Quotes about school and education
page 19

“It is true that for us art is not an end in itself, we have lost too many of our illusions for that. Art is for us an occasion for social criticism, and for real understanding of the age we live in... Dada was not a school of artists, but an alarm signal against declining values, routine and speculations, a desperate appeal, on behalf of all forms of art, for a creative basis on which to build a new and universal consciousness of art.”

Hugo Ball (1886–1927) German author, poet and one of the leading Dada artists

quoted by Richard Kostelanetz and Joseph Darby (eds.) in Classic Essays on Twentieth-Century Music; Schirmer, New York, 1996 ISBN 0028645812
after 1916

Age, Art, Understanding, Universe

“Honestly, I love this job — that’s not even some talking point. I love this job, and I want to keep this job. My kids are in school here in Michigan, and my family is here in Michigan.”

Joan Larsen (1968) United States Circuit Judge for the Sixth Circuit

POTUS election could have ‘huge’ impact on Mich. judges http://www.detroitnews.com/story/news/politics/2016/06/04/potus-election-huge-impact-mich-judges/85424958/ (June 4, 2016)

Love, Family

“The story of the labor movement needs to be taught in every school in this land… America is a living testimonial to what free men and women, organized in free democratic trade unions can do to make a better life … we ought to be proud of it!”

Hubert H. Humphrey (1911–1978) Vice-President of the USA under Lyndon B. Johnson

Address to the 1977 Minnesota State AFL-CIO Convention.

Life, Women, Men

“A good doctor pursues his calling without any regard to a bad result. Otherwise, teaching in medical school might be called into question and where would we be then?”

Alain-René Lesage (1668–1747) French writer

La Tontine (1709)

Question

“[W]hat Reconstruction succeeded in doing: it helped us avoid a renewed outbreak of civil war (which, considering the history of civil conflicts, is no small achievement); it laid the legal and constitutional foundations for a more egalitarian America, foundations that it took only sixty-five years to revitalize into the Civil Rights Movement; it restored the original balance of constitutional federalism, putting aside the states’ rights absolutism of the pre-war Southern aristocracy. But I do not say this to encourage any historical Pollyannaism about Reconstruction. That restored federal balance permitted the emergence of the first women’s voting rights legislation, the curtailing of municipal corruption, and the introduction of widespread public schooling; it also permitted the emergence of Jim Crow. But as Lincoln said, “this is a world of compensation.””

Allen C. Guelzo (1953) American historian

The historical good and the evil, even in Reconstruction, do not come unmixed.
2010s, Interview with Sara Gabbard (2018)

Women, War, World, History

“In his recent book, 'Welcome to the Desert of the Real', famed Slovenian socialist intellectual Slavoj Zizek tackles the Palestinian question in a most unoriginal manner. What concerns him most is not the foundational racism of Zionism and its concrete offspring, a racist Jewish state, nor the racist curricula of Israeli Jewish schools, the racist Israeli Jewish media representations of Palestinians, the racist declarations of Israeli Jewish leaders on the right and on the left, or the Jewish supremacist rights and privileges guiding Zionism and Israeli state laws and policies -- all of which seem of little concern to him -- but rather Arab 'anti-Semitism' which should not be 'tolerated.”

Joseph Massad (1963) Associate Professor of Arab Studies

Arabs are in fact reacting to Zionist Jewish colonialism and its commitment to European white supremacy in Jewish guise.
Ibid.
"The legacy of Jean-Paul Sartre"

Books, Law, Question

“The history of education shows that every class which has sought to take power has prepared itself for power by an autonomous education. The first step in emancipating oneself from political and social slavery is that of freeing the mind. I put forward this new idea: popular schooling should be placed under the control of the great workers’ unions. The problem of education is the most important class problem.”

Antonio Gramsci (1891–1937) Italian writer, politician, theorist, sociologist and linguist

Cited in Davidson's (1977) Antonio Gramsci: Towards an Intellectual Biography. London: Merlin Press., p. 77.

Education, History, Idea, Problem

“Every election we hear about the trouble with our public education systems. Despite all of the attention and lip service this critically important issue receives, we continue to see vast opportunity for improvement. I have personally seen the devastating effects of failing schools. They impact our children in profound ways.”

Rupert Boneham (1964) American mentor, television personality, and politician

Rupert on the Issues (2011)

Children, Education, Way, Personality

“It is characteristic of the Oxford school of criticism to understand these [metaphysical] fallacies as logical non sequiturs—as though philosophers throughout the centuries had been, for reasons unknown, just a bit too stupid to discover the elementary flaws in their arguments. The truth of the matter is that elementary logical mistakes are quite rare in the history of philosophy; what appear to be errors in logic to minds disencumbered of questions that have been uncritically dismissed as “meaningless” are usually caused by semblances, unavoidable for beings whose whole existence is determined by appearance. Hence, In our context the only relevant question is whether the semblances are inauthentic or authentic ones, whether they are caused by dogmatic beliefs and arbitrary assumptions, mere mirages that disappear upon closer inspection, or whether they are inherent in the paradoxical condition of a living being that, though itself part of the world of appearances, is in possession of a faculty, the ability to think, that permits the mind to withdraw from the world without ever being able to leave it or transcend it.”

Hannah Arendt book The Life of the Mind

Source: The Life of the Mind (1971/1978), p. 45.

Truth, Stupidity, World, Error

“Schools are industries to manufacture machines.”

Laxmi Prasad Devkota (1909–1959) Nepali poet

शिक्षा (Education)

“The Trusts and Corporations stood for the larger part of the new power that had been created since 1840, and were obnoxious because of their vigorous and unscrupulous energy. They were revolutionary, troubling all the old conventions and values, as the screws of ocean steamers must trouble a school of herring. They tore society to pieces and trampled it under foot.”

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

The Education of Henry Adams (1907)

Parting

“I've always wanted to go to England; I've always felt a tremendous drawing to England — especially the Elizabethan period. I felt I was familiar with a lot of it — more than what I was familiar with from what I read and studied in school. I went to England. I started driving. I drove to Stonehenge and found that I had been there. It was familiar to me. I went to the tower of London and knew that I had been there. It was more than just feeling vibrations, which a lot of people can do — feel, you know, vibrations of a place that has antiquity screaming through it. It was an irrefutable fact. It was like coming home for me.”

Cass Elliot (1941–1974) American singer

Rolling Stone interview (1968)

People, Feeling, Home, Study

“Minors are an intended audience for the highly profitable sex industry. Impressionable teenagers are easily persuaded to have abortions, and homosexual clubs in high school are designed for the young.”

Phyllis Schlafly (1924–2016) American activist

[Schlafly, Phyllis, 2004, September, Activist Judges Rule for Special Interests, Phyllis Schlafly Report, 38, 2, http://www.eagleforum.org/psr/2004/sept04/psrsept04.html, 2007-03-30]

Sex

“It takes a great deal of strong personality to survive the art school training. Hard nuts that the art schools can't crack and devour get through and become artists.”

John Sloan (1871–1951) American painter

Ibid., p. 8.
The Gist of Art (1939)

Art, Strong, Personality, Training

“Teaching Latin to someone like me in high school was somewhat like trying to teach a pig to dance. It's a waste of the teacher's time and it irritates the pig.”

Fred Thompson (1942–2015) American politician and actor

Teaching the Pig to Dance

Teachers, Time, Dance

“It is hard to imagine a more stupid or more dangerous way of making decisions than by putting those decisions in the hands of people who pay no price for being wrong. Know-it-alls in the school system do not lose one dime or one hour's sleep if their bright ideas turn out to be all wrong, or even disastrous, for the child.”

Thomas Sowell (1930) American economist, social theorist, political philosopher and author

Wake up, Parents http://www.jewishworldreview.com/cols/sowell081800.asp, Jewish World Review, 18 August 2000. 2000s

People, Stupidity, Way, Imagination

“If young people don’t like reading, let’s not blame television or the modern world or school. Or rather, blame them all, but only after asking what we have done to that ideal reader since the days when we played at being both storyteller and book.”

Daniel Pennac (1944) French author

The Rights of the Reader (2008 translation by Sarah Adams)

People, Books, World, Reading

“So, Kent Hovind gets out of prison and every atheist wants a piece of him. I understand that; I hate liars, I hate anyone who deceives even little old ladies and especially other people's children. So, of course I'd love to have the opportunity to get into it with Mister (not Doctor) Kent Hovind, as would every other atheist activist with a passion for science and a concern for truth. Understand though that this charlatan is every kind of fraud. He just wants to reestablish his racket. His schtick is to pretend to be more important than he is; we all know that his thesis was just as bogus as the PHD that he bought from a mail order catalog for about $100, he also claims to have taught high school science for about 15 years, hoping that folks will think that he has some verifiable connection to a high school somewhere (an actual school), but what I suspect is really the case is he may have preached to homeschooled kids at his house (which he used as a church sometimes). I can understand Atheist Podcast wanting to have this guy on to take him to task, but remember, he is a conman, a professional fraud. In his mind, he gains merit and financial supporters as a result of being "oppressed in the face of adversity", so go ahead and have him on, but only as a sideshow freak, someone to gawk at; show him the contempt he deserves. Don't treat him like an opponent, as if he had something to bring to the table.”

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

Youtube, Other, Debating Dr Dunno https://www.youtube.com/watch?v=mKw8K7o-vwY (August 4, 2015)

Love, Hate, Children, People

“Physiologically adult humans are not meant to spend an additional 10 years in a school system; their brains map that onto "I have been assigned low tribal status". And so, of course, they plot rebellion—accuse the existing tribal overlords of corruption—plot perhaps to split off their own little tribe in the savanna, not realizing that this is impossible in the Modern World.”

Eliezer Yudkowsky (1979) American blogger, writer, and artificial intelligence researcher

Rebelling Within Nature http://lesswrong.com/lw/s5/rebelling_within_nature/ (July 2008)

World

“We might easily pursue these contrasts between bourgeois of the Jansenist school and those of the Jesuit school. One, of upright and rigid character, was himself in the various occupations of daily life; the other had the personality of his state, which would make of him less a moral personality than a socially determined being, subject to rules which it would be improper and unChristian not to observe, the "first duty of probity" always being, as Père Bourdaloue puts it, to "submit to authority." So that while the disciple of the Jesuit Fathers might be a reliable man, who most probably would always remain prudently within the confines of mediocrity, the disciple of the Jansenists might sometimes indulge in eccentricities. He was less reliable; he might take the counsels of perfection literally, and not be so docile. Under a middle-class exterior, he might often conceal a romantic spirit, preserving a predilection for the heroic feats of olden times.”

Bernard Groethuysen (1880–1946) French literary historian, translator and writer

Source: The Bourgeois: Catholicism vs. Capitalism in Eighteenth-Century France (1927), p. 163

Life, Time, Personality, Perfection

“When we were told to follow set procedures and not deviate from the rules, we could see how this schooling process actually discouraged creativity.”

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!

“William Shakespeare has probably done more to damage the cultural worth of Britain than anyone else in the whole of human history. After endlessly having to study his plays on the school curriculum, generations of children have ventured into adulthood convinced that all literature is coma-inducingly dreary. I don't blame them. Portia's speech about the 'gentle rain' is in no way as stimulating as 10 minutes of Grand Theft Auto. I believe that Shakespeare, along with Milton, Donne and Chaucer, has a place in modern Britain. And that place is deep in the bowels of the British Library, where he can be studied by hardcore language students.”

Jeremy Clarkson (1960) English broadcaster, journalist and writer

Source: For Crying Out Loud! The World According to Clarkson Volume Three (2008), p. 21

Children, Way, History, Literature

“Interviewer: How long do your parents usually let you stay up?
Rachel: I probably get home at 1:00 (am) and I go to bed at 1:30. [shrugs] I don't know.
Tina: She's usually in bed at-
Rachel: 1?
Tina: 1.
Interviewer: 1 am? [laughing]
Tina: [laughing] 1 am. She's performing. She's-
Rachel: Maybe on a school night, I go to bed at 10! Maybe.
Tina: Yeah. Maybe. When you went to public school. Now she does homeschool, so she doesn't go to bed until 1.”

Rachel Trachtenburg (1993) American musician

Rachel's bedtime when she performs onstage.
Off & On Broadway documentary (2006)

Home, Parent, Night

“Somewhere about 1893 I started teaching Scouting to young soldiers in my regiment. When these young fellows joined the Army they had learned reading, writing, and arithmetic in school but as a rule not much else. They were nice lads and made very good parade soldiers, obeyed orders, kept themselves clean and smart and all that, but they had never been taught to be men, how to look after themselves, how to take responsibility, and so on. They had not had my chances of education outside the classroom.
They had been brought up in the herd at school, they were trained as a herd in the Army; they simply did as they were told and had no ideas or initiative of their own. In action they carried out orders, but if their officer was shot they were as helpless as a flock of sheep. Tell one of them to ride out alone with a message on a dark night and ten to one he would lose his way.
I wanted to make them feel that they were a match for any enemy, able to find their way by the stars or map, accustomed to notice all tracks and signs and to read their meaning, and able to fend for themselves away from regimental cooks and barracks.”

Robert Baden-Powell (1857–1941) lieutenant-general in the British Army, writer, founder and Chief Scout of the Scout Movement

"BE PREPARED" http://www.pinetreeweb.com/bp-listener.htm, Listener Magazine (1937)

Men, Education, Way, Feeling

“[My mother] closed the school the next day [after a visit from Castro's soldiers], because she knew that the purpose of education was the broadening and opening of children's minds. And she couldn't be a party to the systematic closing of minds, borders, freedoms and ideals.”

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

address to LULAC (July 1, 2005)
2007, 2008

Children, Education, Freedom

“One of the things near and dear to me is art therapy. Even as an art teacher and someone very involved in the arts, I never knew what art therapy even was. These men and women go to graduate school and they actually are therapists that use art, especially at Riley, they’re making such a difference, so I’m looking forward to that.”

Karen Pence (1958) First Lady of Indiana, schoolteacher

Karen Pence focuses on moving family forward amid hoopla http://www.indystar.com/story/news/politics/2017/01/20/karen-pence-focuses-moving-family-forward-amid-hoopla/96828962/ (January 20, 2017)

Women, Men, Art, Teachers

“Every child deserves a good teacher in a good school, regardless of the zip code that they live in.”

Hillary Clinton (1947) American politician, senator, Secretary of State, First Lady

Presidential campaign (April 12, 2015 – 2016), Democratic Presidential Debate in Miami (March 9, 2016)

Teachers

“Didn't have a clue that the rapper was helping the rapers, raiders of the villages, the
pillagers of the school…. shooters of the innocents, tortures of the witnesses, burners
of the businesses.. and my bracelet was the fuel.”

Lupe Fiasco (1982) rapper

"Conflict Diamonds"
Mixtapes, Fahrenheit 1/15 Part II: Revenge of the Nerds (2006)

Business, Help

“Recent biblical exegesis by Anthem’s newest organization, Hermeneutics Unlimited, had established beyond doubt that Jesus Christ was adamantly opposed to universal health-care insurance, class-action lawsuits, and corporate whistleblowers. Several prominent postrationalist theologians had successfully exposed public education for the misguided Marxist boondoggle it was, while a majority in Congress now advocated replacing the secular school system with private academies committed to sparing children the bad news that Charles Darwin had brought back from the Galápagos Islands.”

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

Source: The Philosopher's Apprentice (2008), Chapter 13 (p. 292)

Children, Health, Education, Universe

“The Soviet Union does not allow any church of any kind to interfere with education, and religion is not taught in public schools. It seems to me that this is the greatest gift of the Russian Revolution to the modern world. Most educated modern men no longer believe in religious dogma. If questioned they will usually resort to double-talk before admitting the fact. But who today actually believes that this world is ruled and directed by a benevolent person of great power who, on humble appeal, will change the course of events at our request? Who believes in miracles? Many folk follow religious ceremonies and services and allow their children to learn fairy tales and so-called religious truth, which in time the children come to recognize as conventional lies told by their parents and teachers for the children's good. One can hardly exaggerate the moral disaster of the custom. We have to thank the Soviet Union for the courage to stop it.”

W.E.B. Du Bois (1868–1963) American sociologist, historian, activist and writer

The Autobiography of W.E. Burghardt Du Bois (1968), Ch. IV : The Soviet Union; he later states in Ch. XVI : My Character: "I think the greatest gift of the Soviet Union to modern civilization was the dethronement of the clergy and the refusal to let religion be taught in the public schools."

Men, Children, Truth, World

“I don't know if I particularly want to be remembered for anything. I have enjoyed great satisfaction from my climb of Everest and my trips to the poles. But there's no doubt, either, that my most worthwhile things have been the building of schools and medical clinics. That has given me more satisfaction than a footprint on a mountain.”

Edmund Hillary (1919–2008) New Zealand mountaineer

Sir Edmund Hillary : King Of The World

Mountain

“To be a student of Stuck [1898 - 1900] sounded good. In reality, however, it was not half so splendid. Instead of coming to him with a sound mind I brought a thousand pains and many prejudices. In the realm of colour I found it hard to progress. Since the tone provided by mood predominated strongly in my mastery of form, I sought to find as much profit as possible here at least. And, in this respect, a great deal really was to be gained at Stuck's. Naturally I was not the only one, at this time, to be deficient in the realm of color. Later, in his monograph, Kandinsky passed a similar judgement on this school [of Stuck].”

Paul Klee (1879–1940) German Swiss painter

Quote (1900), # 121, in The Diaries of Paul Klee, translation: Pierre B. Schneider, R. Y. Zachary and Max Knight; publisher, University of California Press, 1964
1895 - 1902

Pain, Color, Mood, Nature

“I have no kicks at all [The] fact is I'm pretty happy about the whole thing…I enjoy this country. I like the parks and the highways and the good schools and everything that this Government does.”

Carole Lombard (1908–1942) American actress

Endorsing Roosevelt's administration and income tax in general.
Carole Lombard, The Hoosier Tornado by Wes D. Gehring, p. 3

Happiness, Country

“One does not have to have experience raising children through school, dealing with family tragedies, and so forth, to be able to find three numbers whose fourth powers add up to another one.”

Noam Elkies (1966) American mathematician

Are Mathematicians Past Their Prime at 35? http://www.massey.ac.nz/~rmclachl/overthehill.html

Children, Family

“""… Why Nimrod? Why that name?""
Ramrod straight, he looked down at her. ""I guess you skipped Bible studies at school. Genesis 10, verses 8 to 10: 'And Cush begat Nimrod: he began to be a mighty one in the earth… And the beginning of his kingdom was Babel, and Erech, and Accad, and-""
""Babel?""
""It was only generations after the flood of Noah. Chapter 11, verse 4. 'And they said, Go to, let us build us a city and a tower, whose top may reach unto heaven.'""
""But God struck them down when they built the tower.""
""Yes. But why? 11, 6. 'Now nothing will be restrained from them, which they have imagined to do.' That's what God said about mankind. He feared us, and so He struck us down. We have that verse up on the wall on big banners, to motivate the workforce. 'Nothing will be restrained from them, which they have imagined to do.'""
""Wow,"" Thandie said. ""You're challenging God?""
""Why the hell not?""”

Stephen Baxter (1957) author

Source: Flood (2008), Chapter 90

God, Fear, Imagination, Motivation

“Whenever Richard Cory went down town,
We people on the pavement looked at him:
He was a gentleman from sole to crown,
Clean favored, and imperially slim.
And he was always quietly arrayed,
And he was always human when he talked;
But still he fluttered pulses when he said,
"Good-morning," and he glittered when he walked.
And he was rich—yes, richer than a king—
And admirably schooled in every grace:
In fine, we thought that he was everything
To make us wish that we were in his place.
So on we worked, and waited for the light,
And went without the meat, and cursed the bread;
And Richard Cory, one calm summer night,
Went home and put a bullet through his head.”

Edwin Arlington Robinson (1869–1935) American poet

Children of the Night (1910).

People, Home, Light, Waiting

“Here, in India, the problem is peculiar. Our trade tends steadily to expand and it is possible to demonstrate by means of statistics the increasing prosperity of the country generally. On the other hand, we in India know that the ancient handicrafts are decaying, that the fabrics for which India was renowned in the past are supplanted by the products of Western looms, and that our industries are not displaying that renewed vitality which will enable them to compete successfully in the home or the foreign market. The cutivator on the margin of subsistence remains a starveling cultivator, the educated man seeks Government employment or the readily available profession of a lawyer, while the belated artisan works on the lines marked out for him by his forefathers for a return that barely keeps body and soul together. It is said that India is dependent on agriculture and must always remain so. That may be so; but there can, I venture to think, be little doubt that the solution of the ever recurring famine problem is to be found not merely in the improvement of agriculture, the cheapening of loans, or the more equitable distribution of taxation, but still more in the removal from the land to industrial pursuits of a great portion of those, who, at the best, gain but a miserable subsistence, and on the slightest failure of the season are thrown on public charity. It is time for us in India to be up and doing; new markets must be found, new methods adopted and new handicrafts developed, whilst the educated unemployed, no less than the skilled and unskilled labourers, all those, in fact, whose precarious means of livelihood is a standing menace to the well-being of the State must find employment in reorganised and progressive industries It seems to me that what we want is more outside light and assistance from those interested in industries. Our schools should not be left entirely to officials who are either fully occupied with their other duties or whose ideas are prone, in the nature of things, to run in official grooves. I should like to see all those who "think" and “know" giving us their active assistance and not merely their criticism of our results. It is not Governments or forms of Government that have made the great industrial nations, but the spirit of the people and the energy of one and all working to a common end.”

Krishna Raja Wadiyar IV (1884–1940) King of Mysore

On the occasion of the opening of Industrial and Arts Exhibition on 26 December 1903 in Madras (now known as Chennai) Modern_Mysore, Dr. B. R. Ambedkar Open University, 26 November 2013, archive.org, 203 http://archive.org/stream/modernmysore035292mbp/modernmysore035292mbp_djvu.txt, As ruler of the state

People, Education, Home, Soul

“It is not envy or malice, as so many people think, but utter despair that has persuaded many educational reformers to recommend the abolition of the English public schools.”

Peter Medawar (1915–1987) scientist

Introduction
1960s, The Art of the Soluble, 1967

People, Education, Thinking, Envy

“While the Left controls the intellectual means of production—schools (primary, secondary, tertiary), media, foundations, think tanks, publishing prints—the 'Respectable Right' is hardly on the outs with the liberal smart set.”

Ilana Mercer South African writer

" Trump Doesn't Need To Talk Like A Con-Servative http://www.wnd.com/2016/03/trump-doesnt-need-to-talk-like-a-conservative/," WND.com, March 17, 2016. 2010s, 2016

Thinking

“The motives for conceiving modern systems engineering are to be found, at least in part, in past disasters. Arthur D. Hall III [1989] cites: the chemical plant leakage in Bhopal (1986); the explosion of the NASA Challenger space shuttle (1986) and the Apollo fire (1967); the sinking of the Titanic (1912); the nuclear explosion in Chernobyl (1986) and the disaster at Three Mile Island power plant (1979). He cites, too, the capture of markets by Japan from the U. S., the decline in US productivity and the failure of the US secondary school system. He identifies the millions of people dying of starvation every year while other nations stockpile surplus food, medical disasters such as heart disease, while governments subsidize grains used to produce high cholesterol meat, milk and eggs; and many more. One implication is clear: systems engineering faces challenges well beyond the sphere of engineering.”

Derek Hitchins (1935) British systems engineer

Source: Advanced Systems Thinking, Engineering and Management (2003), p. 75-76

People, Disease, Food, Motivation

“Because our time is struggling toward the word with which it may express its spirit, many names come to the fore and all make claim to being the right one. […] Without our assistance, time will not bring the right word to light; we must all work together on it. If, however, so much depends on us, we may reasonably ask what they have made of us and what they propose to make of us; we ask about the education through which they seek to make us creators of that word. Do they conscientiously cultivate our predisposition to become creators or do they treat us only as creatures whose nature simply permits training? […] Therefore we are concerned above all with what they make of us in the time of our plasticity; the school question is a life question.”

Max Stirner book The False Principle of our Education

Source: The False Principle of our Education (1842), p. 11

Life, Education, Question, Nature

“[Dubuffet marvels at the desert as a chaotic palimpsest, filled with marks and signs].. like an immense notebook of disorganization, a notebook of improvisation.... an elementary school blackboard full of scribbles..”

Jean Dubuffet (1901–1985) sculptor from France

Quote of Dubuffet, in a letter to Jacques Berne mailed from Algeria, late 1940's; (Lettres à J.B., p. 35.); as cited in 'Dubuffet, Lévi-Strauss, and the Idea of Art Brut', Kent Minturn http://www.columbia.edu/cu/arthistory/faculty/Minturn/Dubuffet-Levi-Strauss.pdf, from RES: Anthropology and Aesthetics, No. 46, Polemical Objects (Autumn, 2004), pp. 247-258, p. 250 1940's

“It was a harsh school, right enough … but a lot of good had come from it. The petty tyrants and bullies were fewer now, for braggarts had little to sustain them in the face of an enemy broadside.”

Douglas Reeman (1924–2017) British author

A Tradition of Victory, Cap 2 "No Looking Back"

“I disagree with Les. We always found good cunt at the Lyceum. Friendly cunt, clean cunt, spare cunt, jeans and knicker stuffed full of nice juicy hairy cunt, handfuls of cunt, palmful grabbing the cunt by the stem, or the root – infantile memories of cunt – backrow slides – slithery oily cunt, the cunt that breathes – the cunt that’s neatly wrapped in cotton, in silk, in nylon, that announces, that speaks or thrusts, that winks that’s squeezed in a triangle of furtive cloth backed by an arse that’s creamy, springy billowy cushiony tight, knicker lined, knicker skinned, circumscribed by flowers and cotton, by views, clinging knicker, juice ridden knicker, hot knicker, wet knicker, swelling vulva knicker, witty cunt, teeth smiling the eyes biting cunt, cultured cunt, culture vulture cunt, finger biting cunt, cunt that pours, cunt that spreads itself over your soft lips, that attacks, cunt that imagines – cunt you dream about, cunt you create as a Melba, a meringue with smooth sides – remembered from school boys’ smelly first cunt, first foreign cunt, amazing cunt – cunt that’s cruel. Cunt that protects itself and makes you want it even more cunt – cunt that smells of the air, of the earth, of bakeries, of old apples, of figs, of sweat of hands of sour yeast of fresh fish cunt. So – are we going Les? We might pick up a bit of crumpet.”

Steven Berkoff East

East (1975), Scene 17

Smile, Dreams, Imagination, Boy

“I was in the hockey team in school, played football. One of the challenges for me was to make the team feel better. It helped me evolve, so batting at different positions was never a problem.”

Rahul Dravid (1973) Indian cricketer

Feeling, Problem, Help, Football

“Some of the world's strategists are concerned only with sword fencing, and limit their training to flourishing the long sword and carriage of the body. But is dexterity alone sufficient to win? This is not the essence of the Way.
I have recorded the unsatisfactory points of other schools one by one in this book.”

Miyamoto Musashi (1584–1645) Japanese martial artist, writer, artist

Go Rin No Sho (1645), The Wind Book

Books, World, Way, Training

“Pythagoras teaches among other excellent doctrines this also, “walk not on the highways.” This does not mean that we should climb steep hills—the school was not prescribing foot-weariness—but it indicates by this figure that in our words and deeds we should not follow popular and beaten tracks.”

Philo (-15–45 BC) Roman philosopher

2.
Every Good Man is Free

“What must we do with these sciences in schools—I mean the elementary part of them? for… the amount which we can teach in a school to the ordinary kind of boys, that is the very great majority, is not much.”

George Long (1800–1879) English classical scholar

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

Boy, Science, Parting

“I want to see all Americans have a reasonable amount of leisure. Then I want to see them educated to use such leisure for their own enjoyment and betterment, and the strengthening of the quality of their citizenship. We can go a long way in that direction by getting them out of doors and really interested in nature. We can make still further progress by engaging them in games and sports. Our country is a land of cultured men and women. It is a land of agriculture, of industries, of schools, and of places of religious worship. It is a land of varied climes and scenery, of mountain and plain, of lake and river. It is the American heritage. We must make it a land of vision, a land of work, of sincere striving for the good, but we must add to all these, in order to round out the full stature of the people, an ample effort to make it a land of wholesome enjoyment and perennial gladness.”

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

1920s, The Democracy of Sports (1924)

Women, Men, People, Education

“[C. West Churchman exposed the indifferentist position of some researchers — planners belonging to this school in the following terms:] And if our clients blow up the world, land us in starvation or totalitarianism, that is too bad, but we remained pure in heart to the last, didn't we?”

C. West Churchman (1913–2004) American philosopher and systems scientist

Source: 1940s - 1950s, Costs, Utilities, and Values, Sections I and II. (1956), p. 412 as cited in: Bogdan Mieczkowski, Oleg Zinam (1984) Bureaucracy, ideology, technology: quality of life East and West. p. 97

World, Heart

“We need a renewed emphasis on civic learning in schools. And our young people need positive role models. Bullying and prejudice in our public life sets a national tone, provides permission for cruelty and bigotry, and compromises the moral education of children. The only way to pass along civic values is to first live up to them.”

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

2010s, 2017, Speech at "Spirit of Liberty: At Home, In the World" event (2017)

Life, Children, People, Education

“The heart of the question is whether all Americans are to be afforded equal rights and equal opportunities, whether we are going to treat our fellow Americans as we want to be treated. If an American, because his skin is dark, cannot eat lunch in a restaurant open to the public, if he cannot send his children to the best public school available, if he cannot vote for the public officials who represent him, if, in short, he cannot enjoy the full and free life which all of us want, then who among us would be content to have the color of his skin changed and stand in his place? Who among us would then be content with the counsels of patience and delay?”

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

1963, Civil Rights Address

Life, Children, Color, Question

“The various schools of or approaches to management theory that I identified nearly two decades ago, and called "the management theory jungle," are reconsidered. What is found now are eleven distinct approaches, compared to the original six, implying that the "jungle" may be getting more dense and impenetrable. However, certain developments are occurring which indicate that we may be moving more than people think toward a unified and practical theory of management.”

Harold Koontz (1909–1984)

Source: "The Management Theory Jungle Revisited," 1980, p. 175 abstract

People, Thinking

“To hold that a state cannot, consistently with the First and Fourteenth Amendments, utilize its public school system to aid any or all religious faiths or sects in the dissemination of their doctrines and ideals does not, as counsel urge, manifest a governmental hostility to religion or religious teachings. A manifestation of such hostility would be at war with our national tradition as embodied in the First Amendment's guaranty of the free exercise of religion. For the First Amendment rests upon the premise that both religion and government can best work to achieve their lofty aims if each is left free from the other within its respective sphere. Or, as we said in the Everson case, the First Amendment has erected a wall between Church and State which must be kept high and impregnable.”

Hugo Black (1886–1971) U.S. Supreme Court justice

Writing for the court, McCollum v. Board of Education, 333 U.S. 203 (1948).

Hostility, War, Faith, Religion

“Years ago, I had an experience with a playground bully. (…) This bully was after me and he was gonna do this, he was gonna do that, all the other kids were terrified of this bully. And he came to me one night, just before immediately the school was over, and he said to me "Icke, I'm beating you up tonight, you're gonna meet me here." And he expected me to run. And I said "alright", and I took him on. I never threw a punch! He was trying to hit me and trying to hit me, and I was just, you know, a bit like Neo in The Matrix, only at normal speed. Cause he was all front! He was all front! His power in that playground perception of his power. Look him in the eye, "come on then, let's have ya", gone. Finished! Over! And that night, his power of that playground disappeared, cause people realized he was a fraud as the word got out.”

David Icke (1952) English writer and public speaker

Source: Icke's 2016 interview https://www.youtube.com/watch?v=qkcqBQyCVD8 on the Richie Allen Show (starts at 01:39:49)

People, Fraud, Speed, Night

“The view of things [called Pantheism] … — that all plurality is only apparent, that in the endless series of individuals, passing simultaneously and successively into and out of life, generation after generation, age after age, there is but one and the same entity really existing, which is present and identical in all alike; — this theory … may be carried back to the remotest antiquity. It is the alpha and omega of the oldest book in the world, the sacred Vedas, whose dogmatic part, or rather esoteric teaching, is found in the Upanishads. There, in almost every page this profound doctrine lies enshrined; with tireless repetition, in countless adaptations, by many varied parables and similes it is expounded and inculcated. That such was, moreover, the fount whence Pythagoras drew his wisdom, cannot be doubted … That it formed practically the central point in the whole philosophy of the Eleatic School, is likewise a familiar fact. Later on, the New Platonists were steeped in the same … In the ninth century we find it unexpectedly appearing in Europe. It kindles the spirit of no less a divine than Johannes Scotus Erigena, who endeavours to clothe it with the forms and terminology of the Christian religion. Among the Mohammedans we detect it again in the rapt mysticism of the Sufi. In the West Giordano Bruno cannot resist the impulse to utter it aloud; but his reward is a death of shame and torture. And at the same time we find the Christian Mystics losing themselves in it, against their own will and intention, whenever and wherever we read of them! Spinoza's name is identified with it.”

Arthur Schopenhauer book On the Basis of Morality

Part IV, Ch. 2, pp. 269 https://archive.org/stream/basisofmorality00schoiala#page/269/mode/2up-272 On the Basis of Morality (1840)

Life, Death, Wisdom, Books

“It is chiefly the psychologists of the school of Freud who have pointed out that many of man's thoughts and actions are compensatory substitutes for desires which he has been obliged to suppress. A thing may be desired not for its intrinsic worth or usefulness, but because he has unconsciously come to see in it a symbol of something else, the desire for which he is ashamed to admit to himself…This general principle, that men are very largely actuated by motives which they conceal from themselves, is as true of mass as of individual psychology…Human desires are the steam which makes the soial machine work. Only by understanding them can the propagandist control that cast, loose-jointed mechanism which is modern society.”

Edward Bernays book Propaganda

Page 75 as quoted in Historical Archaeologies of Capitalism edited by Mark P. Leone, Jocelyn E. Knauf, p.40
Propaganda (1928)

Men, Motivation, Understanding

“Mother prepared me to live in the world, but she didn't try to make me into a social being just so I could hang out with other teenagers at the lake, or have pajama parties with other girls. Her eyes were on a bigger prize - giving me the skills and nurturing the talents that would allow me to graduate from school, attend college, find a satisfying job and live independently.”

Temple Grandin (1947) USA-american doctor of animal science, author, and autism activist

page 48 of The Unwritten Rules of Social Relationships By Temple Grandin, Sean Barron, Veronica Zysk

World, Girl

“Working class communities in this country are rough communities. It was never gonna be doctors and nurses to stand up to militant Islam in the streets of this country. When we first formed, we faced a very violent response by members of the Muslim community who would come out. And images were sent across this country of our supporters on the floor getting their heads kicked in. Now, when we went to our next demonstration, how many 30-year-old school teachers are going to come out and oppose militant Islam?”

Tommy Robinson (1982) English right-wing activist

CBN News interview

Communication, Support, Teachers, Country

“True, there are some great passages in Revelation, but the book on the whole is like boarding-school plum pudding, where the plums are scarce and far apart.”

Leslie Weatherhead (1893–1976) English theologian

Source: The Christian Agnostic (1965), p.192

Books

“The ultimate end of education is not a perfection in the accomplishments of the school, but fitness for life; not the acquirement of habits of blind obedience, and of prescribed diligence, but a preparation for independent action. We must bear in mind that whatever class of society a pupil may belong to, whatever calling he may be intended for, there are certain faculties in human nature common to all, which constitute the stock of the fundamental energies of man. We have no right to withhold from any one the opportunities for developing all their faculties. It may be judicious to treat some of them with marked attention, and to give up the idea of bringing others to high perfection. The diversity of talent and inclination, of plans and pursuits, is a sufficient proof of the necessity for such a distinction. But I repeat that we have no right to shut out the child from the development of those faculties also, which we may not for the present conceive to be very essential for his future calling or station in life.”

Johann Heinrich Pestalozzi (1746–1827) Swiss pedagogue and educational reformer

Letters on Infants' Education (1819)

Life, Education, Idea, Nature

“The British…used to regard foreigners as either a comic turn or a sexual menace. To learn a European language…was, at best, to seek to acquire a sort of girls’-finishing-school ornament, at worst, to capitulate feebly to the enemy.”

Anthony Burgess (1917–1993) English writer

Non-Fiction, A Mouthful of Air: Language and Languages, Especially English (1992)

Girl, Learning

“There are pretenses which are very sincere, and marriage is their school.”

Miguel de Unamuno (1864–1936) 19th-20th century Spanish writer and philosopher

Tres novelas ejemplares y un prólogo [Three Exemplary Novels and a Prologue] (1920); Two Mothers

Marriage, Sincerity

“I think I’m starting to resolve a puzzle that’s been bugging me for awhile.
Pop economists (or, at least, pop micro-economists) are often making one of two arguments:1. People are rational and respond to incentives. Behavior that looks irrational is actually completely rational once you think like an economist.
2. People are irrational and they need economists, with their open minds, to show them how to be rational and efficient.
Argument 1 is associated with “why do they do that?” sorts of puzzles. Why do they charge so much for candy at the movie theater, why are airline ticket prices such a mess, why are people drug addicts, etc. The usual answer is that there’s some rational reason for what seems like silly or self-destructive behavior.
Argument 2 is associated with “we can do better” claims such as why we should fire 80% of public-schools teachers or Moneyball-style stories about how some clever entrepreneur has made a zillion dollars by exploiting some inefficiency in the market.
The trick is knowing whether you’re gonna get 1 or 2 above. They’re complete opposites!”

Andrew Gelman (1965) American mathematician

“One of the easiest ways to differentiate an economist from almost anyone else in society” http://andrewgelman.com/2011/07/19/one_of_the_easi/ (19 July 2011)

People, Behavior, Thinking, Teachers

“Typically, "progressives" and change agents have demanded more money for social programs. But today it's clear that the way we do things needs to change – and that if things were done more appropriately, more humanely, more intelligently, we might end up spending less on social programs than we do now. Take education …. Over the last 10 years or so, a handful of education reformers have … come up with exciting new ideas for changing the ways our schools are administered, the ways our children are taught, and the kinds of things they're taught. And nearly all their ideas would cost no more than our current practices cost.”

Mark Satin (1946) American political theorist, author, and newsletter publisher

Some would actually save us money!
Source: New Options for America (1991), Chapter 11, "Our Schools Need Imagination More Than They Need Money," pp. 84–85.

Money, Children, Education, Way

“Pencey was full of crooks. Quite a few guys came from these wealthy families, but it was full of crooks anyway. The more expensive a school is, the more crooks it has - I'm not kidding.”

Jerome David Salinger book The Catcher in the Rye

Source: The Catcher in the Rye (1951), Chapter 1

Family, Guy

“The way Miramax handled it was B. S. There were a lot of crossing political agendas going on, and the reasons in the press weren't entirely true. It was like 'Are we seeing the same movie here?' I've always thought it's better to get people talking about the issue of school violence as opposed to trying to pretend it didn't happen.”

Julia Stiles (1981) American actress

On O
Details, September 2001

People, Way

“Except for Marxian theories, nearly all modern theories of the business cycle have essential elements that trace back to Knut Wicksell's turn-of-the-century writings on interest and prices. Austrians, New Classicists, Monetarists, and even Keynesians can legitimately claim a kinship on this basis. Accordingly, the recognition, that both the Austrians and the New Classicists have a Swedish ancestry does not translate into a meaningful claim that the two schools are essentially similar. To the contrary, identifying their particular relationships to Wicksellian ideas, like comparing the two formally similar business-cycle theories themselves, reveals more differences than similarities. … [T]o establish the essential difference between the Austrians and the New Classicists, it needs to be added that the focus of the Austrian theory is on the actual market process that translates the monetary cause into the real phenomena and hence on the institutional setting in which this process plays itself out.The New Classicists deliberately abstract from institutional considerations and specifically deny, on the basis of empirical evidence, that the interest rate plays a significant role in cyclical fluctuations (Lucas 1981, p. 237 151–1). Thus, Wicksell's Interest and Prices is at best only half relevant to EBCT. … Taking the Wicksellian metaphor as their cue, the New Classicists are led away from the pre-eminent Austrian concern about the actual market process that transforms cause into effect and towards the belief that a full specification of the economy's structure, which is possible only in the context of an artificial economy, can shed light on an effect whose nature is fundamentally independent of the cause.”

Roger Garrison (1944) American economist

Pages 98–99.
"New Classical and Old Austrian Economics", 1991

Idea, Business, Nature, Light

“I helped Stephen with the story and then I auditioned for SpongeBob, I used my Plankton voice, which sounds like a mix of Tony the Tiger and Gregory Peck. It’s actually an imitation of a friend from high school that had a really deep voice.”

Mr. Lawrence (1969) American voice actor, comedian, writer, storyboard artist, animator and director

Help

“Now, given that picture of a rapid change of society, one would expect to see a rapid evolution of the institutions charged with preparing the young for it. We do not see this. We see a much slower rate of evolution of the school and that means we're seeing a bigger and bigger gap between school and society. This gap is what I believe is responsible for the deterioration of performance in our schools and our educational systems. Because the children can see this; they can see that school is irrelevant. They feel that the pace of school and the mood of the school culture is out of sync with the society in which they live. And so it becomes harder and harder to get them to buy into the idea that school is satisfying their needs, that school is a bridge to the 21st century, as our political leaders keep on reiterating.”

Seymour Papert (1928–2016) MIT mathematician, computer scientist, and educator

The 11th Colin Cherry Memorial Lecture on Communication http://www.connectedfamily.com/frame4/cf0413seymour/recent_essays/cf0413_cherry_3.html (1998)

Children, Education, Feeling, Idea

“I’m tired of being told that out of “tolerance for other cultures” we must let Saudi Arabia use our oil money to fund mosques and madrassa Islamic schools to preach hate in America, while no American group is allowed to fund a church, synagogue or religious school in Saudi Arabia to teach love and tolerance.”

Robert A. Hall (1946) American politician

I'm Tired (February 19, 2009)

Love, Money, Hate

“Travel, in the younger sort, is a part of education; in the elder, a part of experience. He that traveleth into a country before he hath some entrance into the language, goeth to school, and not to travel.”

Francis Bacon book Essays

Of Travel
Essays (1625)

Education, Travel, Parting, Country

“Rushdie had written a book of nonfiction which offered critical but decided support to the Nicaraguan revolution. He had also been eloquent about the rights of the ever-relegated Palestinians. What more natural, when he was threatened with assassination by contract, than to jubilate about a terrorist-symp who had been caught in his own logic? I counted some ten newspaper and magazine columns from the Podhoretz school, all making this same point in the same words — demonstrating the impressive Zhdanovite discipline that is the special mark of the faction. All of them seemed to regard the affair as some sort of heavenly revenge for the sin of radical promiscuity; much as they have represented the AIDS crisis as a vengeance as on sixties morality. The ethical nullity of these positions never got beyond mere gloating, and will one day help to illustrate the essential distinction between irony and brutish sarcasm.”

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

"Siding with Rushdie" (1989).
1990s, For the Sake of Argument: Essays and Minority Reports (1993)

Books, Support, Revenge, Nature

“A programming language is like a natural, human language in that it favors certain metaphors, images, and ways of thinking. The language used strongly colors the computer culture. It would seem to follow that educators interested in using computers and sensitive to cultural influences would pay particular attention to the choice of language. But nothing of the sort has happened. On the contrary, educators… have accepted certain programming languages in much the same way as they accepted the QWERTY keyboard. An informative example is the way in which the programming language BASIC has established itself as the obvious language to use in teaching children how to program computers… Today, and in fact for several years now, the cost of computer memory has fallen to the point where any remaining economic advantages of using BASIC are insignificant. Yet in most high schools, the language remains almost synonymous with programming, despite the existence of other computer languages that are demonstrably easier to learn and are richer in the intellectual benefits that can come from learning them. The situation is paradoxical. The computer revolution has scarcely begun, but is already breeding its own conservatism.”

Seymour Papert book Mindstorms: Children, Computers, and Powerful Ideas

Source: Mindstorms: Children, Computers, and Powerful Ideas (1980), Chapter 1, Computers and Computer Cultures

Children, Education, Color, Way

“Many faith schools achieve excellent results and I’m the first to support the great education they provide. I chose one for my own children. Today I visited King David’s school, a Jewish school here in Birmingham where the majority of children are from faith backgrounds.”

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

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

Children, Education, Faith, Support

“The Socialistic schools, prescinding from the barbarous multitudes which follow them, and considered in their doctors and masters, are far superior to the Liberal school, just because they go straight to all the great problems and questions, and because they always propose a peremptory and decisive solution. Socialism is strong, only because it is a theology; and it is destructive, only because it is a satanic theology. The Socialistic schools, in as much as they are theological, will prevail over the Liberal school, in as much as it is anti-theological and sceptical; and inasmuch as they are satanic, they will succumb before the Catholic school, which is at once theological and divine. Their instincts must be in accord with our assertions, if we consider that they treasure up their hatred for Catholicism, while they have only contempt for Liberalism.”

Juan Donoso Cortés (1809–1853) Spanish author, political theorist and diplomat

Essays on Catholicism, Liberalism, and Socialism (1879)

Question, Problem, Decision, Strong

“President Zuma‚ from being a child‚ never had a chance‚ because of the situation in this country‚ even to go to school. But he was educated the ANC way. … President Zuma‚ out of the top six positions‚ [was the only person to occupy] most of those positions – deputy secretary general‚ national chairperson‚ deputy president and now president. … It shows love‚ respect and adoration. [Zuma's leadership within the ANC was] a long‚ beautiful history but spoiled at the last moment. [The transition is peaceful, but painful also, ] because this is telling somebody [that] your time is up when [he] should have known by himself that his time is up.”

Tokyo Sexwale (1953) South African politician

Commenting on the departure of Jacob Zuma on 12 February 2018, as quoted by Penwell Dlamini in The life and times of Jacob Zuma, by Tokyo Sexwale https://www.timeslive.co.za/politics/2018-02-12-the-life-and-times-of-jacob-zuma-by-tokyo-sexwale/, TimesLive, 12 February 2018

Love, Pain, Education, Peace

“Obama offered Muslims a careful admonition about women's rights, noting how denying women education impoverishes a country — balanced, of course, with this: "Issues of women's equality are by no means simply an issue for Islam." Example? "The struggle for women's equality continues in many aspects of American life." Well, yes. On the one hand, there certainly is some American university where the women's softball team has received insufficient Title IX funds — while, on the other hand, Saudi women showing ankle are beaten in the street, Afghan school girls have acid thrown in their faces, and Iranian women are publicly stoned to death for adultery. (Gays as well — but then again we have Prop 8.) We all have our shortcomings, our national foibles. Who's to judge?”

Charles Krauthammer (1950–2018) American journalist

Column, June 12, 2009, "Obama hovers from on High" http://www.jewishworldreview.com/cols/krauthammer061209.php3 at jewishworldreview.com. 2000s, 2009

Life, Death, Women, Education

“Above all things I entreat you to preserve your faith in Christ. It is my wealth in poverty, my joy in sorrow, my peace amid tumult. For all the evil I have committed, my gracious pardon; and for every effort, my exceeding great reward. I have found it to be so. I can smile with pity at the infidel whose vanity makes him dream that I should barter such a blessing for the few subtleties from the school of the cold-blooded sophists.”

Samuel Taylor Coleridge (1772–1834) English poet, literary critic and philosopher

Reported in Josiah Hotchkiss Gilbert, Dictionary of Burning Words of Brilliant Writers (1895), p. 235, and various other sources beginning no earlier than 1880; actually an elaboration and modification of a quote by D.W. Clark, The Mount of Blessing (1854), p. 56: "It shall be my wealth in poverty, my joy in sorrow, and its promised rewards shall cheer me in all trials, and sustain me in all sufferings".
Misattributed

Peace, Faith, Smile, Dreams

“I was so glad to get my first boots that for a few days I didn't take them off. I wore them to school, to visit people, and simply to walk on the street.”

Alan Dzagoev (1990) Russian association football player

2008, http://www.sports.ru/football/5845060.html

People

“We can establish universally an education that recognizes in every child a tongue-tied prophet, and in the school the voice of the future, and that equips the mind to think beyond and against the established context of thought and of life as well as to move within it. We can develop a democratic politics that renders the structure of society open in fact to challenge and reconstruction, weakening the dependence of change on crisis and the power of the dead over the living. We can make the radical democratization of access to the resources and opportunities of production the touchstone of the institutional reorganization of the market economy, and prevent the market from remaining fastened to a single version of itself. We can create policies and arrangements favorable to the gradual supersession of economically dependent wage work as the predominant form of free labor, in favor of the combination of cooperation and self-employment. We can so arrange the relation between workers and machines that machines are used to save our time for the activities that we have not yet learned how to repeat and consequently to express in formulas. We can reshape the world political and economic order so that it ceases to make the global public goods of political security and economic openness depend upon submission to an enforced convergence to institutions and practices hostile to the experiments required to move, by many different paths, in such a direction.”

Roberto Mangabeira Unger The Religion of the Future

Source: The Religion of the Future (2014), p. 29

Life, Hostility, World, Education

“We don't have a word for learning and teaching at the same time, but our schooling would improve if we did.”

Kevin Kelly (1952) American author and editor

Out of Control: The New Biology of Machines, Social Systems and the Economic World (1995)

Learning, Time

“I had very happy high school years; I was not a very diligent student, but I had good achievements – I was a winner of biology and chemistry national competition, which gave me a lot of points when I decided to take the entrance examination for medicine, not being completely convinced of the medical profession, since there was never a doctor in my family.”

Marek Sanak (1958) Polish scientist

Kobos, Andrzej (2012). Po drogach uczonych. 5. Polska Akademia Umiejętności. pp. 317–335. ISBN 978-83-7676-127-5.

Happiness, Family

“The history of Greek mathematics is, for the most part, only the history of such mathematics as are learnt daily in all our public schools. …If it was not wanted, as it ought to have been, by our classical professors and our mathematicians, it would have served at any rate to quicken, with some human interest, the melancholy labours of our schoolboys.”

James Gow (scholar) (1854–1923) scholar

Preface
A Short History of Greek Mathematics (1884)

History, Mathematics, Parting

“I was a student at the Delhi School at the very end of its Golden Age. The departments of economics and sociology were still world-class. Amartya Sen had left for England and M. N. Srinivas had retired to Bangalore; but Sukhamoy Chakravarty and André Béteille remained. There were also other brilliant scholars on the faculty—such as A. L. Nagar and Kaushik Basu in economics, and Veena Das and J. P. S. Uberoi in sociology. Both departments had active research programmes.”

Ramachandra Guha (1958) historian and writer from India

[Guha, Ramachandra, A SALUTE TO THE COFFEE HOUSE, http://ramachandraguha.in/archives/a-salute-to-the-coffee-house.html, The Telegraph, 29th September 2007]

Age, World

“The selecting of men is one of the important functions in business and yet one that has not received much scientific attention. I feel sure that the time is ripe for action for two reasons. The psychologists have during the past few years made distinct advance in Mental Tests. My proposal is this: You get from your Class A members data as to their methods of selecting men. Any statements as to actual experience and as to principles or methods will be very valuable. I would make a study of these data and would have some of the men from our School of Commerce go over them with me. We would try to criticize them constructively. Perhaps we could make some suggestions that would be worth while. We would try to indicate the good points used and thus be of assistance to all members of the organization.”

Walter Dill Scott (1869–1955) President of Northwestern university and psychologist

Source: Influencing men in business, 1911, p. 398 ; cited in: Edmund C. Lynch. "Walter Dill Scott: Pioneer Industrial Psychologist," The Business History Review, Vol. 42, No. 2 (Summer, 1968), pp. 149-170

Men, Feeling, Business, Study

“Marina was about eight years older than my sister Tencha, so this made her about eighteen years older than me. She was presently a reporter for the New York Times. When she was in high school, she’d won the Underwood Typewriter typing contest, doing well over a hundred words a minute without a single mistake, setting a national record. She attributed her fast hands to her cotton-picking days as a young girl in Scottsdale, Arizona.”

Victor Villaseñor (1940) American writer

Crazy Loco Love: A Memoir (2008)

Girl, Sister, Time

“I hated sports at school and hated my sports teachers. Still do in fact - especially Mr Broomfield. He remains an insult to retarded, overbearing megalomaniacs to this day.”

Derren Brown (1971) British illusionist

TV Series and Specials (Includes DVDs), Trick of the Mind (2004–2006)

Hate, Sport, Teachers

“The Jews might well, were they of such a mind (as I am, lament the disappearance of all those who painted the wooden synagogues in the small towns and villages (oh why haven't I gone to my grave with them!), and the carvers of the wooden 'school mallets' – 'quiet boy!' (and if you should see them in Ansky's collection, you’ll get a shock!). But is there really any difference between my ancestor from Mohiliev, who painted the synagogue there, and myself, who painted the Jewish theater in Moscow (and a good theater it is at that)?… I am convinced that, were I to stop shaving, you would see in me a deceptive likeness.”

Marc Chagall (1887–1985) French artist and painter

Quote from Bletlach (Leaflet - essay in Yiddish), Marc Chagall; published in 'Shtrom' No. 1, 1922
1920's

Boy, Painting

“Development means a capacity for self-sustaining growth. It means that an economy must register advances which in turn will promote further progress. The loss of industry and skill in Africa was extremely small, if we measure it from the viewpoint of modern scientific achievements or even by standards of England in the late eighteenth century. However, it must be borne in mind that to be held back at one stage means that it is impossible to go on to a further stage. When a person was forced to leave school after only two years of primary school education, it is no reflection on him that he is academically and intellectually less developed than someone who had the opportunity to be schooled right through to university level. What Africa experienced in the early centuries of trade was precisely a loss of development opportunity, and this is of the greatest importance.”

Walter Rodney book How Europe Underdeveloped Africa

Source: How Europe Underdeveloped Africa (1972), p. 159-160.

Education, Universe, Loss, Personality

“From this day forward, the millions of our school children will daily proclaim in every city, every village, and every rural schoolhouse, the dedication of our nation and our people to the Almighty.”

Dwight D. Eisenhower (1890–1969) American general and politician, 34th president of the United States (in office from 1953 to 1961)

Signing into law the phrase "One nation under God" into the Pledge of Allegiance http://www.presidency.ucsb.edu/ws/?pid=9920 (14 June 1954) 1950s

Children, People

“Senators say they fear the N. R. A. and the gun lobby. But I think that fear must be nothing compared to the fear the first graders in Sandy Hook Elementary School felt as their lives ended in a hail of bullets. The fear that those children who survived the massacre must feel every time they remember their teachers stacking them into closets and bathrooms, whispering that they loved them, so that love would be the last thing the students heard if the gunman found them. On Wednesday, a minority of senators gave into fear and blocked common-sense legislation that would have made it harder for criminals and people with dangerous mental illnesses to get hold of deadly firearms — a bill that could prevent future tragedies like those in Newtown, Conn., Aurora, Colo., Blacksburg, Va., and too many communities to count.”

Gabrielle Giffords (1970) American politician

A Senate in the Gun Lobby’s Grip, The New York Times, 2013-04-18, April 17, 2013 http://www.nytimes.com/2013/04/18/opinion/a-senate-in-the-gun-lobbys-grip.html?hp&_r=0,

Love, Children, People, Fear

“They [atheists] want to control school curricula so they can promote a secular ideology and undermine Christianity.”

Dinesh D'Souza (1961) Indian-American political commentator, filmmaker, author

Preface
Books, What's So Great about Christianity (2007)

“I never, ever cheated [in medical school]. I don't condone cheating. But I would sometimes spread misinformation. This is a great tactic. Misinformation can be very important. We spread the rumor that we knew what was on the test and it was definitely going to be all about the liver. We tried to trick all of our competing students into over-studying for the liver.
"So, that's my advice," he concluded. "Misinformation works."”

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

The Truthiness of Rand Paul
Jill Lawrence
2013-10-17
National Journal
http://www.nationaljournal.com/magazine/the-truthiness-of-rand-paul-20131017
2013-10-21
2010s

Study, Cheating