Quotes about school and education
page 15

“I think the prospect of bringing back grammar schools has always been wrong and I've never supported it. And I don't think any Conservative government would have done it.”

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

BBC Sunday AM (15 January 2006)
2000s, 2006

Support, Thinking

“I do not see that it is possible, nor can I discover that it would be right, for me now to withdraw from the cause in which I have so long taken so deep an interest. The work is great, and vast are the results depending upon it, and unhappily our laborers are not abundant…But conscious of the increasing hazard we run owing to the long continuance of monopolies, and beholding the appalling sufferings of multitudes of my fellow-creatures, and satisfied that all benevolence and charity and the teaching of religion and of schools fall short of much of their full effect owing to the degraded and impoverished condition of the people—I should feel myself guilty, as possessing abundance and leaving others to hunger, nakedness and immorality and deepest ignorance and crime, if I were to retire into domestic quiet and leave the struggle to be carried on entirely by others.”

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

Letter to his mother-in-law Mrs. Priestman (November 1842), quoted in G. M. Trevelyan, The Life of John Bright (London: Constable, 1913), pp. 102-103.
1840s

Hunger, People, Religion, Feeling

“There are three schools of magic. One: State a tautology, then ring the changes on its corollaries; that’s philosophy. Two: Record many facts. Try to see a pattern. Then make a wrong guess at the next fact; that’s science. Three: Awareness that you live in a malevolent universe controlled by Murphy’s Law, sometimes offset in part by Brewster’s Factor: that’s engineering.”

Robert A. Heinlein book The Number of the Beast

Source: The Number of the Beast (1980), Chapter XLVIII : L’Envoi or Rev. XXII: 13, p. 508

Law, Universe, Science, Change

“In the south west of India lies the long narrow coastal state of Kerala. Most of its thirty-two million inhabitants live off the land and the ocean, a rich tropical ecosystem watered by two monsoons a year. It's also one of India's most crowded states - but the population is stable because nearly everybody has small families… At the root of it all is education. Thanks to a long tradition of compulsory schooling for boys and girls Kerala has one of the highest literacy rates in the World. Where women are well educated they tend to choose to have smaller families… What Kerala shows is that you don't need aggressive policies or government incentives for birthrates to fall. Everywhere in the world where women have access to education and have the freedom to run their own lives, on the whole they and their partners have been choosing to have smaller families than their parents. But reducing birthrates is very difficult to achieve without a simple piece of medical technology, contraception. m35s09-m38s21”

David Attenborough (1926) British broadcaster and naturalist

How Many People Can Live on Planet Earth? (BBC Horizon, 2009)

Women, World, Education, Family

“All my life I had hated machines. I could remember how bitterly at school I had resented reading the news that someone had flown across the Atlantic or travelled through the Sahara in a car. I had realized even then that the speed and ease of mechanical transport must rob the world of all diversity.”

Wilfred Thesiger book Arabian Sands

Source: Arabian Sands (1959), p. 259.

Life, Hate, World, Cars

“…I established the rule that once we hire an employee, his school records are a matter of the past and are no longer used to evaluate his work or decide on his promotion.”

Akio Morita (1921–1999) Japanese businessman

Source: Made in Japan (1986), p. 145.

Past

“Freedom means having the right to freely educate your children, and freely means no obligation to send them in a public school, where teachers want to inculcate principles different from the principles that their parents want to inculcate them in a familiar context.”

Silvio Berlusconi (1936) Italian politician

On public school, in Adoptions, gay couples and public school in la Repubblica (1 March 2011) http://www.repubblica.it/politica/2011/02/26/news/berlusconi_rafforza-12922793/index.html 2011

Children, Education, Parent, Freedom

“We are not a Party of unbridled, brutal capitalism, and never have been. Although we believe in personal responsibility and personal initiative in business, we are not the political children of the "laissez-faire" school. We opposed them decade after decade.”

Anthony Eden (1897–1977) British Conservative politician, prime minister

The New Conservatism (Conservative Political Centre, 1955), pp. 11-12

Children, Business, Personality

“We busted out of class had to get away from those fools;
We learned more from a three minute record than we ever learned in school.
Tonight I hear the neighborhood drummer sound;
I can feel my heart begin to pound.
You say you're tired and you just want to close your eyes and follow your dreams down.”

Bruce Springsteen (1949) American singer and songwriter

"No Surrender"
Song lyrics, Born in the U.S.A. (1984)

Dreams, Fools, Feeling, Learning

“What is going on here is a deliberate revision by Current not only of Lincoln but of himself in order to serve the saint in the 1980s as opposed to the saint at earlier times when black were still colored, having only just stopped being Negroes. In colored and Negro days the saint might have wanted them out of the country, as he did. But in the age of Martin Luther King even the most covertly racist of school boards must agree that a saint like Abraham Lincoln could never have wanted a single black person to leave freedom’s land much less bravery’s home. So all the hagiographers are redoing their plaster images and anyone who draws attention to the discrepancy between their own past crudities and their current falsities is a very bad person indeed, and not a scholar, and probably a communist as well.”

Gore Vidal (1925–2012) American writer

"Lincoln and the Priests of Academe"
1990s, United States - Essays 1952-1992 (1992)

Age, Color, Home, Freedom

“The question of Hayek’s relationship to the Chicago school of economics raises the anterior question of the Chicago school of economics itself.”

Alan O. Ebenstein (1959) American political scientist, educator and author

Hayek's Journey: The Mind of Friedrich Hayek (2003)

Question

“Another school opposed this dream with its summons to military adventure in Anatolia, and took its blueprint from a Western reading of classical antiquity. While conceding the demographic break with the ancient Greek world, the westernized intelligentsia claimed a continuing spiritual affinity between modem Western, secular ideals and those of classical Athens. Locating the modern Greeks through their cultural heritage of classical antiquity along an cast—west axis that stretched from Paris and London to Athens and Constantinople, the ‘Hellenic’ map differed profoundly from the ‘Byzantine’ one; for the Latter had a north—south axis from Moscow to Constantinople and Egypt, which aligned a re-nascent Byzantine Greece with Orthodox Russia as the protector of Eastern Christianity. There was a similar contrast in ethnic moralities. While the Byzantine conception of Greek revival envisaged a renewal of the Orthodox Christian virtues and ecclesiastical controls, the secular Hellenic vision advocated a ‘return’ to the qualities of rational enquiry, self-control and reflective choice which seemed to sum up the ethical message of ancient Greece.”

Anthony D. Smith (1939–2016) British academic

Source: The Ethnic Origins of Nations (1987), p. 203.

World, Dreams, Reading

“The schools, having found the object of their long, blind searching, shall teach directness, simplicity, naturalness: they shall protect the young against palpable illusion. They shall teach that, while man once invented a process called composition, Nature has forever brought forth organisms. They shall encourage the love of Nature that wells up in every childish heart, and shall not suppress, shall not stifle, the teeming imagination of the young.
They shall teach, as the result of their own bitter experience, that conscious mental effort, that conscious emotionality, are poor mates to breed from, and that true parturition comes of a deep, instinctive, subconscious desire. That true art, springing fresh from Nature, must have in it, to live, much of the glance of an eye, much of the sound of a voice, much of the life of a life.
That Nature is strong, generous, comprehensive, fecund, subtile: that in growth and decadence she continually sets forth the drama of man's life.
That, thro' the rotating seasons, thro' the procession of the years, thro' the march of the centuries, permeating all, sustaining all, there murmurs the still, small voice of a power that holds us in the hollow of its hand.”

Louis Sullivan (1856–1924) American architect

Emotional Architecture as Compared to Intellectual (1894)

Love, Life, Art, Imagination

“[T]he formalist school, of whom the most eminent representative is Hilbert, have concentrated on the propositions of mathematics, such as '2 + 2 = 4'. They have pronounced these to be meaningless formulae to be manipulated according to arbitrary rules, and they hold that mathematical knowledge consists in knowing what formulae can be derived from what others consistently with the rules…. for example…'2' is a meaningless mark occurring in these meaningless formulae. But… '2' occurs not only in '2 + 2 = 4', but also in 'It is 2 miles to the station', which is not a meaningless formulae, but a significant proposition, in which '2' cannot conceivably be a meaningless mark.”

Frank P. Ramsey (1903–1930) British mathematician, philosopher

The Foundations of Mathematics (1925)

Mathematics, Knowledge

“Socialization through schooling, as it takes place here, and in Western societies, in general, is a priori stupefaction”

Peter Sloterdijk (1947) German philosopher

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

“I bought a copy of the Nashville Tennessean out of a metal box, just to see what was happening in the world. The principal story indicated that the state legislature, in one of those moments of enlightenment with which the southern states often strive to distinguish themselves, was in the process of passing a law forbidding schools from teaching evolution. Instead they were to be required to instruct that that the earth was created by God, in seven days, sometime, oh, before the turn of the century. The article reminded us that this was not a new issue in Tennessee. The little town of Dayton—not far from where Katz and I now sat, as it happened—was the scene of the famous Scopes trial in 1925, when the state prosecuted a schoolteacher named John Thomas Scopes for rashly promulgating Darwinian hogwash. As nearly everyone knows, Clarence Darrow, for the defense, roundly humiliated William Jennings Bryan, for the prosecution, but what most people don’t realize is that Darrow lost the case. Scopes was convicted, and the law wasn’t overturned in Tennessee until 1967. And now the state was about to bring the law back, proving conclusively that the danger for Tennesseans isn’t so much that they may be descended from apes as overtaken by them.”

Bill Bryson A Walk in the Woods

Source: A Walk in the Woods (1997), Chapter 8 (pp. 107-108)

God, People, World, Law

“Stop the incitement in your media and your schools.
Stop naming public squares and athletic teams after suicide bombers.
And come to the negotiating table when you have prepared your people to forego hatred and renounce terrorism - and Israel will embrace you.
Until that day, there can be no peace with Hamas. Peace at any price isn't peace; it's surrender.”

Eric Cantor (1963) American politician

Eric Cantor (2011) cited in: " Leader Cantor's remarks to AIPAC http://web.archive.org/web/20110526083308/http://majorityleader.gov/newsroom/2011/05/leader-cantors-remarks-to-aipac.html" on majorityleader.gov, posted on May 22, 2011.

People, Peace, Suicide

“The Residents knew what they wanted of their Malayan Civil Service cadets as early as 1883: "What we require out here are young public school men - Cheltenham, for preference - who have failed conspicuously at all bookwork and examinations in proportion as they have excelled at sports." As Resident of Perak, Swettenham “kept an eye out for men who would do credit to both the civil service and the state cricket team, which one sporting official judged as the equal of a good English county team.” Oliver Marks, who performed brilliantly for a visiting Ceylon eleven, was at once urged to come and work for the Perak government….”

Anthony Burgess (1917–1993) English writer

Non-Fiction, Homage to QWERT YUIOP: Selected Journalism 1978-1985 (1986)

Men, Sport

“The spirit of Japan, conceived in the Nara epoch, carried in the womb of her islands throughout the Heian period, delivered in the anguish of the Middle Ages, schooled by the rod of iron of the Tokugawas, fully grown now, benefited from all her past experiences. She cannot forget them.”

Louis Frédéric (1923–1996) French scholar

Frédéric, L. (1984). Daily life in Japan at the time of the samurai, 1185-1603. Tokyo: Tuttle.

Age, Past, Forgetting

“b>Interviewer: Have you ever attended a mime school?
Brian: Nop. Never. I used to watch a lot of cartoons and the Muppets Show and that's why I make the funny faces. So it was all cartoon and Jim Henson.”

Brian Viglione (1979) American musician

“The Human Behavior School: This approach to the analysis of management is based on the central thesis that, since managing involves getting things done with and through people, the study of management must be centered on interpersonal relations. Variously called the "human relations," "leadership," or "behavioral sciences" approach… This school concentrates on the "people" part of management and rests on the principle that, where people work together as groups in order to accomplish objectives, "people should understand people."”

Harold Koontz (1909–1984)

Source: "The Management Theory Jungle," 1961, p. 178

People, Behavior, Understanding, Study

“Were I to deduce any system from my feelings on leaving Eton, it might be called The Theory of Permanent Adolescence. It is the theory that the experiences undergone by boys at the great public schools, their glories and disappointments, are so intense as to dominate their lives and arrest their development. From these it results that the greater part of the ruling class remains adolescent, school-minded, self-conscious, cowardly, sentimental, and in the last analysis homosexual.”

Cyril Connolly book Enemies of Promise

Source: Enemies of Promise (1938), Part 3: A Georgian Boyhood, Ch. 24: Vale (p. 253)

Disappointment, Feeling, Boy, Parting

“You should know that I had problems at the end of my career as a player here and I don't know if you know that someone [put] a rifle at my head and tied me up and tied up my wife in front of the children at our flat in Barcelona. The children were going to school accompanied by the police. The police slept in our house for three or four months. I was going to matches with a bodyguard. All these things change your point of view towards many things. There are moments in life in which there are other values. We wanted to stop this and be a little more sensible. It was the moment to leave football and I couldn't play in the World Cup after this.”

Johan Cruyff (1947–2016) Dutch association football player

In an interview with Catalunya Radio (April 2008) https://www.theguardian.com/football/2008/apr/17/newsstory.sport, he said that the attempted kidnap (in 1977) was the reason he decided not to go to the 1978 World Cup in Argentina.

Life, Children, World, Problem

“When I go back to school everyone asks a lot of questions. Then, after about a week, when I've answered everything, we get back to normal. I've never been one of the cool people at school, but then again, I don't get the people who are cool. It's not that I don't like them, it's just that they don't interest me.”

Daniel Radcliffe (1989) English actor

on being bullying at school http://www.flixster.com/actor/daniel-radcliffe/daniel-radcliffe-quotes

People, Question

“On my way from school to home I heard a man saying “I will kill you.” I hastened my pace and after a while I looked back if the man was still coming behind me. But to my utter relief he was talking on his mobile and must have been threatening someone else over the phone.”

Malala Yousafzai (1997) Pakistani children's education activist

Malala. "I am afraid", Saturday 3 January 2009; Cited in: Diary of a Pakistani schoolgirl http://news.bbc.co.uk/2/hi/south_asia/7834402.stm at news.bbc.co.uk. 19 January 2009 Malala's diary, 2009

Way, Home

“Public opinion* is the unseen product of education and practical experience. Education, in turn, is the function, in co-operation, of the family, the church and the school. If the family fails in its guiding influence and discipline and if the church fails in its religious instruction, then everything is left to the school, which is given an impossible burden to bear. It is just this situation which has arisen in the United States during the generation through which we are still passing. In overwhelming proportion, the family has become almost unconscious of its chief educational responsibility. In like manner, the church, fortunately with some noteworthy exceptions, has done the same. The heavy burden put upon the school has resulted in confused thinking, unwise plans of instruction and a loss of opportunity to lay the foundations of true education, the effects of which are becoming obvious to every one. Fundamental dis cipline, both personal and social, has pretty well disappeared, and, without that discipline which develops into self-discipline, education is impossible.
What are the American people going to do about it? If they do not correct these conditions, they are simply playing into the hands of the advocates of a totalitarian state, for that type of state is at least efficient, and it is astonishing to how many persons efficiency makes stronger appeal than liberty.
Then, too, we have many signs of an incapacity to understand and to interpret liberty, or to distinguish it from license. There is a limit to liberty, and liberty ends where license begins. It is very difficult for many persons to understand this fact or to grasp its implications. If we are to have freedom of speech, freedom of thought and freedom of the press, why should we not be free to say and think and print whatever we like? The answer is that the limit between liberty and license must be observed if liberty itself is to last. To suppose, as many individuals and groups seem to do, that liberty of thought and liberty of speech* include liberty to agitate for the destruction of liberty itself, indicates on the part of such persons not only lack of common sense but lack of any sense o humor. If liberty is to remain, the barrier between liberty and license must be recognized and observed.”

Nicholas Murray Butler (1862–1947) American philosopher, diplomat, and educator

Liberty-Equality-Fraternity (1942)

People, Education, Family, Understanding

“Annette’s communiqué is anodyne; a giggling confession off camera (shower-curtain rain in the background) that the famous Manfred Macx is in Paris for a weekend of clubbing, drugging, and general hell-raising. Oh, and he’s promised to invent three new paradigm shifts before breakfast every day, starting with a way to bring about the creation of Really Existing Communism by building a state central planning apparatus that interfaces perfectly with external market systems and somehow manages to algorithmically outperform the Monte Carlo free-for-all of market economics, solving the calculation problem. Just because he can, because hacking economics is fun, and he wants to hear the screams from the Chicago School.”

Charles Stross book Accelerando

Source: Accelerando (2005), Chapter 2 (“Troubadour”), pp. 57-58

Way, Communication, Hell, Problem

“I saw the mayor of New York said today, 'We're tough. We can do it.' Well, Mayor, how are you going to feel when it's your daughter that's kidnapped at school by a terrorist?”

John Shadegg (1949) American politician

Referring to New York City Mayor Michael Bloomberg's comments on trying terrorists in criminal courts in NYC.
Quoted in
Terrorism

Feeling, Daughters

“I threw the javelin in high school, but that’s only part of the reason for my good arm. I got my good arm from my mother. Today she’s 73, yet she can throw a ball from second base to home plate with something on it. Last year, when they opened the amateur winter league in Puerto Rico, she threw out the first ball from a box seat to home plate. She had something on it, too. She’s in good health.”

Roberto Clemente (1934–1972) Puerto Rican baseball player

As quoted in “Clouter Clemente: Popular Buc; Rifle-Armed Flyhawk Aims At Second Bat Crown”
Baseball-related, <big><big>1960s</big></big>, <big>1964</big>

Health, Home, Winter, Parting

“But as soon as I opened a dance school they went who does she think she is? She has become a guru! In their mind they could not accept that anyone could build a place not because they want to be a guru but because they want to give the best to a young bunch of girls. Guru Kelucharan Mahapatra was in charge of Odissi. Kalanidhi Narayan for Abhinaya. Kumudini Lakhia for Kathak. Kalyani Kuttiyamma for Mohiniattam. The Paul Taylor Dance Company did a workshop there. I was not the guru. I was the slave. I was working with my hands -- planting trees, digging the earth, typing, collecting the money. I gave up my dance.”

Protima Bedi (1948–1998) Indian model and dancer

On Her Nityagrama dance school in Bangalore, quoted in "I have been a hippie all my life".

Money, Girl, Thinking, Tree

“When they were growing up, I was working from morning to night. When I left, they were asleep, when I came back, they were asleep," once he told a magazine. Even when they were young, he couldn't visit their school as Shweta and Abhishek asked him not to visit them to avoid too much commotion”

Amitabh Bachchan (1942) Indian actor

His biggest regret is not to share the "growing up moments" of his children quoted in "Bachchan Receives Lifetime Achievement Award at DIFF".

Night

“The CRG turned its thoughts towards a much more complex matter that had received little attention from any of the other schools of thought which had been represented at the two Conferences [Dorking and ICSI]. This is the relation between general and special classifications: is there anything to be gained by pursuing the ideal of a new universal classification scheme, and if so, how will the specialist's need be served by it? How can the CRG schemes, for example, that prove so satisfactory for their users, be integrated into such a general scheme?”

Douglas John Foskett (1918–2004)

Source: The Classification Research Group 1952—1962 (1962), p. 133 as cited in:

Universe

“Depraved these styles are called, the one with its ever broken and twisted mouldings, the other with its rich crowded carving, and depraved we may count them, if we are of the school that thinks the purpose of architectural ornament is always to state some fact of construction. The Mexican architects and their workmen were certainly not of this school. They broke their mouldings, turned and curved them and multiplied their ornament for the pure joy it gave them to see the sparkle of the sunlight on their white walls.”

Clarence Stein (1882–1975) American architect

A Triumph of Spanish Colonial Style (1916)

Thinking, Joy

“We do not “look” at something or someone; we “eat” it: we are like “cannibals” consuming the world for our own benefit. “The only people who have any hope of salvation are those who occasionally stop and look for a time, instead of eating.” Here we have Weil’s version of changing from a position of egocentrism to egolessness. … Weil is claiming that it all starts with paying attention to the other—any other—as the way to form our appropriate stance toward the world and all its creatures. Her essay titled “Reflections on the Right Use of School Studies with a View to the Love of God” joins what appear to be opposites—a child’s concentration on working on a math problem and training for loving God. From her own earliest days, she saw the value of studying math and science, disciplines that demanded an openness and patience to a subject outside of oneself and whose truth did not rest with one’s own interpretation.”

Sallie McFague (1933–2019) American feminist and theologian

describing Simone Weil’s view, Blessed Are the Consumers

Love, God, People, Truth

“There are so many acting schools these days. Maybe, the new generation of actors is forgetting that acting is more emotional than mechanical. Take dancing, today's dancers are not dancing; they're just performing a drill to some beats.”

Waheeda Rehman (1938) Indian actress

Quoted in "Guru Dutt was my mentor: Waheeda".
Quote

Dance, Forgetting

“Indeed, until she had met Lev at school, it had not occurred to her that anyone might prefer to speak a plain fact rather than a lie that sounded well. People said what suited their purposes, when they were serious; and when they weren’t serious, they talked without meaning anything at all.”

Ursula K. Le Guin book The Eye of the Heron

Source: The Eye of the Heron (1978), Chapter 2 (p. 23)

People, Lie

“Every child in American should have access to a well-stocked school library. … An investment in libraries is an investment in our children's future.”

Laura Bush (1946) First Lady of the United States from 2001 to 2009

As quoted in Biography Today : Profiles of People of Interest to Young Readers, Vol. 12, Issue 2 : Laura Bush by Joanne Mattern (2003), p. 34

Children, Future

“Although the Mathematicks according to its Etymology, signifies only Discipline, yet it merits the Name of Science better than any other, because its Principles are self-evident, and independent on any sensible Experience, and its Propositions demonstrated beyond all possible Doubt or Opposition. Youth were anciently instructed herein before Philosophy, on which Account Aristotle called it the Science of Children. This was taught them not only to raise and excite their Genius, but also as a fit preparative to the Study of Nature; and it was upon this Account that the Divine Plato inscribed on his School… that none wholly ignorant of Geometry should be admitted there.”

Jacques Ozanam (1640–1718) French mathematician

Source: A Mathematical Dictionary: Or; A Compendious Explication of All Mathematical Terms, 1702, p. 1, The Introduction; Lead paragraph

Children, Youth, Nature, Study

“The search for original cases and the "superior" rules that would emerge from them spread far outside legal practice. Wallace Donham, dean of the Harvard Business School from 1919 to 1942, was trained at the law school in the heady days of the case system's early and enthusiastic reception. Where law and business parted ways was in the contingent matter of the availability of ready- made cases — law faculty simply reached for their shelves, while professors of business needed to create a new literary species — the business case book.”

Peter Galison (1955) American physicist

Source: Image and Logic, 1997, p. 57

Books, Law, Way, Search

“[The right] may never bring prayer back to schools, but it has rescued all manner of rightwing economic nostrums from history’s dustbins. Having rolled back the landmark economic reforms of the sixties (the war on poverty) and those of the thirties (labor law, agricultural price supports, banking regulation), its leaders now turn their guns on the accomplishments of the earliest years of progressivism (Woodrow Wilson’s estate tax; Theodore Roosevelt’s anti-trust measures). With a little more effort, the backlash may well repeal the entire twentieth century.”

Thomas Frank book What's the Matter with Kansas?

Ibid. (p. 8).
What's the Matter with Kansas? (2004)

War, Law, History, Support

“Every employee in an undertaking, then, takes a larger or smaller share in the work of administration, and has, therefore, to use and display his administrative faculties. This is why we often see men, who are specially gifted, gradually rise from the lowest to the highest level of the industrial hierarchy, although they have only had an elementary education. But young men, who begin practical work as engineers soon after leaving industrial schools, are in a particularly good position both for learning administration and for showing their ability in this direction, for in administration, as in all other branches of industrial activity, a man’s work is judged by its results.”

Henri Fayol (1841–1925) Developer of Fayolism

Source: Henri Fayol addressed his colleagues in the mineral industry, 1900, p. 908

Men, Education, Learning

“If America is to produce great painters and if young artists wish to assume a place in the history of the art of their country, their first desire should be to remain in America to peer deeper into the heart of American life, rather than spend their time abroad obtaining a superficial view of the art of the Old World. In the days when I studied abroad conditions were entirely different. The facilities for study in this country were meagre. There were even no life classes in our art schools and schools of painting. Naturally one had to seek instruction elsewhere, abroad. Today we need not do that.”

Thomas Eakins (1844–1916) American painter

Interview, Philadelphia Press; quoted in Lloyd Goodrich, Thomas Eakins (1933).

Life, World, Art, History

“I carried this rubber ball with me all the time. I squeezed it to strengthen my fingers and wrists and my friend and I would walk to and from school throwing the rubber ball back and forth. Many times at night, I laid in the bed and threw the ball against the ceiling and caught it. Baseball was my whole life. I would forget to eat because of baseball and one time my mother wanted to punish me. She started to burn my bat, but I got it out of the fire and saved it. Many times today she tells me how wrong she was and how right I was to want to play baseball. I bought my parents their home in Puerto Rico and gave them possessions they never thought they’d ever see. All from baseball.”

Roberto Clemente (1934–1972) Puerto Rican baseball player

As quoted in “Clouter Clemente: Popular Buc; Rifle-Armed Flyhawk Aims At Second Bat Crown”
Baseball-related, <big><big>1960s</big></big>, <big>1964</big>

Life, Home, Parent, Time

“I wrote it [Fanny Hill: or, the Memoirs of a Woman of Pleasure] to prove that one could write so freely about a woman of the town without resorting to the the coarseness the School of Venus [L'Ecole des Filles], which had quite plain words. My printer and publisher certainly were deceived by my avoiding those rank words in the work, which are all that they judge obscenity by.”

John Cleland (1709–1789) British writer

As recounted to James Boswell. 13 April, 1779, in Boswell, Laird of Auchinleck.

Pleasure

“The truth is that what really needs fixing is something only a few, like President Obama, are willing to speak about, perhaps because it is so daunting a task. Through the “My Brother’s Keeper” initiative, the President is addressing the disproportionate challenges faced by young men of color. For instance, data shows that the percentage of young men not working or not enrolled in school is nearly twice as high for blacks as it is for whites. This initiative, and others like it, is about doing the hard work to grow drug-resistant and violence-resistant kids, especially in communities of color, so they never become part of that officer’s life experience.”

James Comey (1960) American lawyer and the seventh director of the Federal Bureau of Investigation (FBI)

2010s, Hard Truths: Law Enforcement (2015)

Life, Men, Truth, Color

“Franklin: Sapper, Buchan, Dornford Yates, practitioners in that school of Snobbery with Violence that runs like a thread of good-class tweed through twentieth-century literature.”

Alan Bennett Forty Years On

Act 2.
Bennett is often credited with having coined the pun "snobbery with violence", though he himself pointed out in Writing Home (1994), p. 199, that the phrase had been used by Count Geoffrey Potocki de Montalk in 1932 as the title of a pamphlet.
Forty Years On (1972)

Literature

“The one that's easy to say now is, "I Support The Troops". Doesn't cost ya anything. But I've got a question for you: can you really support the troops if you also support these massive tax cuts for the very rich? Because the people we say are our heroes are paid by tax dollars. And we hear about, teachers have to buy their own school supplies, soldiers in this country are on food stamps…couldn't somebody in congress stand up and say, "Why don't we take half of that big tax cut and give it to our heroes?"”

Bill Maher (1956) American stand-up comedian

Or is that why they're our heroes, because they work cheap?
Victory Begins at Home (20 January 2004)

People, Food, Question, Support

“My dissertation for the Ph. D. degree at the University of Michigan was on applications of vectorial methods to metric geometry (in the sense of the Menger school), especially with a view to the merging of metric geometry in that sense with differential geometry. Professor S B Myers at the University of Michigan sponsored my dissertation, but I was particularly close to R L Wilder there.”

Leonard Jimmie Savage (1917–1971) American mathematician

Leonard Jimmie Savage, cited in: W.A. Wallis, "Leonard Jimmie Savage 1917-1971," in E Shils (ed.), Remembering the University of Chicago: teachers, scientists, and scholars. (University of Chicago Press, Chicago, 1991), 436-451; Quoted in: J J O'Connor and E F Robertson, " Leonard Jimmie Savage http://www-history.mcs.st-and.ac.uk/Biographies/Savage.html," at history.mcs.st-and.ac.uk, November 2010.

Sense, Universe

“Much of what we call consumption constitutes investment in human capital. Direct expenditures on education, health, and internal migration to take advantage of better job opportunities are clear examples. Earnings foregone by mature students attending school and by workers acquiring on the-job training are equally clear examples.”

Theodore Schultz (1902–1998) American economist

Source: "Investment in human capital," 1961, p. 1

Health, Education, Training

“Do you think it inconsistent for someone who lacks belief in the stork to object when public schools teach middle schoolers that that’s where babies come from? Likewise no history class should ever confuse students by playing any movie with Mel Gibson’s name in the credits, because they’re wrong, and it’s wrong to mislead students. It would be inconsistent for one who loves and seeks knowledge of truth not to object to lies or challenge liars. Everything religion teaches is wrong. Although public schools are not teaching about the stork, some of them are teaching creationism, which is just as demonstrably absurdly wrong; In either case, it’s a criminal immoral disservice, and should be corrected.”

Aron Ra (1962) Aron Ra is an atheist activist and the host of the Ra-Men Podcast

Patheos, Anti-theist Answers to Christian Questions http://www.patheos.com/blogs/reasonadvocates/2015/11/22/anti-theist-answers-to-christian-questions/ (November 22, 2015)

Love, Truth, Religion, History

“Islam has never been misunderstood. Islam is the problem. But no one is stating the truth. No one is taking a hard look at the root of terrorism which is the brain washing machine called Islam. Islam is not up to me, is not up to any Muslim – man or woman. Islam is exactly what the prophet Muhammad did and said. In order to understand Islam you have to read the biography of Muhammad. It is very traumatising. It is very shocking. He married his second wife when she was six years old. He was over fifty. […] His third wife was Sophia. She was a Jewish woman. It was well documented, well written in our school books that he attacked her tribe. He killed her father, her brother, and her husband. At the same day, he slept with her. That's what I call Islam.”

Wafa Sultan (1958) American psychistrist

Speech at Restoration Weekend, Palm Beach, Florida 2007 https://www.youtube.com/watch?v=up3yuQDAWKQ

Truth, Books, Understanding, Problem

“In effect, the school created a type but not a will. Four years of Harvard College, if successful, resulted in an autobiographical blank, a mind on which only a water-mark had been stamped.”

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

The Education of Henry Adams (1907)

Water, Success

“These individual actions are really trans-actions instead of either individual behavior or the "exchange" of commodities. It is this shift from commodities and individuals to transactions and working rules of collective action that marks the transition from the classical and hedonic schools to the institutional schools of economic thinking. The shift is a change in the ultimate unit of economic investigation. The classic and hedonic economists, with their communistic and anarchistic offshoots, founded their theories on the relation of man to nature, but institutionalism is a relation of man to man. The smallest unit of the classic economists was a commodity produced by labor. The smallest unit of the hedonic economists was the same or similar commodity enjoyed by ultimate consumers. One was the objective side, the other the subjective side, of the same relation between the individual and the forces of nature. The outcome, in either case, was the materialistic metaphor of an automatic equilibrium, analogous to the waves of the ocean, but personified as "seeking their level." But the smallest unit of the institutional economists is a unit of activity -- a transaction, with its participants. Transactions intervene between the labor of the classic economists and the pleasures of the hedonic economists, simply because it is society that controls access to the forces of nature, and transactions are, not the "exchange of commodities," but the alienation and acquisition, between individuals, of the rights of property and liberty created by society, which must therefore be negotiated between the parties concerned before labor can produce, or consumers can consume, or commodities be physically exchanged.”

John R. Commons (1862–1945) United States institutional economist and labor historian

"Institutional Economics," 1931

Pleasure, Behavior, Nature, Thinking

“Bobby noticed two colorful charts posted on the wall near the refrigerator. The first displayed each kid's grades and major test results since the start of the school year in September. The other was a list of household chores for which each child was responsible. … Some attributed Asian-Americans' success to a conspiracy, but Bobby saw the simple explanation for their achievements everywhere in the Phan house: They tried harder. They embraced the ideals upon which the country had been based — including hard work, honesty, goal-oriented self-denial, and the freedom to be whatever one wanted to be. Ironically, their great success was partly due to the fact that so many born Americans had become cynical about those same ideals.”

Dean Koontz book The Bad Place

Source: The Bad Place (1990), Chapter 32

Color, Freedom, Success, Housing

“Empirical School; A second approach to management I refer to as the "empirical" school. In this, I include those scholars who identify management as a study of experience, sometimes with intent to draw generalizations but usually merely as a means of teaching experience and transferring it to the practitioner or student. Typical of this school are those who see management or "policy" as the study and analysis of cases and those with such approaches as Ernest Dale's "comparative approach."”

Harold Koontz (1909–1984)

Source: "The Management Theory Jungle," 1961, p. 177

Study, Drawing

“I think it is a truth, and an important truth, that the fundamentals of all school teaching ought to be the same.”

George Long (1800–1879) English classical scholar

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

Truth, Thinking

“How different everyone looked. How louldly they talked about who was starting work tomorrow, who would start in a week, while Sister Raymond sat at her desk looking serene. Bird felt a lurch in her chest. Of all of them, she though, she might be the one who'd miss school the most.”

Patricia Reilly Giff (1935) American children's writer

Source: Water Street (2006), Chapters 21-29, p. 159

Bird, Sister

“There is no conceivable reason why all colored people should not be treated according to the merits of each individual. It is not only the plain duty, but also the interest of us all, to have every colored man take the place for which he is best fitted by education, character, ability, manners, and culture. If others insist on keeping him in any lower and poorer place, it is not only his injury, but our universal loss. Yet which of our white congregations would take a colored pastor? How many of our New England villages would like to have colored postmasters, or doctors, or lawyers, or teachers in the public schools? A very slight difference in complexion suffices to keep a young man from getting a place as policeman, or fireman, or conductor, even on the horse cars. The trades-unions are closed against him, and so are many of our stores; while those which admit him are obliged to refuse him promotion on account of the unwillingness of white men to serve under him.”

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

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

Men, People, Education, Cars

“God knows I can think of enough things that I did wrong both personally and as part of my cohort. But I never abandoned what I thought of as the benefits of the postwar consensus in favour of sectional advantage. Actually, I was always a bit awkward in this as other respects. As you know, I was against root-and-branch school comprehensivization on the grounds that the postwar arrangements combining meritocracy with opportunity, while imperfect and logically indefensible, were better than the radical schemes on offer – which have trashed much of the pedagogical gains of the early postwar decades.”

Tony Judt (1948–2010) British historian

in Tony Judt: the last interview http://www.prospectmagazine.co.uk/magazine/tony-judt-interview by Peter Jukes (2010)

God, Thinking, Parting, Personality

“He was the first to advocate that eight hours a day in the workshop was best for industrial efficiency. The best employers in the land are now of that opinion. He did not fail there. Who can tell the horrors of industry which children suffered in factories at the beginning of the last century? Were not the Factory Acts acts of mercy? The country owed them to Robert Owen's inspiration. … He was the first who looked with practical intent into the kingdom of the unborn. He saw that posterity — the silent but inevitable master of us all — if left untrained may efface the triumphs, or dishonour, or destroy the great traditions of our race. He put infant schools into the mind of the world. Have they been failures? He, when it seemed impossible to anyone else, proposed national education for which now all the sects contend. Has that proposal been a failure?”

George Holyoake (1817–1906) British secularist, co-operator, and newspaper editor

Memorial dedication (1902)

Children, World, Education, Failure

“Science is the real moral school; she teaches man the love and respect for the truth, without which all hope is chimerical.”

Marcellin Berthelot (1827–1907) French chemist and politician

Proverbia http://www.proverbia.net/citasautor.asp?autor=93

Love, Truth, Hope, Science

“"Whom are you?" he said, for he had been to night school.”

George Ade (1866–1944) American writer, newspaper columnist and playwright

Bang! Bang! (1928)

Night

“The world, I mean our own portion of it, sometimes seems to me like one mighty slaughter-house — one grand school for the suppression of every kind and tender and brotherly feeling — one grand process of education to the entire destitution of all moral principle — one vast scene of destruction to all moral sensibility, and all sympathy with the woes of those around us. Is it not so?”

William Alcott (1798–1859) American physician and author

Source: Vegetable Diet (1838), p. 268

World, Education, Feeling, Housing

“See, therefore, how you, the philosophers of various schools of thought, agree in the religion of the one God, whom you all presupposed in that which you as lovers of wisdom acknowledge”

Nicholas of Cusa (1401–1464) German philosopher, theologian, jurist, and astronomer

De Pace Fidei (The Peace of Faith) (1453)

Wisdom, God, Religion, Lovers

“[The engineer] must identify the significant and critical problems, but in his education, problems have been predetermined and assigned. He must develop the judgment to know what solutions to problems are possible, but in school the problems encountered are known to have answers. He should be excited by new and unsolved challenges, but for 20 years he has lived in an educational system where he knows he is repeating the work of last year's students.”

Jay Wright Forrester (1918–2016) American operations researcher

Source: Engineering Education and Engineering Practice in the Year 2000 (1967), p. 134-135 as cited in: Ben. F. Barton (1981) The nature and treatment of professional engineering problems: The technical writing teacher's responsibility. p. 19

Education, Problem

“A 14-year-old Indiana girl was arrested after she came to a middle school with a handgun, ammunition, and six small bags of marijuana. Man, Dakota Fanning's growing up so fast!”

Amy Poehler (1971) American actress

http://snltranscripts.jt.org/05/05cupdate.phtml
Weekend Update samples

Girl, Marijuana

“I believe that all men, whatever their religion or lack of it, pass on into another phase of being, to another class in God’s school.”

Leslie Weatherhead (1893–1976) English theologian

Source: The Christian Agnostic (1965), p.266

Men, God, Religion

“I was nurtured in the school of the rifle and the tomahawk”

Moses Van Campen (1757–1849) American Revolutionary War scout and Indian-fighter

Sketches of Border Adventures, 1842

“There were no acting schools or workshops then. What came naturally to you, is all you had. But Bharata Natyam taught me everything.”

Vyjayanthimala (1936) Indian actress, politician & dancer

In "There's no slowing down for Vyjayanthimala".

Nature

“I was watching the news reports from Baltimore and hearing all the condemnations from some about being kept down and the lack of jobs, opportunity, good schools — then why do these blacks keep voting for the same people? And this isn't a phenomenon isolated to Baltimore. Every single major urban center in America is run by Democrats — more specifically, liberal progressives, black or white. The morass that became Detroit. The killing fields of Chicago. The depravity of Washington, D. C. The shame of South Dallas. And yes, even the place that was once my home, Atlanta, even with all the successful black entertainers. Now, I remember the first black mayor of Atlanta, Maynard Jackson. That guy was a leader and even spoke at my high school Baccalaureate. But today, Atlanta Mayor Kasim Reed has done such a bang-up job that the Atlanta Braves are moving to Cobb County! Just do the assessment yourselves, who are the elected officials heading up the urban centers? And where does one find the most dire socio-economic statistics?”

Allen West (politician) (1961) American politician; retired United States Army officer

2010s, Dirty little secret no one wants to admit about Baltimore (2015)

People, Guy, Home, Success

“I now receive inquiries of interest for deanships and departmental chairs several times a year. I find myself on committees where I am the only woman and there is one black man. We two tokens greet each other wryly. I am frequently invited to lecture at architecture schools, ‘to be a role model for our girls.’ I am happy to do this for their young women but I would rather be asked purely because my work is interesting.”

Denise Scott Brown (1931) American architect

"Sexism and the star system in architecture"

Women, Happiness, Girl, Time

“There is no one way 'correct' way of becoming a writer. The very quirks and eccentricities which a workshop will probably discourage may in fact be the aspiring writer's most valuable capital in the longer term. Would be literary Samsons should be wary of enrolling in a hairdressing school.”

Dennis O'Driscoll (1954–2012) Irish poet, critic

Poetry Quotes

Way

“Anyone who wants to paint should read Bacon. He defined the artists as homo additus naturae... Bacon had the right idea, but listen Monsieur Vollard, speaking of nature, the English philosopher, [Bacon] didn't for-see our open-air school, nor that other calamity which has followed close upon its heels: open-air indoors.”

Paul Cézanne (1839–1906) French painter

Quote in a conversation with Vollard in museum The Luxembourg, Paris 1897 - standing before the 'Olympia' of Manet; as quoted in Cézanne, by Ambroise Vollard, Dover publications Inc. New York, 1984, p. 36
Quotes of Paul Cezanne, 1880s - 1890s

Idea, Nature, Reading, Painting

“It’s easy to encourage dependency; harder to help people into a life of purpose and dignity. The worst are politicians who smugly talk about caring for the little guy, and then abandon the poorest, most vulnerable of our children to schools that give them little chance to succeed. That’s not just hypocrisy. It’s a tragedy. I became a conservative because I believe that caring for people means more than just spending taxpayer money; it means delivering results. It means respecting and challenging our citizens, telling them what they need to hear, not simply what they want to hear.”

Eric Greitens (1974) American politician, author, and former Navy SEAL

Former Navy SEAL: Why I am no longer a Democrat http://www.foxnews.com/opinion/2015/07/13/former-navy-seal-why-am-no-longer-democrat.html (July 13, 2015)

Life, Money, Children, People

“As a schoolboy drawing-lessons became my favorite, and that pleasure was not ignited a little when, by the time of my twelfth year, the cityscape-painter B. J. van Hove became our neighbor. Since then I began to long for the moment that I would be allowed to change the school bench for a place in his studio. That desire was already satisfied in the autumn of [18]31.”

Johannes Bosboom (1817–1891) Dutch painter

origineel citaat van Johannes Bosboom, in Nederlands: Als schoolknaap was de teekenles mij de liefste geworden en die lust werd niet weinig aangewakkerd, toen, omstreeks mijn twaalfde jaar, de stadsgezichtschilder B. J. van Hove onze buurman werd. Sinds dien tijd begon ik sterk te verlangen naar het oogenblik, waarop ik de schoolbank tegen een plaatsje in zijn atelier zou mogen verwisselen. Dat verlangen werd reeds bevredigd in het najaar van [18]31.
Source: 1880's, Een en ander betrekkelijk mijn loopbaan als schilder, p. 7

Pleasure, Autumn, Change, Time

“My father walked to school 4 o'clock every morning with no shoes on, uphill, both ways, in 5 feet of snow and he was thankful.”

Bill Cosby (1937) American actor, comedian, author, producer, musician, activist

Bill Cosby---Grandparents(Youtube), 15 August 2010 http://www.youtube.com/watch?v=Tt33zqib2qk#t=01m57s,

Shoe, Way

“"So?" "So- remember? His orders were not to sell them for ten school days. Okay. So the ten days came and went and he's still saying no." "So what?" This is what infuriated Obie- the way Archie tried so hard not to be impressed, to always play it cool. You could tell him that The Bomb was going to be dropped and he'd probably say "So what?" It got under Obie's skin, mostly because he suspected that it was an act, that Archie wasn't as cool as he pretended to be. And Obie was awaiting his chance to find out.”

Robert Cormier book The Chocolate War

Source: The Chocolate War (1974), p. 146

Way, Chance

“Devolutionary reform will not provide a factory, a machine or jobs, build a school, train a doctor or put a pound on pensions.”

Neil Kinnock (1942) British politician

South Wales Echo (November 1, 1975).

Training

“Being a professional journalist is rather like training to be a lawyer. There's a certain amount you can learn in school but largely it is a vocation learned through practice, with scepticism being a primary attribute.”

Heather Brooke (1970) American journalist

Page 70.
The Revolution Will Be Digitised: Dispatches From the Information War, 1st Edition

Learning, Training

“Twas in the prime of summer-time
An evening calm and cool,
And four-and-twenty happy boys
Came bounding out of school:
There were some that ran and some that leapt,
Like troutlets in a pool.”

Thomas Hood (1799–1845) British writer

1840s, The Dream of Eugene Aram

Happiness, Boy, Time, Summer

“Some of you may doubt the truth of what I now say, and argue that the Lord could teach him. This is a mistake. The Lord could not have taught him in any other way than in the way in which He did teach him. You believe Adam was made of the dust of this earth. This I do not believe, though it is supposed that it is so written in the Bible; but it is not, to my understanding. You can write that information to the States, if you please-that I have publicly declared that I do not believe that portion of the Bible as the Christian world do. I never did, and I never want to. What is the reason I do not? Because I have come to understanding, and banished from my mind all the baby stories my mother taught me when I was a child. But suppose Adam was made and fashioned the same as we make adobies; if he had never drunk of the bitter cup; the Lord might have talked to him to this day, and he would have continued as he was to all eternity, never advancing one particle in the school of intelligence. This idea opens up a field of light to the intelligent mind. How can you know truth but by its opposite, or light but by its opposite? The absence of light is darkness. How can sweetness be known but by its opposite, bitter? It is by this means that we obtain all intelligence.”

Brigham Young (1801–1877) Latter Day Saint movement leader

Journal of Discourse 2:6-7 (October 23, 1853)
1850s

Truth, World, Way, Intelligence

“The political history of the 20th century is the history of social-engineering projects executed by well-intentioned people that began well and ended badly. There were big errors like communism, but also lesser ones, like a Vietnam War designed by the best and the brightest, urban renewal efforts that decimated neighborhoods, welfare policies that had the unintended effect of weakening families and development programs that left a string of white elephant projects across the world.These experiences drove me toward the crooked timber school of public philosophy: Michael Oakeshott, Isaiah Berlin, Edward Banfield, Reinhold Niebuhr, Friedrich Hayek, Clinton Rossiter and George Orwell. These writers — some left, some right — had a sense of epistemological modesty. They knew how little we can know. They understood that we are strangers to ourselves and society is an immeasurably complex organism. They tended to be skeptical of technocratic, rationalist planning and suspicious of schemes to reorganize society from the top down.”

David Brooks (1961) American journalist, commentator and editor

[David, Brooks, http://www.nytimes.com/2009/02/24/opinion/24brooks.html?_r=1&ref=opinion, The Big Test, New York Times, February 23, 2009, February 24, 2009]
2000s

War, People, Family, Error

“When I graduated from high school, I hoped that one day gay Americans would be able to get married. And now here I am 45 years later officiating same-sex marriages—how can I not be optimistic that the future is bright?”

Daayiee Abdullah (1954) Homosexual Muslim activist

First Gay ‘Imam’ in USA Says ‘Quran Doesn’t Call for Punishment of Homosexuals’ http://www.moroccoworldnews.com/2015/05/159043/first-gay-imam-in-usa-says-quran-doesnt-call-for-punishment-of-homosexuals/ (22 May 2015), Morocco World News.

Marriage, Hope, Sex, Future

“The recent flourishing of New Classical economics, and especially its Equilibrium Business Cycle Theory (EBCT), has given a fresh hearing to the Old—but still developing—Austrian Business Cycle Theory (ABCT). While the New and the Old differ radically in both substance and methods, they exhibit a certain formal congruency that has captured the attention of both schools. The formal similarities between EBCT and ABCT invites a point-by-point comparison, but the comparison itself dramatizes differences between the two views in a way that adds to the integrity and plausibility of the Austrian theory.”

Roger Garrison (1944) American economist

Page 91.
"New Classical and Old Austrian Economics", 1991

Way, Business

“It is truly not the merit of the school if we do not come out selfish. Each sort of corresponding pride and every wind of covetousness, eagerness for office, mechanical and servile officiousness, hypocrisy, etc., is bound as much with extensive knowledge as with elegant, classical education, and since this whole instruction exercises no influence of any sort on our ethical behavior, it thus frequently falls to the fate of being forgotten in the same measure as it is not used: one shakes off the dust of the school.”

Max Stirner book The False Principle of our Education

Source: The False Principle of our Education (1842), p. 22

Fate, Education, Behavior, Exercises

“The typographic lore of school children points to the gap between the scribal and typographic man.”

Marshall McLuhan (1911–1980) Canadian educator, philosopher, and scholar-- a professor of English literature, a literary critic, and a …

Source: 1960s, The Gutenberg Galaxy (1962), p. 103

Children

“As for life within a Legislature,— who can tell how warped and bent and twisted, and accommodated to the exigencies of party struggle become the faculties of belief? Strong and courageous natures know it, and remain strong and courageous in spite of knowledge and practice; but the pliancy of man is beyond admiration, and is nowhere better seen than under the schooling of Parliament.”

Leonard H. Courtney (1832–1918) British politician

To My Fellow-Disciples at Saratoga Springs (1895)

Life, Courage, Nature, Knowledge

“In some great boarding schools for the fair sex, it is customary, upon the introduction of a novice, for the scholars to receive her with much pretended solemnity, and decorate a throne in which she is to be installed, in order to hear a set speech, addressed to her by one of the young ladies in the name of the rest. The throne is wide enough for three persons to sit conveniently, and is made with two stools, having a tub nearly filled with water between them, and the whole is covered by a counterpane or blanket, ornamented with ribands and other trifling fineries, and drawn very tightly over the two stools, upon each of which a lady is seated to keep the blanket from giving way when the new scholar takes her place; and these are called her maids of honour. The speech consists of high-flown compliments calculated to flatter the vanity of the stranger; and as soon as it is concluded, the maids of honour rising suddenly together, the counterpane of course gives way, and poor miss is unexpectedly immerged in the water.”

Joseph Strutt (1749–1802) British engraver, artist, antiquary and writer

pg. 396
The Sports and Pastimes of the People of England (1801), Initiation

Sex, Way, Water, Personality

“In a situation where a lifelong school break was being imposed upon us by the terrorists, rising up against that became very important, essential.”

Malala Yousafzai (1997) Pakistani children's education activist

Malala in Interview with a Pakistani Television network, 2011-12; Cited in: The girl who wanted to go to school http://www.newyorker.com/online/blogs/newsdesk/2012/10/the-girl-who-wanted-to-go-to-school.html." The New Yorker by Basharat Peer, posted October 10, 2012 2010 -

“[…]schools reward people who study more and more about less and less.”

Robert T. Kiyosaki (1947) American finance author , investor

Rich Dad Poor Dad: What the Rich Teach Their Kids About Money-That the Poor and the Middle Class Do Not!

People, Study

“No words used in the Gospels can legitimately be twisted to mean unending punishment, and indeed, such an expression is self-contradictory. The main motive of punishment surely is to reform the sufferer; in school, to make a better scholar; in the State, to make a better citizen. If the punishment goes on forever when does the sufferer benefit by the punishment or use the lesson he has learned so painfully? If Hell were endless it would be valueless.”

Leslie Weatherhead (1893–1976) English theologian

Source: The Christian Agnostic (1965), p.286

Motivation, Hell, Suffering, Learning

“But this brings us to what I consider the fatal flaw in the monetarist prescriptions. If the leader of the school cannot make up his own mind regarding what the most desirable rate of monetary increase should be, what does he expect to happen when the decision is put in the hands of the politicians? … The fatal flaw in the monetarist prescription, in brief, is that it postulates that money should consist of irredeemable paper notes and that the final power of determining how many of these are issued should be placed in the hands of the government—that is, in the hands of the politicians in office. The assumption that these politicians could be trusted to act responsibly, particularly for any prolonged period, seems incredibly naive. The real problem today is the opposite of what the monetarists suggest. It is how to get the arbitrary power over the stock of money out of the hands of the government, out of the hands of the politicians.”

Henry Hazlitt (1894–1993) American journalist

Where the Monetarists Go Wrong (1976)

Money, Problem, Decision

“When you get to a certain age, it's kind of the same thing. There's no new school to go to, no new teachers. There's some comfort in that.”

Fred Willard (1939) American actor and comedian

Source: Fred Willard Quotes - Fred Willard on Comedy, Celebrity ... at esquire.com, Dec. 20, 2010.

Age, Teachers

“Grey was an ambitious man who always wished to lead, but his overt ambition during his youth made him unpopular. He lacked the warmth of personality that made Fox revered by his followers. Grey was respected but rarely loved. His achievements were few, but they were significant. He helped to keep liberal principles alive during the years of conflict with revolutionary France, and in 1832 he safeguarded the continuity of the British constitution into an era of increasingly rapid social and political change. In character he was a man of contradictions, headstrong but easily discouraged by failure, imperious but indecisive, cautious and introspective. He was at his best when in office, for he sought fame and reputation: in opposition he often became despondent. He was a man of principle and integrity, though not always successful in execution. His bearing and attitudes were aristocratic, and his instincts were fundamentally conservative. He was a whig of the eighteenth-century school, most at home among his deferential clients, tenants, and labourers at Howick, and he never came to terms with the new industrial society which was coming into being during his later years. It is greatly to his credit that his Reform Act, whatever its conservative purpose, smoothed the path for that new society to establish its dominance without destroying the old.”

Charles Grey, 2nd Earl Grey (1764–1845) Prime Minister of the United Kingdom of Great Britain and Ireland

E. A. Smith, ‘ Grey, Charles, second Earl Grey (1764–1845) http://www.oxforddnb.com/view/article/11526’, Oxford Dictionary of National Biography, Oxford University Press, 2004; online edn, May 2009, accessed 8 Sept 2012. About

Love, Youth, Home, Failure