Quotes about school and education
page 12

“How much do you think it costs to go to college? Most people are likely to answer by adding together their expenditures on tuition, room and board, books, and the like, and then deducting any scholarship funds they may receive. Suppose that amount comes to $15,000.
Economists keep score differently. They first want to know how much you would be earning if you were not attending college. Suppose that salary is $20,000 per year. This may seem irrelevant, but because you give up these earnings by attending college, they must be added to your tuition bill. You have that much less income because of your education. On the other side of the ledger, economists would not count all of the university’s bill for room and board as part of the costs of your education. They would want to know how much more it costs you to live at school rather than at home. Economists would count only these extra costs as an educational expense because you would have incurred these costs whether or not you attend college. On balance, college is probably costing you much more than you think. And, as we will see later, taking opportunity cost into account in any personal planning will help you to make more rational decisions.”

William J. Baumol (1922–2017) American economist

William Baumol and Alan Blinder, Economics: Principles and Policy (2011), Ch. 1 : What is Economics?

People, Books, Education, Home

“It is amazing how stupid one can be in graduate school, because while I was puzzling through L1(Y) = Y/V = M1, the income velocity of money, I missed all the fun.”

George Goodman (1930–2014) American author and economics commentator

Source: The Money Game (1968), Chapter 1, Why Did The master Say "Game"?, p. 8

Money, Stupidity

“There's a point you reach before you're perverted and tainted by all the things that drag you into the music business, like avarice or a lust for fame. The original reason why I started was some feeling of community, equality, wanting to fight for things you believe in. Any kid who's gone to a state school knows what it's all about - bullying, racism. And you've just got to make a stand.”

Pete Doherty (1979) English musician, writer, actor, poet and artist

2004, The Socialist Review; on why it was important to do the Love Music, Hate Racism gig
Music and politics

Music, Feeling, Communication, Business

“But how do you come ‘offline’ when so much of our daily lives is moving ‘online’? Every month new sites and online services are launched. If you need to check anything – about a new school for your children, medical treatment, tourist destination or recipe – you go online. Bill Gates put it so well when he called the Internet the ‘town square for the global village of tomorrow’.”

Nigel Cumberland (1967) British author and leadership coach

Your Job-Hunt Ltd – Advice from an Award-Winning Asian Headhunter (2003), Successful Recruitment in a Week (2012) https://books.google.ae/books?idp24GkAsgjGEC&printsecfrontcover&dqnigel+cumberland&hlen&saX&ved0ahUKEwjF75Xw0IHNAhULLcAKHazACBMQ6AEIGjAA#vonepage&qnigel%20cumberland&ffalse, 100 Things Successful People Do: Little Exercises for Successful Living (2016) https://books.google.ae/books?idnu0lCwAAQBAJ&dqnigel+cumberland&hlen&saX&ved0ahUKEwjF75Xw0IHNAhULLcAKHazACBMQ6AEIMjAE

Children

“A while ago there was an article in the New York Times about some women in Tennessee who wanted the middle grade text books removed from the school curriculum, not because they were inadequate educationally, but because these women were afraid that they might stimulate the childrens' imaginations.
What!?!
It was a good while later that I realized that the word, imagination, is always a bad word in the King James translation of the Bible. I checked it out in my concordance, and it is always bad.
Put them down in the imagination of their hearts. Their imagination is only to do evil.
Language changes. What meant one thing three hundred years ago means something quite different now. So the people who are afraid of the word imagination are thinking about it as it was defined three centuries ago, and not as it is understood today, a wonderful word denoting creativity and wideness of vision.
Another example of our changing language is the word, prevent. Take it apart into its Latin origin, and it is prevenire. Go before. So in the language of the King James translation if we read, "May God prevent us," we should understand the meaning to be, "God go before us," or "God lead us."
And the verb, to let, used to mean, stop. Do not let me, meant do not stop me. And now it is completely reversed into a positive, permissive word.”

Madeleine L'Engle (1918–2007) American writer

Acceptance Speech for the Margaret Edwards Award (1998)

Women, God, Children, People

“Be something, be yourself; if not, ]then] throw your palette in the fire. Form a school if you wish, but it must come from the inside of you, but you yourself may not belong to any school. (translation from the Dutch original: Fons Heijnsbroek)”

Paul Gabriël (1828–1903) painter (1828-1903)

version in original Dutch / citaat van Paul Gabriël, in Nederlands: Wees wat, weest U zelve, zoo niet gooi uw palet in ’t vuur. Vormt een school zoo ge wilt, maar het moet uit U komen, maar gij zelve mag tot geen school behooren. In a letter of Gabriël, Brussel (14 Oct. 1879), to his student then Willem Bastiaan Tholen; in Gabriël, P.J.C, ed. Jeltes, H.F.W.; Gebroeders Binger, Amsterdam 1926; as cited in an excerpt of RKD Archive, The Hague https://rkd.nl/explore/excerpts/136 1860's + 1870's

“As well as tackling isolation, there is one other area we must look at if we are to build a truly cohesive society – and that is segregation. It cannot be right, for example, that people can grow up and go to school and hardly ever come into meaningful contact with people from other backgrounds and faiths. That doesn’t foster a sense of shared belonging and understanding – it can drive people apart.”

David Cameron (1966) Former Prime Minister of the United Kingdom

2010s, 2015, Speech on (20 July 2015)

People, Faith, Understanding, Sense

“Skeptics need to organize and mobilize — online and offline — to further the cause of reason, science and critical thinking. They need to speak out in the media and to politicians about the harm resulting from undue credulity and challenge and confront the charlatans directly to put up or shut up. Skeptics can no longer afford to keep quiet or remain indifferent in the face of a looming dark age. They need to campaign for a reform of the educational system and encourage the teaching of critical thinking in schools.”

Leo Igwe (1970) Nigerian human rights activist

A Manifesto for a Skeptical Africa (2012)

Age, Education, Thinking, Science

“What are our schools for if not for indoctrination against communism?”

Richard Nixon (1913–1994) 37th President of the United States of America

Speech http://books.google.com/?id=k3caAQAAIAAJ&dq=%22What+are+our+schools+for+if+not+for+indoctrination+against+communism%22 before a meeting of San Diego educators during the 1962 gubernatorial election. 2000s

Communication

“For millions of men and women, the church has been the hospital for the soul, the school for the mind and the safe depository for moral ideas.”

Gerald Ford (1913–2006) American politician, 38th President of the United States (in office from 1974 to 1977)

Speech to the International Eucharistic Conference, Philadelphia, Pennsylvania as quoted in the Los Angeles Herald-Examiner (13 August 1976)
1970s

Women, Men, Soul, Idea

“Diogenes of Sinope … was also the first to recognize the danger embodied in Plato, that the school will subjugate life, that the artificial psychosis of "absolute knowledge" wants to destroy the vital connection between perception, movement, and understanding.”

Peter Sloterdijk (1947) German philosopher

Source: Kritik der zynischen Vernunft [Critique of Cynical Reason] (1983), p. 535

Life, Understanding, Knowledge

“Well if you don’t want me to grow up talkin‘ that way, why do you send me to school?”

Harper Lee book To Kill a Mockingbird

To Kill a Mockingbird (1962)

Way

“The aversion of the first Christians to the images, inspired by the Pagan simulachres, made room, during the centuries which followed the period of the persecutions, to a feeling of an entirely different kind, and the images gradually gained their favour. Reappearing at the end of the fourth and during the course of the fifth centuries, simply as emblems, they soon became images, in the true acceptation of this word; and the respect which was entertained by the Christians for the persons and ideas represented by those images, was afterwards converted into a real worship. Representations of the sufferings which the Christians had endured for the sake of their religion, were at first exhibited to the people in order to stimulate by such a sight the faith of the masses, always lukewarm and indifferent. With regard to the images of divine persons of entirely immaterial beings, it must be remarked, that they did not originate from the most spiritualised and pure doctrines of the Christian society, but were rejected by the severe orthodoxy of the primitive church. These simulachres appear to have been spread at first by the Gnostics,—i. e., by those Christian sects which adopted the most of the beliefs of Persia and India. Thus it was a Christianity which was not purified by its contact with the school of Plato,—a Christianity which entirely rejected the Mosaic tradition, in order to attach itself to the most strange and attractive myths of Persia and India,—that gave birth to the images.”

John Calvin (1509–1564) French Protestant reformer

Source: A Treatise of Relics (1549), p. 13

People, Faith, Religion, Feeling

“It is largely because the free-thinkers, as a school, have hardly made up their minds whether they want to be more optimist or more pessimist than Christianity that their small but sincere movement has failed.”

G. K. Chesterton (1874–1936) English mystery novelist and Christian apologist

Source: The Victorian Age in Literature (1913), Ch. II: The Great Victorian Novelists (p. 73)

Sincerity

“He [Chomsky] has now been impeached by his own standards, since scrutiny of the evidence does not bear him out on Serbia or Afghanistan or Iraq. It didn't bear him out on Cambodia either, though he was never a "Holocaust denier" or anything like it. And he has, I think, ceased to be of any use to young people who might pardonably doubt the official story. The position he took, comparing the attack on the World Trade Center to an admittedly criminal Clintonian strike on Sudan (and virtually concluding that the latter was worse!) showed the absolute exhaustion of the glib "double standards" school, as I point out extensively in Love, Poverty and War. But his decline and fall is a loss, and you miss the point by denying it.”

Christopher Hitchens (1949–2011) British American author and journalist

"Love, Poverty and War" http://www.frontpagemag.com/Articles/Read.aspx?GUID=C78DC231-4599-4745-9CA5-A398398916A0, FrontPageMagazine.com (2004-12-29): On Noam Chomsky 2000s, 2004

Love, War, People, World

“What sometimes enrages me and always disappoints and grieves me is the preference of great schools of learning for the derivative as opposed to the original, for the conventional and thin which can be duplicated in many copies rather than the new and powerful, and for arid correctness and limitation of scope and method rather than for universal newness and beauty, wherever it may be seen.”

Norbert Wiener book The Human Use of Human Beings

VIII. Role of the Intellectual and the Scientist. p. 135
The Human Use of Human Beings (1950)

Beauty, Disappointment, Learning, Universe

“The members of the Invisible College did not live to see the full flowering of the scientific method, and we will not live to see what use humanity makes of a medium for sharing that is cheap, instant, and global (both in the sense of 'comes from everyone' and 'goes everywhere.') We are, however, the people who are setting the earliest patterns for this medium. Our fate won't matter much, but the norms we set will. Given what we have today, the Internet could easily become Invisible High School, with a modicum of educational material in an ocean of narcissism and social obsessions. We could, however, also use it as an Invisible College, the communicative backbone of real intellectual and civic change.”

Clay Shirky (1964) American technology writer

"The Shock of Inclusion" http://www.edge.org/q2010/q10_1.html#shirky, in The Edge Annual Question — 2010: How Is the Internet Changing the Way You Think? http://www.edge.org/q2010/q10_index.html, January 2010

Fate, People, Education, Communication

“The validity of g is most conspicuous in scholastic performance, not because g-loaded tests measure specifically what is taught in school, but because g is intrinsic to learning novel material, grasping concepts, distinctions, and meanings… The most critical tool for scholastic learning beyond the primary grades— reading comprehension—is probably the most highly g-loaded attainment in the course of elementary education.”

Arthur Jensen (1923–2012) professor of educational psychology

Source: The g factor: The science of mental ability (1998), p. 270; As cited in: Melissa A. Bray, Thomas J. Kehle (2011) The Oxford Handbook of School Psychology. p. 65

Education, Learning, Reading

“We live in a capitalist economy, and I have no particular objection to honorable self-interest. We cannot hope to make the needed, drastic improvement in primary and secondary education without a dramatic restructuring of salaries. In my opinion, you cannot pay a good teacher enough money to recompense the value of talent applied to the education of young children. I teach an hour or two a day to tolerably well-behaved near-adults—and I come home exhausted. By what possible argument are my services worth more in salary than those of a secondary-school teacher with six classes a day, little prestige, less support, massive problems of discipline, and a fundamental role in shaping minds.”

Stephen Jay Gould (1941–2002) American evolutionary biologist

In comparison, I only tinker with intellects already largely formed.
"The Dinosaur Rip-off", pp. 101–102
Bully for Brontosaurus (1991)

Money, Children, Education, Hope

“We should seek to free the moral life from the embarrassments and entanglements in which it has been involved by the quibbles of the schools and the mutual antagonisms of the sects; to introduce into it an element of downrightness and practical earnestness; above all, to secure to the modern world, in its struggle with manifold evil, the boon of moral unity, despite intellectual diversity.”

Felix Adler (1851–1933) German American professor of political and social ethics, rationalist, and lecturer

Section 9 : Ethical Outlook
Founding Address (1876), Life and Destiny (1913)

Life, World, Evil

“In a way, your law school becomes part of your extended family. I say this because once you graduate with your Juris Doctor degree you are essentially married to that particular institution. No matter what your experience or opinion of the place, your alma mater is a name you cannot escape. The individuals that attend law school with you will be your life-long partners as you progress from a common starting point. Understanding the basic principles of professional networking, and utilizing the knowledge while on your law school campus, will reap a lifetime of rewards and provide you with many genuinely enhancing relationships.”

Don West, Jr.

in [Ann K. Levine, Esq., The Law School Admission Game: Play Like An Expert http://www.lawschoolexpertbook.com/, Abraham Publishing, Inc, 2009, 978-0-615-27183-5, 148-149]

Life, Family, Law, Way

“I'm not logical. I'm infected with the romantic fever. It began in my teens when I read Baudelaire in secret, in a country boarding school in England from which I slipped away by climbing over the wall. I was fifteen, the same age as Juliet--a Juliet for whom Romeo had no attraction.”

Renée Vivien (1877–1909) British poet who wrote in the French language

Quoted in Mercure de France, I-XII (1953), trans. Jeannette H. Foster (1977)

Secret, Age, Reading, Country

“It's widely accepted today that high schools are miserable, nerve-pinching stress machines. They are governed by dim hypocrites; the climate favors the cruelest and shallowest students, and many, if not most students, are constantly suppressing a burning sense of injustice, shame, and powerlessness.”

Mark Ames (1965) American writer and journalist

Part VI: Welcome to the Dollhouse, page 232.
Going Postal: Rage, Murder, and Rebellion, From Reagan's Workplaces to Clinton's Columbine and Beyond (2005)

Sense

“Your teen may be weaker, but he is not without the ability to do himself and others a lot of harm by showing you that you can't control him at school or anywhere else when he is out of your sight…. [W]hen he is on his own, your only control over him is the strength of your relationship.”

William Glasser (1925–2013) American psychiatrist

Source: Unhappy Teenagers A Way for Parents and Teachers to Reach Them (2002), p.9

“A proper school should teach nothing but bookkeeping, agriculture, geometry, dead languages made deader by leaving out all the amusing literature, and the Hebrew Bible as interpreted by men superbly trained to ignore contradictions, men technically called "Fundamentalists."”

Sinclair Lewis book Elmer Gantry

Elmer Gantry (1927)

Men, Literature, Training, Dead

“Educators know there are only two types of schooling: indoctrination and education.
Indoctrination teaches a student how to cleave to a party line, and to recite the slogans and bromides of the accepted conformity. He is taught only how to swallow lies, and there is no assurance he will not swallow the propaganda of foes as easily as that of friends. Such folk are hopelessly provincial to their time and place. Unable to distinguish truth from fable, they swallow both or spit both out, and become zealots, or, worse yet, cynics. The zealot holds that truth can be won with no effort; the cynic, that no effort will suffice.
Education teaches the art of skeptical inquiry. The student learns the thoughts of all the great minds of the past, so that the implications and mistakes of philosophy of various schools are not unknown to him. And he learns, first, current scientific theories and, second, how frail and temporary such theories can be. He learns to be undeceived by those who claim to know a last and final truth.”

John C. Wright (1961) American novelist and technical writer

Source: Titans of Chaos (2007), Chapter 22, “The Bubble Bath” (p. 309)

Truth, Education, Art, Effort

“What was that teacher trying to do?
That teacher was trying to break her spirit.
But why would school do that? So you could become someone like her parents and believe in the things they believe in. So you won’t believe in the things they don’t believe in. And believe you’re a happy person whose life has meaning. So you will go to your job and do whatever gross thing someone tells you to do and get drunk on Friday and Saturday nights and pay taxes and bills. That’s why.”

Lisa Mason book Summer of Love

Source: Summer of Love (1994), Chapter 4 “Foxy Lady” (pp. 81-82)

Life, Happiness, Parent, Teachers

“Kids are my favorites … their spirit and curiosity has not yet been dulled by schools.”

Julius Sumner Miller (1909–1987) American physicist

As quoted in "TV and Classroom Physicist : 'Professor Wonderful,' Julius Sumner Miller, Dies" by Gerald Faris, in The Los Angeles Times (16 April 1987) http://articles.latimes.com/1987-04-16/news/mn-721_1_julius-sumner-miller

“Despite different cultures, middle-class youth all over the world seem to live their lives as if in a parallel universe. They get up in the morning, put on their Levi's and Nikes, grab their caps and backpacks, and Sony personal CD players and head for school.”

Naomi Klein (1970) Canadian author and activist

No Logo: Taking Aim at the Brand Bullies 1999

Youth, World, Universe, Personality

“The Christian community has a golden opportunity to train an army of dedicated teachers who can invade the public school classrooms and use them to influence the nation for Christ.”

James Kennedy (televangelist) (1930–2007) American evangelist

"Education: Public Problems and Private Solutions," Coral Ridge Ministries, 1993. http://www.holysmoke.org/sdhok/sch6.htm

Communication, Teachers, Christ, Training

“The young come to us creatures of imagination and strong affection; they want to feel, but they don’t know how—that is to say, they do not know the right objects and the right measures. And it is entirely certain that if we leave them to the sort of education obtainable today for extra-scholastic sources, the great majority will be schooled in the two vices of sentimentality and brutality. Now great poetry, rightly interpreted, is the surest antidote to both of these. In contrast with journalists and others, the great poets relate the events of history to a pure or noble metaphysical dream, which our students will have all their lives as a protecting arch over their system of values.”

Richard M. Weaver (1910–1963) American scholar

“The Power of the Word,” p. 51.
Language is Sermonic (1970)

Education, Dreams, Feeling, Imagination

“But libraries are about freedom. Freedom to read, freedom of ideas, freedom of communication. They are about education (which is not a process that finishes the day we leave school or university), about entertainment, about making safe spaces, and about access to information. I worry that here in the 21st century people misunderstand what libraries are and the purpose of them. If you perceive a library as a shelf of books, it may seem antiquated or outdated in a world in which most, but not all, books in print exist digitally. But that is to miss the point fundamentally.”

Neil Gaiman (1960) English fantasy writer

Why our future depends on libraries, reading and daydreaming (2013)

People, Books, World, Education

“The short man was all of a piece, but there was nothing reassuring in this; it was a piece of the same material that too many high school principals, boys’ camp directors, and military and naval officers are made of: a texture or quality often dignified by the description, “ability to command”—the desire to bully, override, bear down—the capacity to do so by virtue of office—the habit of having done so for a long time and the confidence of continuing to do so for a long time.”

Avram Davidson book Masters of the Maze

Source: Masters of the Maze (1965), Chapter 7 (p. 85)

Confidence, Boy, Time

“Science is the most important thing you can study in school.”

Bill Nye (1955) American science educator, comedian, television host, actor, writer, scientist and former mechanical engineer

[NewsBank, 35, Associated Press, TV host decries U.S. failure to value science, math education, The Star-Ledger, Newark, New Jersey, December 10, 2000]

Study, Science

“Preference is given to applicants just leaving school, as they have not yet lost their habit of discipline and obedience, and they retain more of what they have learnt there.”

Edward Cadbury (1873–1948) British businessman

Source: Experiments in industrial organization (1912), p. 2; Cited in: Felix Behling et al. (2015; 194)

“Mohammed Ghori had the Hindu temples of Ajmer demolished and ordered the construction of mosques and Quran schools on their ruins…He plundered Kanauj and Kashi and destroyed their temples… [While his generals] destroyed in passing the remaining Buddhist communities of Bihar and destroyed the universities of Nalanda…. Bakhtiar Khilji “established a Muslim capital in Lakhanauti (Gaur) on the Ganga and destroyed, in 1197, its basalt temples. In Odantpuri, in 1202, he massacred two thousand Buddhist monks…. [Meanwhile, back in Delhi:] “This Quwwat-ul-Islam (Might of Islam) was built in a hurry using the debris, chiefly sculpted pillars, of twenty-seven dismantled Hindu temples.” Thirty years later, “Iltutmish did not forget that he was a Muslim conqueror. He showed himself to be very pious, never forgetting to do his five devotional daily…. He likewise showed himself totally intolerant vis-à-vis the Hindus who refused to convert, destroying their temples and annihilating Brahmin communities.””

Louis Frédéric (1923–1996) French scholar

Louis Frederic, L'Inde de l'Islam, p. 42-49, (quoted from: Decolonizing the Hindu Mind - By Koenraad Elst p. 328)

Communication, Universe, Forgetting

“The modern institution of the presidency is the primary political evil Americans face, and the cause of nearly all our woes. It squanders the national wealth and starts unjust wars against foreign peoples that have never done us any harm. It wrecks our families, tramples on our rights, invades our communities, and spies on our bank accounts. It skews the culture toward decadence and trash. It tells lie after lie. Teachers used to tell school kids that anyone can be president. This is like saying anyone can go to Hell. It’s not an inspiration; it’s a threat.”

Lew Rockwell (1944) American libertarian author and editor

6 October 1996 "Down With the Presidency" http://www.lewrockwell.com/rockwell/down-presidency.html 1990s

War, People, Lie, Family

“I was expelled [from school]. It's a long story but once I was caught appearing on The Word and all the girls in the common room started shouting, 'Sir! Look sir, it's Sienna!' The girls reacted towards me in the same way anyone reacts when they're jealous. They were just jealous. Or were they actually trying to kill me?”

Sienna Guillory (1975) British actress

THIS CULTURAL LIFE: SIENNA GUILLORY Article http://findarticles.com/p/articles/mi_qn4159/is_20040523/ai_n12754898. The Independent on Sunday. May 23, 2004.

Way, Girl, Appearance

“In all base schools of art, the craftsman is dependent for his bread on originality; that is to say, on finding in himself some fragment of isolated faculty, by which his work may be distinct from that of other men. We are ready enough to take delight in our little doings, without any such stimulus; — what must be the effect of the popular applause which continually suggests that the little thing we can separately do is as excellent as it is singular; and what the effect of the bribe, held out to us through the whole of life, to produce — it being also in our peril not to produce — something different from the work of our neighbors?”

John Ruskin (1819–1900) English writer and art critic

Lecture II, section 32.
The Eagle's Nest (1872)

Life, Men, Art, Dependency

“The health of the white people requires that the negro cabin be kept clean; and the maintenance of chastity there is necessary for the protection of woman throughout the land. The need of making the black man more intelligent and conscientious has already been so far recognized by the South, that she has remodelled her entire school system for his benefit; and her desire to make him more valuable as a member of the community, cannot long permit him to be lynched or otherwise maltreated. Her memory of the misrule of the carpet-baggers will grow fainter; and she will finally be able to see that even the illiterate voter is not so dangerous a citizen in a republic as the man who has not this reason to interest himself in its welfare. The South may be much slower than we could wish in reaching these conclusions; but no others will be found permanently satisfactory to her; and it is by no means certain that her pace will be quickened by a display of federal bayonets.”

Frederick Douglass (1818–1895) American social reformer, orator, writer and statesman

Speech http://teachingamericanhistory.org/library/document/the-nations-problem/

People, Health, Intelligence, Communication

“I am an American. Black. Conservative. I don't use "African American", because I'm American, I'm black and I'm conservative. I don't like people trying to label me. "African American" is socially acceptable for some people, but I am not some people. … Barack Obama is more of an international. I think he's out of the mainstream and always has been. Look, he was raised in Kenya, his mother was white from Kansas and her family had an influence on him, it’s true, but his dad was Kenyan, and when he was going to school he got a lot of fellowships, scholarships, he stayed in the academic environment for a long time. He spent most of his career as an intellectual.”

Herman Cain (1945) American writer, businessman and activist

[Herman Cain on Why ‘The Black Guy Is Winning’: Jeffrey Goldberg, Bloomberg View, 2011-06-13, Jeffrey, Goldberg, http://www.bloomberg.com/news/2011-06-13/herman-cain-on-why-the-black-guy-is-winning-jeffrey-goldberg.html, 2011-10-07]

People, Family, Thinking, Time

“I started thinking about charismatic psychopaths like Charles Manson and wondering what they were like as teenagers? They didn't just spring full-blown from oyster shells -- they had to hone the "people skills" that allowed them to become so manipulative as adults. Kids like that are growing up within our school systems and can exert tremendous control over their fellow students. I consider "Griffin" a cautionary tale about the danger of peer pressure.”

Lois Duncan (1934–2016) American young-adult and children's writer

On the basis of her novel Killing Mr. Griffin (1978), interview in Absolute Write (2002)
1990–2002

People, Spring, Thinking

“!--This guy is not who he says he is. None of his bills, none of his proposals are about what he says they're about. -->The health care bill is reparations. It's the beginning of reparations. He's going to give — if you want to go into medical school, the medical schools will get more federal dollars if they have proven that they are putting minorities ahead.”

Glenn Beck (1964) U.S. talk radio and television host

on America's Affordable Health Choices Act of 2009
2000s, 2009

Health, Guy

“I remember when I was a kid at school having to learn a poem of sorts about a fellow named Pig-something--a sculptor he would have been, no doubt--who made a statue of a girl, and what should happen one morning but that the bally thing suddenly came to life. A pretty nasty shock for the chap, of course.”

P.G. Wodehouse book Right Ho, Jeeves

Right Ho, Jeeves (1934)

Life, Girl, Learning

“When [my mother] saw we were not going to be able to go back [to Cuba] it became increasingly important for her to make our culture very prevalent and very important in our lives -- and in our household. We spoke only Spanish. I didn't learn English until I went to school in first grade. And the [Cuban] music and the food was very much a part of our life. I'm glad for that, because it is as well for my children.”

Gloria Estefan (1957) Cuban-American singer-songwriter, actress and divorciada

BBC radio interview (December 13, 2006)
2007, 2008

Life, Children, Food, Music

“The Buddha Fa” is an insight into all mysteries. It encompasses everything and leaves out nothing—from particles and molecules to the universe, from the even smaller to the even greater. It is an exposition of the characteristic of the universe, “Zhen-Shan-Ren,” (Truthfulness-Compassion-Forbearance) expressed at different levels with different layers of meaning. It is also what the Tao School calls the “Tao,” or what the Buddha School calls the “Fa.””

Li Hongzhi (1951) Chinese religious leader and dissident

Truth, Universe

“Teach both. You know, don't be afraid of information. Healthy debate is so important and it's so valuable in our schools. I am a proponent of teaching both. And you know, I say this too as the daughter of a science teacher. Growing up with being so privileged and blessed to be given a lot of information on, on both sides of the subject — creationism and evolution. It's been a healthy foundation for me. But don't be afraid of information and let kids debate both sides.”

Sarah Palin (1964) American politician

Alaska gubernatorial debate, KAKM Channel 7, , quoted in [2006-10-27, 'Creation science' enters the race, Tom, Kizzia, Anchorage Daily News, http://www.adn.com/2006/10/27/217111/creation-science-enters-the-race.html, 2008-08-31, http://web.archive.org/web/20080831102118/http://dwb.adn.com/news/politics/elections/story/8347904p-8243554c.html]
on teaching creationism in public schools
2006

Teachers, Science, Daughters

“Another hallway led to a green steel door. "This is the execution chamber," the officer said. "The day of the execution, we take the man through this door." He opened the green door, and we blinked at the bright lights inside. A big chair filled the room. I could smell leather. "All right, boys," he said. "Line up." The kids made a straight line that led out the green door, then moved ahead, one at a time, to sit in the big wooden chair. "This is the electric chair, Tommy Ray," my dad explained. "It's where murderers are executed." The boys inched forward. Some sat longer in the chair than others. Executed meant killed, that much I knew. "This is the ultimate consequence for the ultimate act of evil," my father told the troop. When all the boys had sat in the chair, it was my turn. I reached up and felt the smooth wood, the leather straps with cold metal buckles. There was a black steel cap dangling up there like a lamp without a bulb. "Up you go, Tommy Ray," Dad said, hoisting me into the chair. The boys were staring at me. But I wasn't even a little bit afraid. My father stood right beside me. I could feel his warm hand next to the cool metal buckle. As the school bus rumbled out of the prison parking lot that afternoon, I stared back at the high walls. I had learned another important lesson. A consequence was what followed what you did. If you did good things, you'd be rewarded with further good things. If you broke the law, you'd have to pay the price. I have never forgotten that lesson.”

Tommy Franks (1945) United States Army general

Source: American Soldier (2004), p. 8

Law, Feeling, Boy, Light

“You must always remain master of the situation and do what you please. No school tasks, ah, no! no tasks!”

Edouard Manet (1832–1883) French painter

Source: Posthumous publications, Portrait of Manet by himself and his contemporaries (1960), p. 99.

“The beer was empty and our tongues were tired
And running out of things to say.
She gave a kiss to me as I got out
And I watched her drive away.Just for a moment I was back at school
And felt that old familiar pain
And as I turned to make my way back home
The snow turned into rain.”

Dan Fogelberg (1951–2007) singer-songwriter, musician

Same Old Lang Syne.
Song lyrics, The Innocent Age (1981)

Pain, Way, Home, Beer

“It remains true that Michelangelo's intensely personal use of the nude greatly altered its character. He changed it from a means of embodying ideas to a means of expressing emotions; he transformed it from the world of living to the world of becoming. And he projected his world of the imagination with such unequaled artistic power that its shadow fell on every male nude in art for three hundred and fifty years. Painters either imitated his heroic poses and proportions or they reacted against them self-consciously and sought a new repertoire of attitudes in the art of fifth-century Greece. In the nineteenth century the ghost of Michelangelo was still posing the models in art schools.”

Kenneth Clark (1903–1983) Art historian, broadcaster and museum director

Source: The Nude: A Study in Ideal Form (1951), Ch. V: Energy

World, Art, Imagination, Idea

“I’d say I was a tomboy… I took wood chop in high school and I was very into volleyball and football, and [was] very unaware of anything girly for a long time.”

Marisa Miller (1978) American model

[13 Questions With Marisa Miller, http://www.askmen.com/celebs/interview_200/233_marisa_miller_interview.html, AskMen.com, News Corporation, 2010-04-13]

Time, Football

“I do not think that any sorrow of youth or manhood equalled in intensity or duration the black and hopeless misery which followed the wrench of transference from a happy home to a school.”

Henry George Liddell (1811–1898) Headmaster, lexicographer, classical scholar, and dean

Source: Colin Gordon, Beyond the Looking Glass (1982), P.29.

Happiness, Youth, Home, Thinking

“When confronted on the street by the police, a common emotion for a person to feel is fear. There is nothing wrong with this. In fact, it's quite healthy, but do not show it to the cop. If the cop realizes you are afraid of him, he will take full advantage of the situation and play on your fear. This doesn't mean act belligerently, and, for God's sake, do not be a high school or college lawyer, and explain to the cop what he can and cannot do. He can do anything, he's got the gun.”

William Powell (author) book The Anarchist Cookbook

"Postscript", p. 154.
The Anarchist Cookbook (1971)

God, Fear, Feeling, Personality

“It is my ambition that parents can send their children to school with the prospects that they are as interested and excited to learn on their last day of school as they were on the very first.”

Lars Løkke Rasmussen (1964) Danish politician

From his New Year Address http://www.stm.dk/_p_13032.html (1 January 2010). 2010s, 2010

Children, Parent, Learning

“Here, India will be a global player of considerable political and economic impact. As a result, the need to explicate what it means to be an Indian (and what the ‘Indianness’ of the Indian culture consists of) will soon become the task of the entire intelligentsia in India. In this process, they will confront the challenge of responding to what the West has so far thought and written about India. A response is required because the theoretical and textual study of the Indian culture has been undertaken mostly by the West in the last three hundred years. What is more, it will also be a challenge because the study of India has largely occurred within the cultural framework of America and Europe. In fulfilling this task, the Indian intelligentsia of tomorrow willhave to solve a puzzle: what were the earlier generations of Indian thinkers busy with, in the course of the last two to three thousand years? The standard textbook story, which has schooled multiple generations including mine, goes as follows: caste system dominates India, strange and grotesque deities are worshipped in strange andgrotesque ways, women are discriminated against, the practice of widow-burning exists and corruption is rampant. If these properties characterize India of today and yesterday, the puzzle about what the earlier generation of Indian thinkers were doing turns into a very painful realization: while the intellectuals of Europeanculture were busy challenging and changing the world, most thinkersin Indian culture were apparently busy sustaining and defendingundesirable and immoral practices. Of course there is our Buddha andour Gandhi but that is apparently all we have: exactly one Buddha and exactly one Gandhi. If this portrayal is true, the Indians have butone task, to modernize India, and the Indian culture but one goal: to become like the West as quickly as possible.”

S. N. Balagangadhara (1952) Indian philosopher

Foreword by S. N. Balagangadhara in "Invading the Sacred" (2007)
Source: Balagangadhara, S.N. (2007), "Foreword." In Ramaswamy, de Nicolas & Banerjee (Eds.), Invading the Sacred: An Analysis of Hinduism Studies in America . Delhi: Rupa & Co., pp. vii–xi.

Women, Pain, World, Way

“In 1964 I was at school, planning to study economics and sociology, when curiosity took me to the Tate Gallery to see an international survey exhibition of contemporary art. It brought together the painting and sculpture of the previous decade, beginning with the late works of the modern masters, Matisse and Picasso, and concluding with the twenty-seven year olds Allen Jones and David Hockney. I was bowled over. Suddenly, art was not just Turner and Constable, or Leonardo and Michelangelo, but objects of considerable size and brilliant colour, dealing with the sensations, subjects and issues of the Sixties.”

Nicholas Serota (1946) British curator

The Dimbleby Lecture 2000

Art, Study, Painting

“In one point, and that too of more importance than is generally attached to it, the puritans of the two epochs bear a critical resemblance, namely, their hostility to rural and athletic sports: to those sports, which string the nerves and strengthen the frame, which excite an emulation in deeds of hardihood and valour, and which imperceptibly instill honour, generosity, and a love of glory, into the mind of the clown. Men thus formed are pupils unfit for the puritanical school; therefore it is, that the sect are incessantly labouring to eradicate, fibre by fibre, the last poor remains of English manners. And, sorry I am to tell you, that they meet with but too many abettors, where they ought to meet with resolute foes. Their pretexts are plausible: gentleness and humanity are the cant of the day. Weak men are imposed on, and wise men want the courage to resist. Instead of preserving those assemblages and those sports, in which the nobleman mixed with his peasants, which made the poor man proud of his inferiority, and created in his breast a personal affection for his lord, too many of the rulers of this land are now hunting the common people from every scene of diversion, and driving them to a club or a conventicle, at the former of which they suck in the delicious rudiments of earthly equality, and, at the latter, the no less delicious doctrine, that there is no lawful king but King Jesus.”

William Cobbett (1763–1835) English pamphleteer, farmer and journalist

Political Register (27 February 1802).

Love, Men, Hostility, People

“I said to myself, 'You're a man from a humble background, what you didn't learn in school, you'll learn now. Catch up.”

Max Schmeling (1905–2005) German boxer

On becoming famous. http://www.pbs.org/wgbh/amex/fight/peopleevents/p_schmeling.html

Learning

“Reaganites learned it is POLICY change that changes economic trajectory. Reagan’s successes were built on establishing a fiscal framework that invigorated our entire economy, revitalized growth and investment while decreasing spending, tax rates, over-reaching regulations, unemployment, and favoritism via individual subsidies. We need Reaganites in the new Administration. However well meaning, burdensome federal government imposition is never the solution. Never. Not in our homes, not in our schools, not in churches, not in businesses.”

Sarah Palin (1964) American politician

2016, But… Wait… The Good Guys Won’t Win With More Crony Capitalism (December 2, 2016)

Home, Business, Learning, Change

“The process of electing members of Parliament to represent the people is at the heart of western democracy. Fiji courts are also part of an independent judicial system which is firmly rooted in western democracy. The basic civil lesson that our children learn in school is that democracy is a government of the people, by the people, for the people … Mr Qarase should answer whether he wants the western system of governance which allows him to be prime minister or the Fijian tradition which requires the chiefs to rule by virtue of their birthright and rank. Otherwise, he is just being hypocritical to save face. (4 September 2005, reacting to a speech made by Qarase at the Commonwealth Parliamentary Association on 29 August, claiming that democracy was alien to Fiji).”

Epeli Ganilau (1951) Fijian politician

Miscellaneous quotes

Children, People, Democracy, Learning

“From the attacks of 9/11 to Monday's school shooting, after every mass murder there is an overwhelming urge to "do something" to prevent a similar attack.
But since Adam ate the apple and let evil into the world, deranged individuals have existed.
Most of the time they can't be locked up until it's too late. It's not against the law to be crazy — in some jurisdictions it actually makes you more viable as a candidate for public office.”

Ann Coulter (1961) author, political commentator

"Let's Make America a 'Sad-Free Zone'!" (18 April 2007) http://www.humanevents.com/article.php?id=20329. 2007

World, Law, Evil, Time

“By any yardstick, a higher percentage of New York City high school students are graduating now than at any time in decades. The rate has risen every year during this administration and is an important validation of our reforms, w:Chancellor Klein’s leadership, and the hard work of our students, principals, and teachers. The rate obviously remains far too low, but the gains demonstrate that our hard work to raise student achievement is paying off, and we are beginning to turn around a failing system.”

Michael Bloomberg (1942) American businessman and politician, former mayor of New York City

http://www.mikebloomberg.com/en/issues/education/mayor_bloomberg_announces_that_high_school_graduaton_rate_reaches_historic_high_of_60
Education

Teachers, Time

“Like a brain surgeon who drinks a martini when he's not on call, the successful kids in your school may smoke pot on occasion, but they are not stoners.”

Bill O'Reilly book The O'Reilly Factor for Kids

[2004-09-28, The O'Reilly Factor for Kids: A Survival Guide for America's Families, HarperCollins, 9780060544249, 2004047266, 6035580W, 67]

Drink, Success

“I guess I don’t subscribe to the twee school. I remember trying to lose our copy of Thomas the Tank Engine before I had to read it again. Life is a more dimensional and interesting affair than vestigially Victorian notions of childhood. I was trying to make something substantial, something to be read and reread.”

Art Spiegelman (1948) cartoonist from the United States

On his book Jack and the Box, as quoted in "Smart Art : Spiegelman doesn’t dumb down for kids" by Alexandra Zissu in New York Magazine (16 November 2008) http://nymag.com/family/kids/52136/.

Life, Reading, Childhood

“Someone finally understood all the “hell” that I’d been through since a child when I’d first tried to understand language. And yet in other forms of communications, like painting, sculpture, music, math, problem-solving, and chess, I’d been very good. In fact, in high school, once I learned how to play chess, I’d play lightning-fast, intuitively seeing all these different possibilities at the same time, and I’d won well over a hundred chess games without losing a single game. And that included beating some of our faculty members who thought that they were very good at chess.”

Victor Villaseñor (1940) American writer

Burro Genius: A Memoir (2004)

Music, Game, Communication, Hell

“If today you can take a thing like evolution and make it a crime to teach it in the public school, tomorrow you can make it a crime to teach it in the private schools, and the next year you can make it a crime to teach it to the hustings or in the church. At the next session you may ban books and the newspapers. Soon you may set Catholic against Protestant and Protestant against Protestant, and try to foist your own religion upon the minds of men. If you can do one you can do the other. Ignorance and fanaticism is ever busy and needs feeding. Always it is feeding and gloating for more. Today it is the public school teachers, tomorrow the private. The next day the preachers and the lectures, the magazines, the books, the newspapers. After a while, your honor, it is the setting of man against man and creed against creed until with flying banners and beating drums we are marching backward to the glorious ages of the sixteenth century when bigots lighted fagots to burn the men who dared to bring any intelligence and enlightenment and culture to the human mind.”

Clarence Darrow (1857–1938) American lawyer and leading member of the American Civil Liberties Union

Scopes Trial, Dayton, Tennessee (13 July 1925)

Men, Books, Age, Religion

“.. I therefore got around to painting [in Amsterdam, 1883] and that's why teaching started to become a burden for me. So then it HAD to happen now: Make or break! And I asked my dismissal at the school, threw away my 2500 florin a year, sacrificed everything, although I never made any painting yet, and certainly sold nothing at all. And my acquaintances, my family, they found me reckless and shamefully frivolous with my sacrifice to art, for which they did not felt any sympathy or understand anything of it after all.”

Suze Robertson (1855–1922) Dutch painter

(version in original Dutch / origineel citaat van Suze Robertson:) ..ik kwam zodoende meer aan 't schilderen [inmiddels in Amsterdam, 1883], waardoor 't lesgeven me begon te bezwaren. Dus dan MOEST het ook maar: erop of eronder! En ik vroeg mijn ontslag aan de school, gooide mijn f 2500,- per jaar weg, offerde àlles op, hoewel ik nog nooit 'n schilderij gemaakt, laat staan iets verkocht had. En m'n kennissen, m'n familie, ze vonden me roekeloos en schandelijk lichtzinnig met mijn offer aan de kunst, waarvoor ze immers niets voelden of van begrepen..
Source: 1900 - 1922, Onder de Menschen: Suze Robertson' (1912), p. 31

Family, Art, Understanding, Painting

“I had crushes on women — actually I loved charismatic, extreme people, women or men. By high school I was saying I must be a lesbian, because if you are attracted to women, you're a lesbian. I was also attracted to men, but I didn't get along with men.”

Camille Paglia (1947) American writer

Playboy interview (May 1995)

Love, Women, Men, People

“This book undertakes the study of management by utilizing analysis of the basic managerial functions as a framework for organizing knowledge and techniques in the field. Managing is defined here as the creation and maintenance of an internal environment in an enterprise where individuals, working together in groups, can perform efficiently and effectively towards the attainment of group goals. Managing could, then, be called ""performance environment design."" Essentially, managing is the art of doing, and management is the body of organized knowledge which underlies the art.
Each of the managerial functions is analyzed and described in a systematic way. As this is done, both the distilled experience of practicing managers and the findings of scholars are presented., This is approached in such a way that the reader may grasp the relationships between each of the functions, obtain a clear view of the major principles underlying them, and be given the means of organizing existing knowledge in the field.
Part 1 is an introduction to the basis of management through a study of the nature and operation of management principles (Chapter 1), a description of the various schools and approaches of management theory (Chapter 2), the functions of the manager (Chapter 3), an analytical inquiry into the total environment in which a manager must work (Chapter 4), and an introduction to comparative management in which approaches are presented for separating external environmental forces and nonmanagerial enterprise functions from purely managerial knowledge (Chapter 5)…”

Harold Koontz (1909–1984)

Source: Principles of management, 1968, p. 1 (1972 edition)

Books, Art, Way, Nature

“These recent events cause me to withdraw even further away from the world. I drowned all of my misery in my online games. World of Warcraft was the only thing I had left to live for. My grades at Crespi dropped dramatically. I just didn’t care anymore. I hated that school. I didn’t think about my future. The only thing I gave any serious thought to was my WoW character. I had become very powerful in the game, and I was in one of the best guilds. With this guild, I participated in lots of five-hour raid events to collect better gear and armor for my character.”

Elliot Rodger (1991–2014) American spree killer

My Twisted World (2014), Pastimes

Hate, World, Game, Thinking

“The victory… was complete except for one final indignity. That was to Americanize the Indian… to exterminate the cultures along with the Indians. …Orders went out from Washington that all male Indians must cut their hair short, even though many Indians believed that long hair had supernatural significance. …Army reinforcements were sent to the reservations to carry out the order, and in some cases Indians had to be shackled before they submitted. …attention of the Americanizers was concentrated on the Indian children, who were snatched from their families and shipped to boarding schools far from their homes… usually … for eight years, during which time they were not permitted to see their parents, relatives, or friends. Anything Indian—dress, language, religious practices, even outlook on life… was uncompromisingly prohibited. …They had suffered psychological death at an early age.”

Peter Farb (1929–1980) American academic and writer

Man's Rise to Civilization (1968)

Life, Death, Children, Age

“Sunni and Shia are the main schools in Islam, like Protestant and Catholic. … When you debate with the other school you don’t use vile language or other terms against their respective leaders.”

Ammar Nakshawani (1981) Islamic lecturer

On Islamic unity, in the Daily Mail (5 July 2013) http://www.dailymail.co.uk/news/article-2357021/The-hate-sheikh-Home-Counties-Firebrand-cleric-fuelling-global-conflict-Muslims-sets-HQ-idyllic-village.html

“Interestingly, she [Romila Thapar] has refrained from mentioning the persecution of Buddhists by Pushyamitra Shunga… and the melting of idols by king Harsha of Kashmir, which had so far figured most prominently in the writings of her school. I wonder whether she has realized that those allegations have no legs to stand upon, even though others of her school continue to harp on them.”

Pushyamitra Shunga King of Sunga Dynasty

Sita Ram Goel, Hindu Temples - What Happened to Them?, Appendix IV

“Botany is the school for patience, and it’s amateurs learn resignation from daily disappointments.”

Thomas Jefferson (1743–1826) 3rd President of the United States of America

Thomas Jefferson, in letter to Madame de Tessé (25 Apr 1788). In Thomas Jefferson Correspondence: Printed from the Originals (1916), 7.
Posthumous publications, On botany

Disappointment, Learning, Patience

“Get your children out of the public schools, if possible. The problem with the lies in the books is not fixable in the short term and there is a great chance your student will be negatively impacted if you leave them in a public school setting.”

Kent Hovind (1953) American young Earth creationist

Source: Are you being brainwashed?: Propaganda in science textbooks (2007), p. 27

Children, Books, Problem, Chance

“When Scythrop grew up, he was sent, as usual, to a public school, where a little learning was painfully beaten into him, and from thence to the university, where it was carefully taken out of him.”

Thomas Love Peacock book Nightmare Abbey

Nightmare Abbey, chapter I (1818).

Learning, Universe

“People from my sort of background needed Grammar schools to compete with children from privileged homes like Shirley Williams and Anthony Wedgwood Benn.”

Margaret Thatcher (1925–2013) British stateswoman and politician

Speech to the Conservative Party Conference (14 October 1977) http://www.margaretthatcher.org/document/103443 Leader of the Opposition

Children, People, Home

“Based on the approved development allocation for 2018 (by the central government), MYR4.1 billion was earmarked for Sabah and we want to ensure that it is fully spent for the sake of development in the state. Priority has been given to the education sector so that the dilapidated schools that exist in Sabah are promptly developed.”

Mohamed Azmin Ali (1964) Malaysian politician

Mohamed Azmin Ali (2018) cited in " Azmin wants to ensure that allocation is properly spent for upgrading of rundown schools in Sabah https://www.thestar.com.my/news/nation/2018/09/15/azmin-wants-to-ensure-that-allocation-is-properly-spent-for-upgrading-of-rundown-schools-in-sabah/" on The Star Online, 15 September 2018

Education

“One wonders how the literary revisionists and canon cleansers can bear to take the money. Imagine a school of sixteenth century art criticism that spent its time contently jeering at the past for not knowing about perspective.”

Martin Amis (1949) Welsh novelist

"Political Correctness: Robert Bly and Philip Larkin" (1997)

Money, Art, Imagination, Time

“David Blunkett and I both take the same view that it is scandalous that someone from North Tyneside, Laura Spence, with the best qualifications and who wants to be a doctor, should be turned down by Oxford University using an interview system more reminiscent of the old school network and the old school tie than justice. It is about time for an end to that old Britain where what matters more are the privileges you are born with, rather than the potential you actually have.”

Gordon Brown (1951) British Labour Party politician

Alexandra Frean, John O'Leary, Philip Webster, "Brown goes to war over Oxford elite", The Times, 26 May 2000, p. 1.
Speech at a Trade Union Congress meeting, 25 May 2000.
Chancellor of the Exchequer

Justice, Universe, Time

“I felt very awkward as a teenager. I wanted blue eyes, I wanted to be taller, I wore glasses, I got my chest early and I was very embarrassed about it. I just wasn’t the kind of girl I thought guys would want to date. Though in some ways I was okay with that because I didn’t want to date any boys anyway. I just wanted to be friends with boys, boys were cool with me. Until we were doing a show in school where we all had to wear these catsuits for a dance routine. I walked into the room, all boobs and bum, and the boys never looked at me the same way again. I was mortified. That’s probably when I started wearing my stepfather’s shirts, big and baggy, to cover up. I just wanted to stay a kid.”

Anastacia (1968) American singer-songwriter

Letter to my younger self http://www.bigissue.com/features/letter-to-my-younger-self/6000/anastacia-interview-it-s-a-great-irony-that-i-hated-my, Big Issue, December 7, 2015. General Quotes

Way, Guy, Girl, Boy

“Tried myself in the school of affliction, by the loss of every form of connection which can rive the human heart, I know well, and feel what you have lost, what you have suffered, are suffering, and have yet to endure. The same trials have taught me that for ills so immeasurable, time and silence are the only medicines. I will not, therefore, by useless condolences, open afresh the sluices of your grief, nor, although mingling sincerely my tears with yours, will I say a word more where words are vain.”

Thomas Jefferson (1743–1826) 3rd President of the United States of America

Letter to John Adams http://www.masshist.org/database/transcription.cfm?transcriptDir=masshist&transcript=L5058.xml&queryID=1797 (13 November 1818) regarding the death of Abigail Adams 1810s

Feeling, Tear, Silence, Affliction

“The Daily News ignores, as does the Fair Housing Act, the distinction between private and public property. Should it be prohibited for public, taxpayer-financed institutions such as schools to reject someone based on an individual's beliefs or attributes? Most certainly. Should it be prohibited for private entities such as a church, bed-and-breakfast or retirement neighborhood that doesn't want noisy children? Absolutely not. Decisions concerning private property and associations should in a free society be unhindered.”

Rand Paul (1963) American politician, ophthalmologist, and United States Senator from Kentucky

2000s

Children, Decision, Housing

“The products of American high schools are illiterate; and a degree from a famous college or university is no guarantee that the graduate is in any better case. One of the most remarkable features of American society is that the difference between the "uneducated" and the "educated" is so slight.”

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

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

Education, Universe

“I never forgot that schooling had irretrievably changed my family’s life. That knowledge, however, did not weaken ambition. Instead, it strengthened resolve. Those times I remembered the loss of my past with regret, I quickly reminded myself of all the things my teachers could give me. (They could make me an educated man.) I tightened my grip on pencil and books. I evaded nostalgia. Tried hard to forget. But one does not forget by trying to forget. One only remembers. I remembered too well that education had changed my family’s life. I would not have become a scholarship boy had I not so often remembered.”

Richard Rodríguez (1944) American journalist and essayist

Hunger of Memory: The Education of Richard Rodriguez (1982)

Life, Books, Education, Family

“Who keeps the tavern and serves up the drinks? The peasant. Who squanders and drinks up money belonging to the peasant commune, the school, the church? The peasant. Who would steal from his neighbor, commit arson, and falsely denounce another for a bottle of vodka? The peasant.”

Anton Chekhov book Peasants

Peasants (1897)

Money, Communication, Drink, Falseness

“I wanted to be a boy when I was growing up because I was in love with all of the male dancers I knew and they were all gay. And I thought, Well, if I was a boy, they'd love me. So I got into role-playing then. That's where it began. I remember when I was still in high school, I had cut my hair off really short, and I was totally anorexic - I had no boobs - and I would dress like a boy and go to gay clubs and my goal was to trick men into thinking I was a boy.”

Madonna (1958) American singer, songwriter, and actress

Ray Of Light, The Guardian, 1999-12-01 http://www.theguardian.com/theobserver/1999/dec/12/life1.lifemagazine1,

Love, Men, Boy, Thinking

“The development of economics as a science which is always based on human beings, the creative actors and protagonists in all social processes and events (the subjectivist conception), is undoubtedly the most significant and characteristic contribution made by the Austrian School of economics, founded by Carl Menger. In fact Menger felt it vital to abandon the sterile objectivism of the classical (Anglo-Saxon) school whose members were obsessed with the supposed existence of external objective entities (social classes, aggregates, material factors of production, etc.). Menger held that economists should instead always adopt the subjectivist view of human beings who act, and that this perspective should invariably exert a decisive influence on the way all economic theories are formulated, in terms of their scientific content and their practical conclusions and results.”

Jesús Huerta de Soto (1956) professor of political economy and author

Jesús Huerta de Soto (2006), Money, Bank Credit, and Economic Cycles, p. 267, Note 3,

Way, Decision, Science

“My father's education was altogether of the worst and most limited. I believe he was never more than three months at any school. What he learned there showed what he might have learned. A solid knowledge of arithmetic, a fine antique handwriting — these, with other limited practical etceteras, were all the things he ever heard mentioned as excellent. He had no room to strive for more.”

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

1880s, Reminiscences (1881)

Education, Knowledge, Learning

“A physical theory reputed to be satisfactory by the sectarians of one metaphysical school will be rejected by the partisans of another school.”

Pierre Duhem (1861–1916) French physicist, historian of science

Notice sur les Titres et Travaux scientifiques de Pierre Duhem rédigée par lui-même lors de sa candidature à l'Académie des sciences (mai 1913), The Aim and Structure of Physical Theory (1906)

“But the bilingualists simplistically scorn the value and necessity of assimilation. They do not seem to realize that there are two ways a person is individualized. So they do not realize that while one suffers a diminished sense of private individuality by becoming assimilated into public society, such assimilation makes possible the achievement of public individuality. Supporters of bilingual education thus want it both ways. They propose bilingual schooling as a way of helping students acquire the skills of the classroom crucial for public success. But they likewise insist that bilingual instruction will give students a sense of their identity apart from the public. Behind this screen there gleams an astonishing promise: One can become a public person while still remaining a private person. At the very same time one can be both! There need be no tension between the self in the crowd and the self apart from the crowd! Who would not want to believe such an idea?”

Richard Rodríguez (1944) American journalist and essayist

Hunger of Memory: The Education of Richard Rodriguez (1982)

Education, Way, Idea, Support

“[O]ur top schools are obsessed with race, class, and gender but apparently not rigorous in cross-examining the fables and pop fads of their students.”

Victor Davis Hanson (1953) American military historian, essayist, university professor

2010s, The Deflation of the Academic Brand (2018)

“While the so-called religious issue is necessarily and properly the chief topic here tonight, I want to emphasize from the outset that we have far more critical issues to face in the 1960 election; the spread of Communist influence, until it now festers 90 miles off the coast of Florida — the humiliating treatment of our President and Vice President by those who no longer respect our power — the hungry children I saw in West Virginia, the old people who cannot pay their doctor bills, the families forced to give up their farms — an America with too many slums, with too few schools, and too late to the moon and outer space. These are the real issues which should decide this campaign. And they are not religious issues — for war and hunger and ignorance and despair know no religious barriers.”

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

1960, Speech to the Greater Houston Ministerial Association

Hunger, War, Children, People

“The young are of age when they twitter like the old; they are driven through school to learn the old song, and, when they have this by heart, they are declared of age.”

Max Stirner book The Ego and Its Own

Cambridge 1995, pp. 61-62
The Ego and Its Own (1845)

Age, Learning, Heart

“I will ask of you only the ability to read English and to think logically—no high school mathematics, and certainly no higher mathematics.”

Edmund Landau (1877–1938) German Jewish mathematician

Grundlagen der Analysis [Foundations of Analysis] (1930) Preface for the Student, as quoted by Eli Maor, Trigonometric Delights (2013)

Mathematics, Thinking, Reading

“I was recently on a tour of Latin America, and the only regret I have was that I didn't study Latin harder in school so I could converse with those people.”

Dan Quayle (1947) American politician, lawyer

U.S. Representative Claudine Schneider (RI) telling an admitted joke about Quayle "Quayle Quotes" http://www.snopes.com/quotes/quayle.htm, Urban Legends Reference Pages Misattributed

People, Study