your narrator in this sex-ed film called Fuzzy Bunny's Guide to You-Know-What.”

Phil Hartman (1948–1998) Canadian American actor, comedian, screenwriter, and graphic artist

On the Simpsons, Troy McClure

Sex, Painting

“…Don't be disheartened as so many have become - about quotas and reservations in education”

Fali Sam Nariman (1929) Indian politician

Affirmative action, not quotas for education': Nariman

“He who wants to educate himself in Chess must evade what is dead in Chess…the habit of playing with inferior opponents; the custom of avoiding difficult tasks; the weakness of uncritically taking over variations or rules discovered by others; the vanity which is self-sufficient; the incapacity for admitting mistakes; in brief, everything that leads to standstill or to anarchy.”

Emanuel Lasker (1868–1941) German World Chess Champion and grandmaster, contract bridge player, mathematician, and philosopher

Source: Lasker's Manual of Chess (1925), p. 338

Dead

“All education which is in its kind complete and good, is the means of forming character, and of making useful men and women.”

George Long (1800–1879) English classical scholar

An Old Man's Thoughts on Many Things, Of Education I

Women, Men

“But let them tell you what type of an Apostle or prophet God promised them. Was it a man from some of the enemy colleges and universities with an arm full of degrees coming from these institutions of learning of the enemy?Let them read their scriptures and see what type of man God promised to choose for a last messenger. How many of the prophets in the past were educated men of the civilization in which they were born before the call of God?”

Elijah Muhammad (1897–1975) American religious leader

Message to the Blackman (1965)

Men, God, Learning, Universe

“Political society wants things simple. Political scientists know them to be complex… One could argue that, in part, the leftist impulse is so conspicuous among the educated and well-to-do precisely because they are exposed to more information, and are accordingly forced to choose between living with the strains of complexity, or lapsing into simplism.”

Daniel Patrick Moynihan (1927–2003) American politician

"The Schism in Black America" Public Interest (27), 1972.
Attributed

Parting

“I have gained a lot from my German teachers and philosophers and I acknowledge this debt whole heartedly but it does not mean that others have not contributed to the growth of my ideas. I have been influenced in much the same way by thoughts of Indian, Swiss, English and American teachers and educational philosophers. I always treat truth and discretion as my lost property and pick it up wherever I find it.”

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

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

Truth, Way, Idea, Teachers

“Indian', [mom said], you will write Indian. And if they have a problem with that let them come and talk to me. They have no business asking you your religion. How is that the basis for an educational qualification?”

Protima Bedi (1948–1998) Indian model and dancer

Reply to her daughter Pooja Bedi who was filling a form in the school in [Bedi, Ibrahim, Pooja, Timepass, http://books.google.com/books?id=8Ykpao-TL-AC, April 2003, Penguin Books India, 978-0-14-028880-3, vii]

Religion, Moms, Business, Problem

“The real issue here, if you look at the Koch Brothers' agenda, is: look at what many of the extreme right-wing people believe. Obamacare is just the tip of the iceberg. These people want to abolish the concept of the minimum wage, they want to privatize the Veteran's Administration, they want to privatize Social Security, end Medicare as we know it, massive cuts in Medicaid, wipe out the EPA, you don’t have an Environmental Protection Agency anymore, Department of Energy gone, Department of Education gone. That is the agenda. And many people don’t understand that the Koch Brothers have poured hundreds and hundreds of millions of dollars into the tea party and two other kinds of ancillary organizations to push this agenda.”

Bernie Sanders (1941) American politician, senator for Vermont

Regarding the United States federal government shutdown of 2013, [Sanders, Bernie, MSNBC News Interview (7 October 2013) (06:41), http://www.youtube.com/watch?v=6LC_4h8rk9E, 7 October 2013, YouTube, 12 October 2013]
[Staff, Bernie Sanders Says Koch Brothers Shut Down Government Via Citizens United, http://www.inquisitr.com/984880/bernie-sanders-says-koch-brothers-shut-down-government-via-citizens-united, 8 October 2013, The Inquisitr, 12 October 2013]
2010s

People, Understanding, Tea

“No one, however smart, however well educated, however experienced, is the suppository of all wisdom.”

Tony Abbott (1957) Australian politician

Liberal Party Campaign launch, 12/08/2013 ( "Tony Abbott declares 'no one can be a suppository of all wisdom'" http://www.news.com.au/national-news/federal-election/tony-abbott-declares-8216no-one-can-be-a-suppository-of-all-wisdom8217/story-fnho52ip-1226695541167#ixzz2dV4byg55). A linguistic mix up/gaffe, confusing "suppository" with "repository" 2013

Wisdom

“Gravestones, he knew, were educational media, teaching that life has limits: don’t set your sights too high.”

James K. Morrow (1947) (1947-) science fiction author

Source: This Is the Way the World Ends (1986), Chapter 1, “In Which Our Hero Is Introduced and Taught the True Facts Concerning Strategic Doctrine and Civil Defense” (p. 14)

Life

“Moral education is not mere drill in the ways of the herd. The good man's first duty, as Professor Erskine says, is to be intelligent. Good intentions alone do not enable man to judge wisely or behave well. The prevailing idea that one can be at the same time good and stupid has strongly influenced our education.”

Everett Dean Martin (1880–1941)

Source: The Meaning of a Liberal Education (1926), p. 180

Stupidity, Way, Intelligence, Idea

“When most of Europe was still illiterate, the Hutterites had established a system of primary schools. Among them education was compulsory. They believed that their movement depended on an educated people who could practice discipleship in light of New Testament teachings. Of course, the state churches felt no such need. Their religion was primarily in the hands of religious professionals. The layman's chief function in such ecclesiastical systems was to obey. For this purpose ignorance served as well as, if not better than, knowledge.”

William Roscoe Estep (1920–2000) American theologian

The Anabaptist Story (1996), p. 142

People, School, Religion, Knowledge

“The dynamics of the city. His mother had been scared of cities. It had been part of his education. She had told him cities are dangerous places. They're full of tough, scary guys. He was a tough boy himself but he had walked around as a teenager ready and willing to believe her. And he had seen that she was right. People on city streets were fearful and furtive and defensive. They kept their distance and crossed to the opposite sidewalk to avoid coming near him. They made it so obvious he became convinced the scary guys were always right behind him, at his shoulder. Then he suddenly realized no, I'm the scary guy. They're scared of me. It was a revelation. He saw himself reflected in store windows and understood how it could happen. He had stopped growing at fifteen when he was already six feet five and two hundred and twenty pounds. A giant. Like most teenagers in those days he was dressed like a bum. The caution his mother had drummed into him was showing up in his face as a blank-eyed, impassive stare. They're scared of me. It amused him and he smiled and then people stayed even farther away. From that point onward he knew cities were just the same as every other place, and for every city person he needed to be scared of there were nine hundred and ninety-nine others a lot more scared of him. He used the knowledge like a tactic, and the calm confidence it put in his walk and his gaze redoubled the effect he had on people. The dynamics of the city.”

Lee Child book Running Blind

Source: Running Blind (2000), Ch. 1.

People, Fear, Smile, Guy

“It is time to change the political discourse on globalization: trade is a good thing, but fair and sustainable development also demands public services, infrastructure, health and education systems. In turn, these themselves demand fair taxation systems. If we fail to deliver these, Trumpism will prevail.”

Thomas Piketty (1971) French economist

We must rethink globalization, or Trumpism will prevail (16 November 2016)

Health, Change, Time

“We Arabs, especially the educated among us, look with the deepest sympathy on the Zionist movement…. We will wish the Jews a most hearty welcome home.”

Faisal I of Iraq (1883–1933) King of Syria

From correspondence with American Supreme Court Justice Felix Frankfurter.
Tessler, Mark. A History of the Israeli-Palestinian Conflict. Indiana UP, Bloomington and Indianapolis. P. 152.

Home

“During the 1980s, widespread dissatisfaction with America’s schools gave rise to a powerful movement for educational change, and the nation’s political institutions responded with aggressive reforms. Chubb and Moe argue that these reforms are destined to fail because they do not get to the root of the problem. The fundamental causes of poor academic performance, they claim, are not to be found in the schools, but rather in the institutions of direct democratic control by which the schools have traditionally been governed. Reformers fail to solve the problem-when the institutions ARE the problem. The authors recommend a new system of public education, built around parent-student choice and school competition, that would promote school autonomy—thus providing a firm foundation for genuine school improvement and superior student achievement.”

Terry M. Moe (1949) American political scientist

John E. Chubb, and Terry M. Moe (1990). Politics, markets, and America's schools. Brookings Institution Press; Book abstract

School, Problem, Parent, Change

“Analytic therapy is thus a form of re-education; Freud specifically called it that. It is re-education so far as it eliminates those symptoms through which the patient has tried, mistakenly, to resolve the contradictions in his life.”

Philip Rieff (1922–2006) American sociologist

The Triumph of the Therapeutic (1966)

Life

“I tour a bit in America and a lot in Europe, Holland especially, where they have this forward-looking music scene because they got through the barriers 15 years ago. They gobble up the things I do. I go to the Far East - I like working with the orchestra in Singapore - but my favourite places tend to be the ones where it's more than turning up and doing a big concert. Next month I go to the Sydney Festival, where I've persuaded them to do the Lou Harrison concerto. As penance, though I don't mind it, I have to play the Gershwin concerto in the first half. And I hope to return year after year to South Africa, where I've been with the National Symphony Orchestra into Soweto. Education work is being done there for the first time. Previously they had never bothered to find new audiences, and now they are staring into an abyss which we may face too. Events there are a fast-forward version of what could happen here.”

Joanna MacGregor (1959) British musician

The Times, 15/12/1998
Musician's life

Hope, Music, Time

“As people acquire more education, their expectations rise as to the amount of responsibility, authority, and income they receive.”

Rensis Likert (1903–1981) American statistician

Source: New patterns of management, (1961), p. 2

People

“[Conchita Wurst] She is an incredible singer and entertainer. But what made her win so meaningful was the way she turned her victory in the Song Contest into an electrifying moment of human rights education. Conchita is promoting respect for diversity. This is a core value of the United Nations Charter, along with our commitment to tolerance. She confounds people's preconceived ideas of gender and sexuality - and she appeals to them to accept her as she is. That is a powerful message. I am delighted she is using her talent and the Eurovision platform to take this message to a global audience.”

Ban Ki-moon (1944) 8th Secretary-General of the United Nations

3 November 2014; Remarks at Meeting with Conchita Wurst http://www.unis.unvienna.org/unis/en/pressrels/2014/unissgsm573.html

People, Way, Idea, Victory

“The advancement of education and the advancement of society are absolutely synonymous. The causes of conflict can be eliminated only through the advancement of both.”

Newton Lee American computer scientist

Google It: Total Information Awareness, 2016

“In 1933-34, I took a full-blown college course on the University of Chicago campus. This was part of an experiment by President Hutchins to see whether combining the last two years of high school with the first two years of college might make a more rigorous curriculum possible for what he called "General Education." This he hoped might provide a rational, philosophical guide to adult life and citizenship, replacing the vanished religious certainties he had grown up to reject—and regret.”

William H. McNeill (1917–2016) Canadian historian

The Pursuit of Truth: A Historian's Memoir (2005)

Life, School, Hope, Universe

“[Practicing executives] unevenly qualified by education and experience but uniformly burdened by the same kind of responsibility, is made elite not by inheritance or schooling; but by its assigned duties. Its members have responsibility for leading the organizations that develop material wealth in our society and thereby make possible all the other kinds of wealth that constitute our civilization and make life worthwhile.”

Kenneth R. Andrews (1916–2005) Business scholar

Source: Quote, The Concept of Strategy, 1971, p. vii

Life, School, Wealth

“Organizational theory is one of the most vibrant areas in sociological research. Scholars from many subfields, (medical sociology, political sociology, social movements, education) have felt compelled to study organizational theory because of the obviously important role that complex organizations play in their empirical research. But scholars who do not do organizational theory are often struck at how arcane the debates are within organizational theory. They also think most of organizational theory is about firms and thus, the theory does not seem to have much application to other kinds of social arenas.”

Neil Fligstein (1951) American sociologist

Source: Organizations: Theoretical Debates and the Scope of Organizational Theory, 2001, p. 1

Thinking, Study

“They say we must not on any account "Americanise" our institutions…They tell us in America numbers overwhelm property and education. Well, but numbers have not overwhelmed property and education in England, and yet look at legislation in England. Look at our wars, look at our debt, look at our taxes, look at this great fact—that every improvement of the last forty years has been an improvement which numbers, and numbers only, have wrested from the property, and what they call the education of the country. Our education is fairly represented by our Universities, but I say now, as I have said before, that if the Legislature of England, if the Parliament of England, had been guided for thirty years past according to the counsels of the representatives from the Universities, England, instead of being a country of law and of order, would have been long before this a country of anarchy and of revolution.”

John Bright (1811–1889) British Radical and Liberal statesman

Speech in Birmingham (27 October 1858), quoted in G. M. Trevelyan, The Life of John Bright (London: Constable, 1913), pp. 271-272.
1850s

War, Law, Universe, Past

“After making careful inquiry I can not find a half a dozen cases of a man or woman who has completed a full course of education in any of our reputable institutions like Hampton, Tuskegee, Fiske, or Atlanta, who are imprisoned. The records of the South show that 90 percent of the colored people imprisoned are without knowledge of trades and 61 percent are illiterate. But it has been said that the negro proves economically valueless in proportion as he is educated. Let us see. All will agree that the negro in Virginia, for example, began life forty years ago in complete poverty, scarcely owning clothing or a day's food. The reports of the State auditor show the negro today owns at least one twenty-sixth of the real estate in that Commonwealth exclusive of his holdings in towns and cities, and that in the counties east of the Blue Ridge Mountains he owns one-sixteenth. In Middlesex County he owns one-sixth: in Hanover, one-fourth. In Georgia the official records show that, largely through the influence of educated men and women from Atlanta schools and others, the negroes added last year $1,526,000 to their taxable property, making the total amount upon which they pay taxes in that State alone $16,700,000. Few people realize under the most difficult and trying circumstances, during the last forty years, it has been the educated negro who counseled patience, self-control, and thus averted a war of races. Every negro going out of our institutions properly educated becomes a link in the chain that shall forever bind the two races together in all essentials of life.”

Booker T. Washington (1856–1915) African-American educator, author, orator, and advisor

Speech in New York (12 February 1904), as quoted in speech by Edward de Veaux Morrell in the House of Representatives https://cdn.loc.gov/service/rbc/lcrbmrp/t2609/t2609.pdf (4 April 1904) 1900s

Life, Women, Men, War

“The unfinished character of human beings and the transformational character of reality necessitate that education be an ongoing activity.”

Paulo Freire (1921–1997) educator and philosopher

Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 3, on dialogue.

Reality

“If children have interests then education happens.”

Arthur C. Clarke (1917–2008) British science fiction writer, science writer, inventor, undersea explorer, and television series host

As quoted in Ted Talk "The child-driven education" http://www.ted.com/talks/sugata_mitra_the_child_driven_education.html by Sugata Mitra (2012) 2000s and attributed from posthumous publications

Children

“The education that you give to the upper classes will not uproot idolatry and prejudice, for it is amongst the masses that the error and prejudice will always maintain their power, and while you do not uproot those prejudices from the hearts of the masses, a handful of educated Hindus will never be able successfully to reform the country.”

Keshub Chunder Sen (1838–1884) Indian academic

Speech delivered at the Metropolitan Tabernacle, Newington Butts, London on 24th May 1870. See Education in India for major portion of the speech.

Error, Heart, Country

“For all their incoherence and senseless rage, their message is attractive to those layers of the population who yearn for some order in their lives. If the fanatics promise to feed them and educate their children they are prepared to forgo the delights of CNN and BBC World.”

Tariq Ali book The Clash of Fundamentalisms

Referring to the Taliban. The Clash of Fundamentalisms ISBN 1-85984-457-X, pg. 200.

Children, World, Rage

“I admit freely enough that, by careful breeding, supervision of environment and education, extending over many generations, it might be possible to make an appreciable improvement in the stock of the American negro, for example, but I must maintain that this enterprise would be a ridiculous waste of energy, for there is a high-caste white stock ready at hand, and it is inconceivable that the negro stock, however carefully it might be nurtured, could ever even remotely approach it. The educated negro of today is a failure, not because he meets insuperable difficulties in life, but because he is a negro. He is, in brief, a low-caste man, to the manner born, and he will remain inert and inefficient until fifty generations of him have lived in civilization. And even then, the superior white race will be fifty generations ahead of him.”

H.L. Mencken (1880–1956) American journalist and writer

Men versus the Man: A Correspondence between Robert Rives La Monte, Socialist, and H.L. Mencken, Individualist (1910), pg. 116
1910s

Life, Failure

“The first Christian who can write decent Latin is Minucius Felix, whose Octavius, written in the first half (possibly the first quarter) of the Third Century must have done much to make Christianity respectable. He concentrates on ridiculing pagan myths that no educated man believed anyway and on denying that Christians (he means his kind, of course!) practice incest (a favorite recreation of many sects that had been saved by Christ from the tyranny of human laws) or cut the throats of children to obtain blood for Holy Communion (as some groups undoubtedly did). He argues for a monotheism that is indistinguishable from the Stoic except that the One God is identified as the Christian deity, from whose worship the sinful Jews are apostates, and insists that Christians have nothing to do with the Jews, whom God is going to punish. What is interesting is that Minucius has nothing to say about any specifically Christian doctrine, and that the names of Jesus or Christ do not appear in his work. There is just one allusion: the pagans say that Christianity was founded by a felon (unnamed) who was crucified. That, says Minucius, is absurd: no criminal ever deserved, nor did a man of this world have the power, to be believed to be a god (erratis, qui putatis deum credi aut meruisse noxium aut potuisse terrenum). That ambiguous reference is all that he has to say about it; he turns at once to condemning the Egyptians for worshipping a mortal man, and then he argues that the sign of the cross represents (a) the mast and yard of a ship under sail, and (b) the position of man who is worshipping God properly, i. e. standing with outstretched arms. If Minucius is not merely trying to pull the wool over the eyes of the gullible pagans, it certainly sounds as though this Christian were denying the divinity of Christ, either regarding him, as did many of the early Christians, as man who was inspired but was not to be identified with God, or claiming, as did a number of later sects, that what appeared on earth and was crucified was merely a ghost, an insubstantial apparition sent by Christ, who himself prudently stayed in his heaven above the clouds and laughed at the fools who thought they could kill a phantom. Of course, our holy men are quite sure that he was "orthodox."”

Revilo P. Oliver (1908–1994) American philologist

The Jewish Strategy, Chapter 12 "Christianity"
1990s, The Jewish Strategy (2001)

Men, God, Children, World

“Sometimes I suspect that our own civilization is not altogether perfect. When I think of the penitentiaries crammed to suffocation, and of the many who ought to be in; of the want, the filth, the depravity of the great cities; of the starvation in the manufacturing centers of Great Britain, and, in fact, of all Europe; when I see women working like beasts of burden, and little children deprived, not simply of education, but of air, light and food, there is a suspicion in my mind that Christian civilization is not a complete and overwhelming success.”

Robert G. Ingersoll (1833–1899) Union United States Army officer

"To the Indianapolis Clergy." The Iconoclast (Indianapolis, IN) (1883)

Women, Children, Food, Thinking

“Civilization, it was once said, is a race between education and catastrophe — and we intend to win that race for education.”

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

1963, Remarks Intended for Delivery to the Texas Democratic State Committee in the Municipal Auditorium in Austin

“Our vulnerability [ to ressentiment], is unavoidable (and probably incurable) in a kind of society in which relative equality of political and other rights and formally acknowledged social equality go hand in hand with enormous differences in genuine power, possessions and education; a society in which everyone “has the right” to consider himself equal to everybody else, while in fact being unequal to them.”

Zygmunt Bauman (1925–2017) Polish philosopher and sociologist

[paraphrasing the view of Max Scheler], p. 25.
The Art of Life (2008)

“Don't terrorize. Organize. Don't burn. Give kids a chance to learn … The real answer to race problems in this country is education. Not burning and killing. Be ready. Be qualified. Own something. Be somebody. That's Black Power.”

James Brown (1933–2006) American singer, songwriter, musician, and recording artist

Statement on national TV during the 1968 riots in Washington, DC after the Martin Luther King assassination. http://likethedew.com/2010/04/26/james-brown-and-his-changing-times-rockin-the-white-house-8

Problem, Learning, Chance, Country

“The nearer society approaches to divine order, the less separation will there be in the characters, duties, and pursuits of men and women. Women will not become less gentle and graceful, but men will become more so. Women will not neglect the care and education of their children, but men will find themselves ennobled and refined by sharing those duties with them; and will receive, in return, co-operation and sympathy in the discharge of various other duties, now deemed inappropriate to women. The more women become rational companions, partners in business and in thought, as well as in affection and amusement, the more highly will men appreciate home.”

Lydia Maria Child (1802–1880) American abolitionist, author and women's rights activist

1840s, Letters from New York (1843) Source: Letters from New York http://www.bartleby.com/66/60/12260.html, vol. 1, letter 34

Women, Men, Children, Home

“The UK has two things, the arts and education, and both of them it pushes into the corner. It's the hugest, hugest mistake. Why do British ministers meet anyone from the arts other than to cut them? Compared to Germany, Britain has got quite a long way to go there, frankly.”

Anish Kapoor (1954) British contemporary artist of Indian birth

Art, Way

“Every intellectual revolution which has ever stirred humanity into greatness has been a passionate protest against inert ideas. Then, alas, with pathetic ignorance of human psychology, it has proceeded by some educational scheme to bind humanity afresh with inert ideas of its own fashioning.”

Alfred North Whitehead (1861–1947) English mathematician and philosopher

1920s, The Aims of Education (1929)

Idea, Fashion, Passion

“My mother took too much, a great deal too much, care of me; she over-educated, over-instructed, over-dosed me with premature lessons of prudence: she was so afraid that I should ever do a foolish thing, or not say a wise one, that she prompted my every word, and guided my every action. So I grew up, seeing with her eyes, hearing with her ears, and judging with her understanding, till, at length, it was found out that I had not eyes, ears or understanding of my own.”

Maria Edgeworth (1768–1849) Irish writer

Vivian (1812), ch. 1; Tales and Novels, vol. 8, p. 8.

Understanding

“Credentialing, not education, has become the primary business of North American universities.”

Jane Jacobs book Dark Age Ahead

Source: Dark Age Ahead (2004), Chapter Three, Credentialing Versus Educating, p. 44

Business, Universe

“[His work is addressed]… not to the learned and experienced mathematicians who are already, or should be, better acquainted with them… [and most of whom] have studied mechanics more as a subject of curiosity and a hobby, than with any view of service to the public. The people we had in mind were rather the mechanic, handicraftsman and the like, who, without education or knowledge of foreign languages have no access to many sources of information…”

Jacob Leupold (1674–1727) German multidisciplinary scientist

Jacob Leupold (1724-39) Theatrium machinarum, as quoted in: Biography of Jacob Leupold (1674–1727) http://history-computer.com/People/LeupoldBio.html on history-computer.com, 2013

People, Knowledge, Study, Learning

“Just as work is the curse of the drinking classes of this country," [Wilde] said laughing, "so education is the curse of the acting classes.”

Frank Harris (1856–1931) Irish journalist and rogue

Oscar Wilde (1916) ch. 11.

Drink, Country

“Education ent only books and music – it's asking questions, all the time. There are millions of us, all over the country, and no one, not one of us, is asking questions, we're all taking the easiest way out.”

Arnold Wesker (1932–2016) British dramatist

Roots, Act 3 (1959)

Books, Music, Way, Question

“My work will use everything that it can to communicate. It will use any trick; it'll do anything — absolutely anything — to communicate and to win the viewer over. Even the most unsophisticated people are not threatened by it; they aren't threatened that this is something they have no understanding of. They can look at it and they can participate with it. And also somebody who has been very highly educated in art and deals with more esoteric areas can also view it and find that the work is open as far as being something that wants to add more to our culture. The work wants to meet the needs of' the people. It tries to bring down all the barriers that block people From their culture. that shield and hide them. It tells them to embrace the moment instead of always feeling that they're being indulged by things that they do not participate in. It tells them to believe in something and to eject their will. The idea of St. John and baptism right now is that there are greater things to come. And it's about embracing guilt and shame and moving forward instead of letting this negative society always thwart us — always a more negative society, always more negative.”

Jeff Koons (1955) American artist

Partly cited in: Linda Weintraub, Arthur Coleman Danto, Thomas McEvilley. Art on the edge and over: searching for art's meaning in contemporary society, 1970s-1990s. Art Insights, Inc., 1996. p. 201; And cited in Kristine Stiles, ‎Peter Howard Selz (1996). Theories and Documents of Contemporary Art: A Sourcebook of Artists' Writings. p. 381
"From Full Phantom Five," 1988

People, Art, Feeling, Communication

“You can’t explain the votes of places like Clay County as a response to disagreements about trade policy. The only way to make sense of what happened is to see the vote as an expression of, well, identity politics — some combination of white resentment at what voters see as favoritism toward nonwhites (even though it isn’t) and anger on the part of the less educated at liberal elites whom they imagine look down on them.”

Paul Krugman (1953) American economist

The New York Times Columns, The Populism Perplex (November 25, 2016)

Way, Imagination, Sense, Parting

“I have to laugh when the English claim they are such a wonderful nation. Everyone knows that Englishmen are really Germans, that the English kings were German, and that in Russia the emperors were either of German origin or received their education in Germany.”

Hermann Göring (1893–1946) German politician and military leader

To Leon Goldensohn (28 May 1946)
The Nuremberg Interviews (2004)

“…ignorant of all that man had ever thought or hoped, their minds burst open like flowers at the sunlight of a suggestion. They were quick to respond; plastic to a mould; and incapable of fatigue. Their faith in education was so full of pathos that one dared not ask them what they thought they could do with education when they got it.”

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

The Education of Henry Adams (1907)

Faith, Hope, Flowers

“You can be an intellectual yet still be an idiot. 'Educated philistines' have been wrong on everything from Stalinism to Iraq to low-carb diets.”

Nassim Nicholas Taleb (1960) Lebanese-American essayist, scholar, statistician, former trader and risk analyst

Skin in the Game (2018)

“The most important thing any teacher has to learn, not to be learned in any school of education I ever heard of, can be expressed in seven words: Learning is not the product of teaching. Learning is the product of the activity of learners.”

John Holt (1923–1985) educator

Growing Without Schooling magazine, no. 40 (1984).

School, Learning, Teachers

“It is a testimony to the power of education that classical mechanics could operate for so long under a mistaken conception. Teaching and research concentrated on integrable systems, each feeding the other, until in the end we had no longer the tools nor the interest for studying nonintegrable systems.”

Ivar Ekeland (1944) French mathematician

Source: The Best of All Possible Worlds (2006), Chapter 4, From Computation To Geometry, p. 84.

Study

“Honor, justice and humanity call upon us to hold and to transmit to our posterity, that liberty, which we received from our ancestors. It is not our duty to leave wealth to our children; but it is our duty to leave liberty to them. No infamy, iniquity, or cruelty can exceed our own if we, born and educated in a country of freedom, entitled to its blessings and knowing their value, pusillanimously deserting the post assigned us by Divine Providence, surrender succeeding generations to a condition of wretchedness from which no human efforts, in all probability, will be sufficient to extricate them; the experience of all states mournfully demonstrating to us that when arbitrary power has been established over them, even the wisest and bravest nations that ever flourished have, in a few years, degenerated into abject and wretched vassals.”

John Dickinson (1732–1808) American politician

From ‘A Duty to Posterity’, as contained in A Library of American Literature From the Earliest Settlement to the Present Time, Volume 3, ed. Edmund Clarence Stedman, C. L. Webster (1892), pp. 177-178

Children, Justice, Effort, Freedom

“What we seek to advance, what we seek to develop in all of our colleges and universities, are educated men and women who can bear the burdens of responsible citizenship, who can make judgments about life as it is, and as it must be, and encourage the people to make those decisions which can bring not only prosperity and security, but happiness to the people of the United Sates and those who depend upon it.”

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

"Address at the University of North Dakota (379)" (25 September 1963) http://www.jfklibrary.org/Research/Research-Aids/Ready-Reference/JFK-Quotations.aspx 1963

Life, Women, Men, Happiness

“Education is still starved. It is the cornerstone of any civilized society and the sharpest sword in the defence of freedom, but it is still the step child of governments and corporations alike.”

Stanley Knowles (1908–1997) Canadian politician

Source: The New Party - (1961), Chapter 7, Program, p. 84

Freedom

“I have learned so much from every director and actor I have ever worked with. I have been fortunate to have worked with some of the greats of our era and I was always cognizant of the fact that I was getting a free education every time at bat. I think you learn so much from just observing and being privy to the conversations that move the creative process forward.”

Erick Avari (1952) Indian actor

Playing Elrktra's Father and Encountering The Mummy: A Chat with Actor Erick Avari https://podcastingthemsoftly.com/2015/11/17/playing-elektras-father-and-encountering-the-mummy-a-chat-with-actor-erick-avari/ (November 17, 2015)

Thinking, Learning, Time

“A Muslim will never get tired and bored of educating himself throughout his life.”

Ali al-Rida (770–818) eighth of the Twelve Imams

Ibn Shu’ba al-Harrani, Tuhaf al-'Uqul, p. 467.
Regarding Knowledge & Wisdom, Religious

Life

“And we wonder why we have problems with homelessness in our country. We wonder why we're floundering in education. We have got to take a look at reversing the priorities of this country.”

Yolanda King (1955–2007) American actress

Statements made as she condemned military action in the Persian Gulf http://community.seattletimes.nwsource.com/archive/?date=19910118&slug=1261445 1990s

Problem, Country

“Conversation Theory is a summarization of our assumptions and rationale from this early period. Conversations are behaviors, but special kinds of behaviors with hard-valued observables in the form of concept sharings, detected as "understandings." Conversations are, we believe, the first basic data of psychological, social, or educational theory. We see later that people can even have conversations with themselves. Conversations which may lead to concept sharing need not be verbal. Often they are gestural, pictorial, or mediated through a computer interface.”

Gordon Pask (1928–1996) British psychologist

Learning Strategies, Teaching Strategies, and Conceptual or Learning Style (1988)

People, Behavior, Understanding

“I think [women] should be armed but should not vote … women have no capacity to understand how money is earned. They have a lot of ideas on how to spend it … it's always more money on education, more money on child care, more money on day care.”

Ann Coulter (1961) author, political commentator

Remarks on Politically Incorrect (26 February 2001).
2001

Women, Money, Idea, Understanding

“Revolution or civil war is the only outcome of the present irreconcilable attitude of Australian political parties. The methods of "democracy," far from providing a means of solving the industrial problem, have proved entirely inadequate to the task. Political organization has been mistaken for political education; the party system has accentuated and added to our industrial difficulties. Democracy has done nothing to help society to unanimity, nothing to aid the individual to a sense of social function.”

Elton Mayo (1880–1949) Australian academic

Source: Democracy and freedom. 1919, p. 44; Cited in: Wood & Wood (2004, 78).

War, Democracy, Problem, Sense

“[Education] seems to be the only hope: to spread enlightenment sufficiently wide so that people can no longer be manipulated to give consent to policies that will surely eventually lead to their own destruction.”

Anatol Rapoport (1911–2007) Russian-born American mathematical psychologist

1960s, "The Study of Conflict," 1968

People, Hope

“Any planned social change will have to consider a multitude of factors characteristic for the particular case. The change may require a more or less unique combination of educational and organizational measures; it may depend upon quite different treatments or Ideology, expectation and organization. Still, certain general formal principles always have to be considered.”

Kurt Lewin (1890–1947) German-American psychologist

Source: 1940s, Quasi-Stationary Social Equilibria and the Problem of Permanent Change, 1947, p. 39.

Change, Dependency

“In India also, for century, education imparted through the medium of a foreign language has unduly dominated its academic life and it has now produced a class of men who are unconsciously so denationalised that any far reaching proposal for the recognition of the Indian languages as the vehicle of teaching and examination up to the highest University stage is either ridiculed as impossible or branded as reactionary. But I plead earnestly for the acceptance of this fundamental principle not on account of any blind adherence to things that I claim as my own but out of a firm conviction that the fullest development of the mind of a learner is possible only by this natural approach and also that by this process alone can there be a great revival of the glory and richness of the Indian languages.”

Syama Prasad Mookerjee (1901–1953) Indian politician

Speech delivered at Agra University Convocation on 23rd November 1940.

Life, Men, Nature, Universe

“So everything is done to suppress the success of the Christian community whether it is in the field of education or charity or rehabilitation, whatever sphere. And to exalt the statist approach which is basically a non moral approach, the belief, just as in the public schools that education will save you is, in other spheres a psychological rehabilitation will make the child a good person or that the welfare worker is going not make the welfare recipients into fine law abiding citizens. It simply isn’t so.”

Rousas John Rushdoony (1916–2001) American theologian

Audio lectures, Christian Charity vs Welfarism (September 4, 1996)

School, Law, Communication, Success

“Freedom is a heady thing. To an Iraqi, it is like being awakened from a 30- year nightmare by a blinding blaze of bright white light. When a young man steals a television set from the Ministry of Education, he thinks he is striking a blow against the Ba'ath Party. He has not yet become aware that he is in fact stealing it from a building that now belongs to him and is about to start serving his needs, and not those of his tormentors.”

Kanan Makiya (1949) American orientalist

"Thank you, America", New York Post (April 15, 2003)

Thinking, Freedom, Light

“I just want to encourage everyone to take this into their own hands, the educational process... We don't need a brilliant talent somewhere. Precisely the ability that one has at the moment must be put to work.”

Joseph Beuys (1921–1986) German visual artist

1970's, Every Man an Artist: Talks at Documenta 5', 1972

“We all know that great leaders can create great successes…success for the Chicago public education fund is to bring great leaders into Chicago's public schools.”

Kenneth Griffin (1968) American hedge fund manager

Video commentary featured on website of the Chicago Public Education Fund http://www.cpef.org/nm_video.htm#

School, Success

“The great majority of politicians and other interested persons tend to…. concentrate on…. measures such as education and training of labour and investment in modern efficient capital equipment…. These reforms are of extreme importance but they are concerned basically with raising the output per head of those who are in employment rather than about the number of heads that will find suitable employment.”

James Meade (1907–1995) British economist

James Meade, Full Employment Regained? An Agathotopian Dream, Cambridge University Press, Cambridge, (1995), p. xvii; As cited in: O'higgins, Niall. "The challenge of youth unemployment." International Social Security Review 50.4 (1997): p. 89

Personality, Training

“The family provides the army and navy with the best men and boys that it possesses. And, as we have seen, education and science too are becoming means to the ends sought by the military.”

C. Wright Mills book The Power Elite

The Power Elite (1956)

Men, Family, Boy, Science

“The right to education and to free speech having been gained for woman, in the long run every other good thing was sure to be obtained.”

Lucy Stone (1818–1893) American abolitionist and suffragist

The Progress of Fifty Years (1893)

“Better than big business is clean business.
To an honest man the most satisfactory reflection after he has amassed his dollars is not that they are many but that they are all clean.
What constitutes clean business? The answer is obvious enough, but the obvious needs restating every once in a while.
"A clean profit is one that has also made a profit for the other fellow."
This is fundamental moral axiom in business. Any gain that arises from another's loss is dirty.
Any business whose prosperity depends upon damage to any other business is a menace to the general welfare.
That is why gambling, direct or indirect, is criminal, why lotteries are prohibited by law, and why even gambling slot-machine devices are not tolerated in civilized countries. When a farmer sells a housekeeper a barrel of apples, when a milkman sells her a quart of milk, or the butcher a pound of steak, or the dry-goods man a yard of muslin, the housekeeper is benefited quite as much as those who get her money.
That is the type of honest, clean business, the kind that helps everybody and hurts nobody. Of course as business becomes more complicated it grows more difficult to tell so clearly whether both sides are equally prospered. No principle is automatic. It requires sense, judgment, and conscience to keep clean; but it can be done, nevertheless, if one is determined to maintain his self-respect. A man that makes a habit, every deal he goes into, of asking himself, "What is there in it for the other fellow?" and who refuses to enter into any transaction where his own gain will mean disaster to some one else, cannot go for wrong.
And no matter how many memorial churches he builds, nor how much he gives to charity, or how many monuments he erects in his native town, any man who has made his money by ruining other people is not entitled to be called decent. A factory where many workmen are given employment, paid living wages, and where health and life are conserved, is doing more real good in the world than ten eleemosynary institutions.
The only really charitable dollar is the clean dollar. And the nasty dollar, wrung from wronged workmen or gotten by unfair methods from competitors, is never nastier than when it pretends to serve the Lord by being given to the poor, to education, or to religion. In the long run all such dollars tend to corrupt and disrupt society.
Of all vile money, that which is the most unspeakably vile is the money spent for war; for war is conceived by the blundering ignorance and selfishness of rulers, is fanned to flame by the very lowest passions of humanity, and prostitutes the highest ideal of men; zeal for the common good; to the business of killing human beings and destroying the results of their collective work.”

Frank Crane (1861–1928) American Presbyterian minister

Four Minute Essays Vol. 5 (1919), Clean Business

Life, Men, Money, War

“I don't think the federal government has a role in your children's education.”

Rick Perry (1950) 14th and current United States Secretary of Energy

2011-08-16T15:28
Rick Perry: 'I Don't Think The Federal Government Has A Role' In Education
Ian
Millhiser
Scott
Keyes
Think Progress
http://thinkprogress.org/justice/2011/08/16/297174/perry-vs-education/
posed question: "I would like to know your position on the federal government's role in my children's education."
2011

Children, Thinking