Quotes about school and education (2644 quotes, page 20)

“For myself the balance came from always driving my children to school. So that every day we had that first half-hour, 45 minutes of nothing but uninterrupted time. Sometimes it was just a bunch of sarcasm. Sometimes it was just listening to the radio. But sometimes it was real explanation of what the kids were thinking what they were worried about.”

Merrick Garland (1952) American judge

[Merrick Garland, https://www.youtube.com/watch?v=7U1a8pYMJDM, March 18, 2016, Life Lessons Learned, DC Circuit Court Judge Panel, JRCLS International Law Conference, February 15, 2013, Georgetown University Law Center]; also excerpted quote in:
[March 18, 2016, The Quotable Merrick Garland: A Collection of Writings and Remarks, http://www.nationallawjournal.com/home/id=1202752327128/The-Quotable-Merrick-Garland-A-Collection-of-Writings-and-Remarks, Zoe Tillman, The National Law Journal, March 16, 2016, 0162-7325]
DC Circuit Court Judge Panel, JRCLS International Law Conference (2013)

Children , Thinking , Time

“Solitude is out of fashion. Our companies, our schools and our culture are in thrall to an idea I call the New Groupthink, which holds that creativity and achievement come from an oddly gregarious place.”

Susan Cain (1968) self-help writer

"The Rise of the New Groupthink," Opinion section of The New York Times, online January 13, 2012; in print January 15, 2012.

Idea , Fashion , Solitude

“For a long time one school of players favored the technique of stating side by side, developing in counterpoint, and finally harmoniously combining two hostile themes or ideas, such as law and freedom, individual and community. In such a Game the goal was to develop both themes or theses with complete equality and impartiality, to evolve out of thesis and antithesis the purest possible synthesis. In general, aside from certain brilliant exceptions, Games with discordant, negative, or skeptical conclusions were unpopular and at times actually forbidden. This followed directly from the meaning the Game had acquired at its height for the players. It represented an elite, symbolic form of seeking for perfection, a sublime alchemy, an approach to that Mind which beyond all images and multiplicities is one within itself — in other words, to God. Pious thinkers of earlier times had represented the life of creatures, say, as a mode of motion toward God, and had considered that the variety of the phenomenal world reached perfection and ultimate cognition only in the divine Unity. Similarly, the symbols and formulas of the Glass Bead Game combined structurally, musically, and philosophically within the framework of a universal language, were nourished by all the sciences and arts, and strove in play to achieve perfection, pure being, the fullness of reality. ”

Hermann Hesse book The Glass Bead Game

The Glass Bead Game (1943)

Life , God , Hostility , World

“(In writing Quiet) I was fueled by the same mix of passion and indignation that I imagine inspired Betty Friedan to publish The Feminine Mystique in 1963. Introverts are to extroverts what women were to men at that time--second-class citizens with gigantic amounts of untapped talent. Our schools, workplaces, and religious institutions are designed for extroverts, and many introverts believe that there is something wrong with them and that they should try to "pass" as extroverts. The bias against introversion leads to a colossal waste of talent, energy, and happiness.”

Susan Cain (1968) self-help writer

Glor, Jeff (interviewer), "Quiet: The Power of Introverts in a World That Can't Stop Talking," by Susan Cain," CBS News, January 26, 2012.

Women , Men , Imagination , Passion

“Moved by a generous eagerness to turn men's attention to the power which dwelt in circumstances, Mr. Owen devised the instructive phrase, that "man's character was formed for him and not by him." He used the unforgettable inference that "man is the creature of circumstances." The school of material improvers believed they could put in permanent force right circumstances. The great dogma was their charter of encouragement. To those who hated without thought It seemed a restrictive doctrine to be asked to admit that there were extenuating circumstances in the career of every rascal. To the clergy with whom censure was a profession, and who held that all sin was wilful, man being represented as the "creature of circumstances," appeared a denial of moral responsibility. When they were asked to direct hatred against error, and pity the erring — who had inherited so base a fortune of incapacity and condition — they were wroth exceedingly, and said it would be making a compromise with sin. The idea of the philosopher of circumstances was that the very murderer in his last cell had been born with a staple in his soul, to which the villainous conditions of his life had attached an unseen chain, which had drawn him to the gallows, and that the rope which was to hang him was but the visible part. Legislators since that day have come to admit that punishment is justifiable only as far as it has preventive influence. To use the great words of Hobbes, "Punishment regardeth not the past, only the future."”

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

George Jacob Holyoake in The History of Co-operation in England (1875; 1902).

Life , Men , Hate , Error

“Let us see to it that in our schools, as far as possible, every week, some lessons from Scripture, in the language of the Scripture are learned.”

Wayland Hoyt (1838–1910) American Baptist Minister

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 572.

Learning

“I had so many other interests at the time: drawing, tinkering, building, inventing, games, sports, climbing trees. It took me through high school, and then college to settle on photography. But a half-century later, I'm still staging my shots.”

Walter Wick (1953) American photographer and creator of children's books

My First Roll Of Film http://www.walterwick.com/blog/2016/3/2/my-first-roll-of-film-1 (March 2, 2016)

Game , Sport , Tree , Time

“He’d spent his entire exile schooling himself to face that he would never get what he wanted. People didn’t, sometimes. So you made a life as best you could.”

Sherwood Smith (1951) American fantasy and science fiction writer

King's Shield (Inda #3, 2008)

Life , People

“Even in earliest youth my fondest desire was to understand Nature, and thus to come closer to the truth; a truth that I was unable to discover either at school or in church.”

Viktor Schauberger (1885–1958) austrian philosopher and inventor

Jane Cobbald: Viktor Schauberger - A Life of Learning from Nature (2006)

Truth , Youth , Understanding , Nature

“The number both of pupils and school places in 1922 is… all too small. But, inadequate as they are, they represent something like an educational revolution compared with the almost complete absence of public provision which existed prior to 1902.”

R. H. Tawney (1880–1962) English philosopher

Secondary Education For All (1922)

Education

“Nature herself supplies us with an ascending scale or Alphabet of angles for half a degree up to 60 degrees, Specimens of which are placed in every Elementary School throughout the land. Owing to occasional retrogressions, to still more frequent moral and intellectual stagnation, and to the extraordinary fecundity of the Criminal and Vagabond Classes, there is always a vast superfluity of individuals of the half degree and single degree class, and a fair abundance of Specimens up to 10 degrees. These are absolutely destitute of civic rights; and a great number of them, not having even intelligence enough for the purposes of warfare, are devoted by the States to the service of education. Fettered immovably so as to remove all possibility of danger, they are placed in the class rooms of our Infant Schools, and there they are utilized by the Board of Education for the purpose of imparting to the offspring of the Middle Classes that tact and intelligence of which these wretched creatures themselves are utterly devoid.”

Edwin Abbott Abbott book Flatland

Source: Flatland: A Romance of Many Dimensions (1884), PART I: THIS WORLD, Chapter 5. Of Our Methods of Recognizing One Another

Education , Intelligence , Nature

“So far as school education is concerned, many of the assumptions necessary for market efficiency fail, the main problems being imperfect information, imperfect capital markets, and external effects.”

Nicholas Barr (1943) British economist

Source: Economics Of The Welfare State (Fourth Edition), Chapter 13, School Education, p. 318

Education , Problem

“Ours is an industrial civilization, in which no society can prosper unless it possesses an elite of highly trained scientists and a considerable army of engineers and technicians. The possession and wide dissemination of a great deal of correct, specialized knowledge has become a prime condition of national survival. In the United States, during the last twenty or thirty years, this fact seems to have been forgotten. Professional educationists have taken John Dewey's theories of ‘learning through doing’ and of ‘education as life adjustment,’ and have applied them in such a way that, in many American schools, there is now doing without learning, along with courses in adjustment to everything except the basic twentieth-century fact that we live in a world where ignorance of science and its methods is the surest, shortest road to national disaster. During the past half century every other nation has made great efforts to impart more knowledge to more young people. In the United States professional educationists have chosen the opposite course.”

Aldous Huxley (1894–1963) English writer

"Knowledge and Understanding", in Vedanta and the West (May-June 1956); later in Collected Essays (1958)

Life , People , World , Education

“I fear the vermin that shall undermine
Senate and citadel and school and shrine.”

Edwin Markham (1852–1940) American poet

The Vermin in the Dark, stanza 5, lines 1 and 2, in The Speaker (1911), volume 6, number 3, page 249.

Fear

“The same influences have persisted throughout my career: Stan Brakhage, Warhol, John Ford, Chaplin. Toxie's blind girlfriend is straight out of City Lights. And Preston Sturges's Sullivan's Travels; the school for the blind in Toxic Avenger Part II, that's from Sullivan's Travels. Most of what influenced me were classic American movies. I like Renoir a lot; I like Fritz Lang's American movies. In fact, I tried to re-enact the first shot of The Big Heat in Terror Firmer, where the guy blows his brains.”

Lloyd Kaufman (1945) American film director

Village Voice http://www.villagevoice.com/2014-01-15/film/troma-lloyd-kaufman-interview/ January 15, 2014
2014

Travel , Guy , Light , Parting

“Sanders: I have a D minus voting record, from the NRA. I lost an election probably, for congress here in Vermont back in 1988, because I believe we should not be selling or distributing assault weapons in this country. I am on record and have been for a very long time in saying we have got to significantly tighten up the background checks. We have to end the absurdity of the gun show loophole. 40 percent of the guns in this country are sold without any background checks. We have to deal with the straw man provision which allows people to legally buy guns and then distribute. We’ve got to take on the NRA. And that is my view. And I am, will do everything I can to—the tragedy that we saw in Parkland is unspeakable. And all over this country, parents are scared to death of what might happen when they send their kids to school. This problem is not going to be easily solved. Nobody has a magic solution, alright, but we’ve got to do everything we can do protect the children—
Todd: What does that mean? You say everything we can. Does that mean raising the age when you can purchase an AR-15? Does that mean limiting the purchase of AR-15s?
Sanders: Yes! Yeah, look. Chuck, what I just told you is that for 30 years, I believe that we should not be selling assault weapons in this country. These weapons are not for hunting, they are for killing human beings. These are military weapons. I do not know why we have five million of them running around the United States of America, so of course we have to do that. Of course we have to make it harder for people to purchase weapons. We have people now who are on terrorist watch lists who can purchase a weapon. Does this make any sense to anybody. Bottom line here, Republicans are going to have to say that it’s more important to protect the children of this country than to antagonize the NRA. Are they prepared to do that, I surely hope they are.”

Bernie Sanders (1941) American politician, senator for Vermont

Interviewed by Chuck Todd of NBC News on Meet the Press on 18 February 2018 after the Stoneman Douglas High School shooting ([Meet the Press - 18 February 2018, 18 February 2018, 1 September 2018, https://www.nbcnews.com/meet-the-press/meet-press-february-18-2018-n849191, NBC News, Meet the Press]).
2010s, 2018

Death , Children , People , Age

“Objections… inspired Kronecker and others to attack Weierstrass' "sequential" definition of irrationals. Nevertheless, right or wrong, Weierstrass and his school made the theory work. The most useful results they obtained have not yet been questioned, at least on the ground of their great utility in mathematical analysis and its implications, by any competent judge in his right mind. This does not mean that objections cannot be well taken: it merely calls attention to the fact that in mathematics, as in everything else, this earth is not yet to be confused with the Kingdom of Heaven, that perfection is a chimaera, and that, in the words of Crelle, we can only hope for closer and closer approximations to mathematical truth—whatever that may be, if anything—precisely as in the Weierstrassian theory of convergent sequences of rationals defining irrationals.”

Eric Temple Bell book Men of Mathematics

Men of Mathematics (1937)

Truth , Hope , Mathematics , Question

“We have to stop pretending that Islam is merely a religion—it is primarily a totalitarian ideology that aims to conquer the West. A free society should not grant freedom to those who want to destroy it. Every halal shop, every mosque, every Islamic school, and every burka is regarded by Islam as a step toward the ultimate goal of our submission. As such, we must close down all Islamic schools, for they are totalitarian institutions where young children are indoctrinated into an ideology of violence and hatred. We must also close down all radical mosques and forbid the construction of new mosques, which Islam regards as symbols of its triumph. And we must ban the burka—people's faces should not be hidden in society, for it is our faces that give us our identity and our fundamental means of communication with others.”

Geert Wilders (1963) Dutch politician

Source: 2010s, Marked for Death (2012), Ch. 13, pp. 214–215

Children , People , Religion , Communication

“Whoever thought of the No Child Left Behind legislation and its title certainly understands irony because millions of our children our indeed being left behind. This standardized testing is making the job of teachers unnecessarily difficult, limiting the discretion of teachers to teach. School systems are imposing conformity instead of promoting creativity.”

Ken Robinson (1950) UK writer

Wit and humor combine in presenting serious message http://www.ourmidland.com/story_prep/article_8640fc8b-aed4-53a0-afa2-2076785c4fde.html (6 June 2011)
Matrix:Midland Festival

Children , Understanding , Teachers

“As a teenager I had already arranged pieces for the school band in exchange for music lessons. I also played cello, clarinet, and some other instruments regularly. Thanks to that experience, as an arranger I was able to understand the specific sound and tuning of an instrument and to work intuitively.”

Clare Fischer (1928–2012) American keyboardist, composer, arranger, and bandleader

As quoted in "Clare Fischer: The Best Kept Secret in Jazz" http://www.artistinterviews.eu/?page_id=5&parent_id=22/ by Maarten De Haan, in Artist Interview (1998)

Music , Understanding

“In art, never try to find out anything, or try to learn anything until the not knowing it has come to be a nuisance to you for some time. Then you will remember it, but not otherwise. Let knowledge importune you before you will hear it. Our schools and universities go on the precisely opposite system.”

Samuel Butler (1835–1902) novelist

Agonising
The Note-Books of Samuel Butler (1912), Part VII - On the Making of Music, Pictures, and Books

Art , Knowledge , Learning , Universe

“Already complaints are multiplying on every hand that that most gracious quality of all that adorns the age of childhood — the quality of reverence — is fast fading from our schools and households; that the oldtime respect for father and mother is diminished, and grown rarer and more uncertain.”

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

Founding Address (1876)

Age , Childhood

“A father is rarely a good teacher; either he thinks he knows things and finds his knowledge to be very slight, or he knows but explains badly, or he is too severe and impatient because teaching bores him, or he is dangerously indulgent because he loves his children too much. It is from professional teachers who have made a success of the art that we must learn its rules. There can be no teaching without discipline. A pupil must first learn to work. Training of the will must precede that of the mind, and this is why home teaching is never very successful. Excuses are too easily accepted: the child has a headache; he has slept badly; there is a party somewhere. A school makes no compromise and that is its virtue. I am inclined to prefer the boarding-school system. It has some serious drawbacks; it sometimes produces immorality and it is always rather severe, but it makes men. The system forces boys to find their own places in a group; in a family they find these places ready-made and it is too easy for them. If absolutely necessary, and if the parents are judicious, day schools are satisfactory up to the age of fifteen or sixteen. For boys between the ages of seventeen and twenty, freedom in a large city is fatal.”

André Maurois (1885–1967) French writer

Un Art de Vivre (The Art of Living) (1939), The Art of Working

Love , Men , Children , Age

“Notices for Vigil meetings were always posted on the main bulletin board in the first-floor corridor, directly across from the Headmaster's office. Archie was entertained by the location of the notice right under Leon's nose. The notice was simple, involving the words TRINTY HIGH SCHOOL at the top of the board. On the day of the meeting, the Y of Trinity was inverted. Which made it look, as Archie said, like an upright finger. Thus, the Vigils giving the finger to the world while calling a meeting. That's what the upside-down Y was called: the Finger.”

Robert Cormier book Beyond the Chocolate War

Source: Beyond the Chocolate War (1985), p. 96

World

“The disciples were not losing time when they sat beside their Master, and held quiet converse with Him under the olives of Bethany or by the shores of Galilee. Those were their school-hours; those were their feeding times.”

Theodore L. Cuyler (1822–1909) American minister

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 376.

Time

“I don’t like the system of Moot-Courts these days, in law schools. My grand-daughter participates in these Moot-Courts, but I don’t like the idea of saying, in A vs. B it was said etc. It makes no difference to what was said. According to Halsbury’s, it was said in Queen vs. Latham that it makes no difference what was said in a given case because by and large all of it depends on the facts of the case, except for constitutional matters.”

Fali Sam Nariman (1929) Indian politician

Conversation with the living legend of law - Fali Sam Nariman

Law , Idea , Dependency , Daughters

“My personal indignation cannot be compared with the magnitude of my concern for the sad fate of our country! These traitors have thrown the country - which had a good reputation as an island of peace - into the furnace of the American's war! The freedom and solidarity of the nation have been completely destroyed. Millions of our fellow countrymen will rise up to liquidate the reactionary group of Lon Nol and Sirik Matak and their American masters!… I call on all my children, both military and civilian, who cannot stand to remain under the traitor's power, and who are courageous and determined to liberate the fatherland, to fight our enemy. If the children already have weapons, I will bring the ammunition and even new weapons to strengthen them. If the children have no weapons and want to undergo training, I will take measures to help them leave for the military school, deep in the jungle to avoid enemy detection. For those children who are in Europe and wish to serve, come to Moscow or Peking to see me. Long live Cambodia!”

Norodom Sihanouk (1922–2012) Cambodian King

As quoted by Haing S. Ngor (1987) Surviving the Killing Fields, pages 46-47.
Speeches

Fate , War , Children , Sadness

“…In the second year after this arrangement Muhammad Bakhtyar brought an army from Behar towards Lakhnauti and arrived at the town of Nudiya, with a small force; Nudiya is now in ruins. Rai Lakhmia (Lakhminia) the governor of that town… fled thence to Kamran, and property and booty beyond computation fell into the hands of the Muslims, and Muhammad Bakhtyar having destroyed the places of worship and idol temples of the infidels founded Mosques and Monasteries and schools and caused a metropolis to be built called by his own name, which now has the name of Gaur.
There where was heard before
The clamour and uproar of the heathen,
Now there is heard resounding
The shout of ‘Allaho Akbar’.”

`Abd al-Qadir Bada'uni book Muntakhab-ut-Tawarikh

About Ikhtiyaru’d-Din Muhammad Bakhtiyar Khalji (AD 1202-1206) Navadvipa (Bengal) Muntakhabu’t-Tawarikh, translated into English by George S.A. Ranking, Patna Reprint 1973, Vol. I, p. 82-83
Muntakhab-ut-Tawarikh

Ismail ibn Musa Menk (1975) Muslim cleric and Grand Mufti of Zimbabwe.

and may Allah bless you and grant you success in these examinations – but even in the Akhirah we ask Allah to bless you, to open your doors. To prepare for the Akhirah, it's not an easy task, but with the hope in the mercy of Allah subhanahu wa ta'ala things will be made easy, and at the same time, with the constant preparation, without giving up hope – never ever giving up, never saying no, never just throwing the towel – by the will of Allah subhanahu wa ta'ala we will achieve, and we will achieve great heights.
"Exams in Life - Never Give Up - Mufti Menk" https://www.youtube.com/watch?v=k4w4pak66V0, YouTube (2013)
Lectures

Life , Death , People , World

“In schools, for example, there are courses in the criticism of literature, art criticism, and so forth. The arts are supposed to be 'not real.' It is quite safe, therefore, to criticize them in that regard -- to see how a story or a painting is constructed, or more importantly, to critically analyze the structure of ideas, themes, or beliefs that appear, say, in the poem or work of fiction. When children are taught science, there is no criticism allowed. They are told, 'This is how things are.' Science's reasons are given as the only true statements about reality, with which no student is expected to quarrel. Any strong intellectual explorations or counter versions of reality have appeared in science fiction, for example. Here scientists, many being science-fiction buffs, can channel their own intellectual questioning into a safe form. 'This is, after all, merely imaginative and not to be taken seriously.”

Jane Roberts (1929–1984) American Writer

Source: The God of Jane: A Psychic Manifesto (1981), p. 145-146

Children , Art , Imagination , Literature

“Hysteria will not help us to solve the problem that confronts us. We overstate the danger when we say that twelve millions seek, because of post-war conditions abroad, to come immediately to America. Ending June 30, 1914, the year's immigration figures were 1,218,480. Then came the war and a vast slump, from which we are just recovering. Calculations placed immigration statistics for the current year as 1,079,428—figures still below the prewar status. But even though we need have no grave fears, now is the time for a careful reexamination and revision of our immigration policies. We should have no more aliens to cope with, in the immediate months to come, than our institutions are able to handle. To assume burdens we can not easily meet would lie unfair both to us and to the alien. In protecting ourselves we are protecting him as well. We can not lower our standards, or allow them to be lowered, so as to include him. We must prepare him for our standards. And that means wise education. In the home, in the school, in industry, in citizenship, we have not heretofore applied thoroughly the human test, and that is our next step in the Americanization of the alien. Much work has yet to be done in the immediate months to come. Some protective measure, therefore, seems necessary.”

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

1920s, Whose Country Is This? (1921)

War , Lie , Education , Fear

“My first concert - apart from Beethoven at School and Erik Satie at the opening of my exhibition in Kleve in 1960 - was at the gallery Parnass in Wuppertal in 1963. Dressed like a regular pianist in dark grey flannel, black tie and no hat, I played the piano all over – not just the keys – with many pairs of old shoes until it disintegrated. My intention was neither destructive nor nihilistic. 'Heal like with like' – similia similibus curantur – in the homeopathic sense. The main intention was to indicate a new beginning…. or simply a revolutionary act. This was my first public Fluxus appearance.”

Joseph Beuys (1921–1986) German visual artist

Quoted in: Joseph Beuys, Carin Kuoni. Joseph Beuys in America: Energy Plan for the Western Man. New York, 1993, p. 128; Comment on his first Fluxus performance in 1963 'Heal like with like'.
1970's, Interviews with Caroline Tisdall, 1974 & 1978

Shoe , Sense , Appearance

“Much attention has been given in recent years to what might be called the "higher organization" of the state, both in the practical experimentation of modem nations and in the domain of theoretical analysis. In almost every country in the world there has been experimentation with and discussion of the emerging evolution of political-economic forms and forces, now everywhere challenging the peace and security of mankind technology, cartels, unions, business and agricultural associations, armies, professions, churches, schools. The problem of a socialistic or a mixed economy has led to vigorous debate not only upon economic principles but upon the whole political setting of economics.”

Charles Edward Merriam (1874–1953) American political scientist

177-8 ; as cited in Albert Lepawsky (1949), Administration, p. 220-1
Systematic Politics, 1943

World , Peace , Business , Problem

“He that will teach himself in school, becomes a scholar to a fool.”
Qui se sibi magistrum constituit, stulto se discipulum subdit.

Bernard of Clairvaux (1090–1153) French abbot, theologian

Epistola LXXXVII, sect. 7; translation from Notes and Queries, 3rd series, vol. 11, p. 192

Fools

“When, where, and how were you, Joseph Smith, first called? How old were you? and what were you qualifications? I was between fourteen and fifteen years of age. Had you been to college? No. Had you studied in any seminary of learning? No. Did you know how to read? Yes. How to write? Yes. Did you understand much about arithmetic? No. About grammar? No. Did you understand all the branches of education which are generally taught in our common schools? No. But yet you say the Lord called you when you were but fourteen or fifteen years of age? How did he call you? I will give you a brief history as it came from his own mouth. I have often heard him relate it. He was wrought upon by the Spirit of God, and felt the necessity of repenting of his sins and serving God. He retired from his father's house a little way, and bowed himself down in the wilderness, and called upon the name of the Lord. He was inexperienced, and in great anxiety and trouble of mind in regard to what church he should join. He had been solicited by many churches to join with them, and he was in great anxiety to know which was right. He pleaded with the Lord to give him wisdom on the subject; and while he was thus praying, he beheld a vision, and saw a light approaching him from the heavens; and as it came down and rested on the tops of the trees, it became more glorious; and as it surrounded him, his mind was immediately caught away from beholding surrounding objects. In this cloud of light he saw two glorious personages; and one, pointing to the other, said, "Behold my beloved son! hear ye him."”

Orson Pratt (1811–1881) Apostle of the LDS Church

Journal of Discourses 7:220 (August 14, 1859).
Joseph Smith Jr.'s First Vision

Wisdom , God , Age , Education

“Weaknesses in men of genius are usually an exaggeration of their personal feeling; in the hands of feeble imitators they become the most flagrant blunders. Entire schools have been founded on misinterpretations of certain aspects of the masters. Lamentable mistakes have resulted from the thoughtless enthusiasm with which men have sought inspiration from the worst qualities of remarkable artists because they are unable to reproduce the sublime elements in their work.”

Eugène Delacroix (1798–1863) French painter

16 January 1860 (p. 391)
1831 - 1863, Delacroix' 'Journal' (1847 – 1863)

Men , Feeling , Personality

“I was twenty-one at the time, about to turn twenty-two. No prospect of graduating soon, and yet no reason to quit school. Caught in the most curiously depressing circumstances. For months I'd been stuck, unable to take one step in any new direction. The world kept moving on; I alone was at a standstill. In the autumn, everything took on a desolate cast, the colors swiftly fading before my eyes. The sunlight, the smell of the grass, the faintest patter of rain, everything got on my nerves.”

Haruki Murakami (1949) Japanese author, novelist

Source: A Wild Sheep Chase: A Novel (1982), Chapter 1: Wednesday Afternoon Picnic

World , Color , Autumn , Grass

“The atmosphere of the home is prolonged in school, where students soon discover that (as in the home) in order to achieve some satisfaction they must adapt to the precepts which have been set from above. One of these precepts is not to think.”

Paulo Freire (1921–1997) educator and philosopher

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

Home , Thinking

“My kids were in boarding school. I was a bit bored of just jet setting from one country to another. So I came to India to do Aandhiyaan for a lark. I think it was one of David Dhawan's best films, even better than Aankhen. But I was heartbroken when it flopped.”

Mumtaz (actress) (1947) Indian film actress

Mumtaz (Filmfare, 7 December 2011)
Quotes from Mumtaz
Source: Best of Filmfare http://www.angelfire.com/celeb/mumtaz/spicerack.htm

Thinking , Country

“When I was young, I learned a quote in Sunday school that has stayed with me throughout my life. It said, 'teach us to number our days that we gain a heart of wisdom.' * Most of us will wake up 28,762 days- and then one day - we won’t. That means you have about 21,000 days left - and about 14,000 of them for your career. So herein lies the urgency.”

Steve Blank (1953) American businessman

NYU Commencement Speech, Blank to Millennials: 'Make the Days of Your Life Matter'" https://www.inc.com/zoe-henry/steve-blank-2016-commencement-speech-steve-jobs.html,"Steve, May 23, 2016.

Life , Wisdom , Quotes , Learning

“Embarrassing cricket tales. When I was about 14, my school team played against a school called Langdon, somewhere or other in the wilds of East London. They batted first and racked up 180-3 off 20 overs. We got 13. My PE teacher called it the most humiliating day of his life. Years later, he got done for sex offences. I wonder what he thinks now.”

Ben Dirs journalist

Cricket England v West Indies, First test, day five as it happened, 2007-05-21, 2007-05-26, BBC http://news.bbc.co.uk/sport1/hi/cricket/england/6675703.stm,

Life , Sex , Thinking , Teachers

“Did you know 75 percent of kids who go from Christian homes to public schools are going to lose their faith after one year of college? You parents better think long and hard before you send your kids off to school. Are you sending them off to a secular university so they could make more money in life? Is that your goal? You're willing to risk three fourths of them? I'd recommend at least one good year of Bible College before they go to a secular school, even if it's not accredited.”

Kent Hovind (1953) American young Earth creationist

Creation seminars (2003-2005), The dangers of evolution

Life , Money , Faith , Home

“We now see that the gang of sleazy racketeers headed by John Dewey has attained its goal. We realize that the public schools have been for many years a vast brainwashing and brain-contaminating machine that has worked, on the whole, with great efficiency. It's a machine to which we send our children to have their minds filled with grotesque and debasing superstitions; to have their instincts of integrity and honor leached from their souls; to be incited to premature debauchery and perversion; to be imbued with thoughtless irresponsibility; and to be prepared for addiction to mind-destroying drugs and an existence below the animal level. The public schools have indeed been the most powerful single engine of subversion that our enemies have used upon us.”

Revilo P. Oliver (1908–1994) American philologist

"What We Owe Our Parasites", speech (June 1968); Free Speech magazine (October and November 1995)
1960s

Children , Soul , Animals

Patrick Allen (1927–2006) Film, television and voice actor

E4, She's All That' Trail

“Blue Labour has complete disrespect for the managerialism of New Labour and has much more honour for the workforce. If you talk about schooling, we'd like to see parents have a third of the power, teachers have a third of the power and the funders – whether it's the state or local authority – a third of the power, and negotiate a common good. New Labour sought managerial solutions in the private sector and that's what led to the banking collapse; they sought managerial solutions in the public sector which led to the erosion of the public ethos – so we will put people first, relationships first and that's a very different thing.”

Maurice Glasman, Baron Glasman (1961) British philosopher

The Guardian article, 30 June 2011 https://www.theguardian.com/politics/2011/jun/30/labour-guru-german-public-service-vision

People , Parent , Teachers

“The promotion of dairy products in schools is especially troubling, where children are a captive audience and greatly influenced by the foods served there. That’s why the dairy industry wants to maintain its strong presence in schools, despite local and federal efforts to improve the nutritional quality of school food.”

Michele Simon (1965) public health lawyer

Whitewashed (2014)

Children , Food , Effort , Strong

“We are told by a Lord of the Admiralty who represents a Sheffield division that it is all over with the old Manchester school, and that we have got into new days. I do not belong to the Manchester school. I have nothing to say about the Manchester school except this— that I chanced to write the life of a very important leader of that school. and what did Mr. Cobden say upon this very point? He said:—"I am willing to spend a hundred millions on the fleet if necessary". The Radical party have never been the party who denied the great proposition that lies at the bottom of British politics— namely, that we must have absolute supremacy at sea.”

John Morley, 1st Viscount Morley of Blackburn (1838–1923) British Liberal statesman, writer and newspaper editor

Speech a Liberal demonstration in Sheffield (22 January 1889), quoted in 'Mr. Morley At Sheffield', The Times (23 January 1889), p. 10.

Life , Chance , Sea

“Like any other imperialism, Muslim and British Imperialisms also created a class of mercenaries and compradores - and here I am talking of intellectual mercenaries; they created a collaborationist tradition or school which endured even after the rulers had left. Marxist historians, for example, belong to the school of Hindu munshis whom the Mughal kings employed to eulogize their rule and their religion, and who wrote servilely to flatter their patrons and whose writings failed to reflect even remotely the feelings, fears, hopes and yearnings of their own subject fellow brothers.”

Ram Swarup (1920–1998) Indian historian

Quoted from the preface by Ram Swarup in Gurbachan, S. T. S., & Swarup, R. (1991). Muslim League attack on Sikhs and Hindus in the Punjab 1947.

Fear , Religion , Hope , Feeling

“I wanted to write about school because most of my audience at the particular time was of a school element.”

Chuck Berry (1926–2017) American rock-and-roll musician

Introducing "School Days" on The History of Rock and Roll, (1978), Hour 1: "The Birth of Rock & Roll"

Time

“Better information awareness does not mean less personal freedoms. Feeling safe in school is a prerequisite for a conducive learning environment. Everyone should be free to express their opinions, voice their concerns, and become better informed.”

Newton Lee American computer scientist

Source: Facebook Nation: Total Information Awareness (2nd Edition), 2014

Feeling , Freedom , Learning , Personality

“What’s happened, though, the ACLU wants teachers to believe they cannot teach Creation in the public schools. That just is a lie. By the way, in case you don’t know, ACLU stands for the America Communist Lawyers Union. The stated purpose of the founder was to advance communism. That’s the purpose of the ACLU. Now maybe all the lawyers involved don’t know that. But that is the stated purpose of that organization. They want to advance communism around the world.”

Kent Hovind (1953) American young Earth creationist

Creation seminars (2003-2005), The Age of the Earth

Lie , World , Way , Communication

“The thing that really is trying to tyrannize through government is Science. The thing that really does use the secular arm is Science. And the creed that really is levying tithes and capturing schools, the creed that really is enforced by fine and imprisonment, the creed that really is proclaimed not in sermons but in statutes, and spread not by pilgrims but by policemen – that creed is the great but disputed system of thought which began with Evolution and has ended in Eugenics. Materialism is really our established Church; for the Government will really help it to persecute its heretics.”

G. K. Chesterton book Eugenics and other Evils

Source: Eugenics and Other Evils (1922), Ch. VII: "The Established Church of Doubt" (pp. 76-77). https://books.google.com/books?id=m2xaAAAAMAAJ&pg=PA76&dq=%22the+thing+that+really+is+trying+to+tyrannise+through+government+is+science%22&hl=en&sa=X&ved=0ahUKEwj9uKmM_6jMAhUHgj4KHZr3DW0Q6AEILzAD#v=onepage&q=%22the%20thing%20that%20really%20is%20trying%20to%20tyrannise%20through%20government%20is%20science%22&f=false Dale Ahlquist, president and co-founder of the American Chesterton Society, commenting of this passage writes: "Eugenics is also about the tyranny of science. Forget the tired old argument about religion persecuting science. Chesterton points out the obvious fact that in the modern world, it is the quite the other way around." http://www.chesterton.org/lecture-36/ Lecture 36: Eugenics and Other Evils

Science , Help

“At different stages in the educational process different changes are required. In schools the chief need is for a general change in the attitude towards science, which should be from the beginning an integral part and not a mere addition, often an optional addition, to the curriculum. Science should be taught not merely as a subject but should come into all subjects. Its importance in history and in modern life should be pointed out and illustrated. The old contrast, often amounting to hostility, between scientific and humane subjects need to be broken down and replaced by a scientific humanism. At the same time, the teaching of science proper requires to be humanized. The dry and factual presentation requires to be transformed, not by any appeal to mystical theory, but by emphasizing the living and dramatic character of scientific advance itself. Here the teaching of the history of science, not isolated as at present, but in close relation to general history teaching, would serve to correct the existing atmosphere of scientific dogmatism. It would show at the same time how secure are the conquests of science in the control they give over natural processes and how insecure and provisional, however necessary, are the rational interpretations, the theories and hypotheses put forward at each stage. Past history by itself is not enough, the latest developments of science should not be excluded because they have not yet passed the test of time. It is absolutely necessary to emphasize the fact that science not only has changed but is continually changing, that it is an activity and not merely a body of facts. Throughout, the social implications of science, the powers that it puts into men's hands, the uses they could make of them and those which they in fact do, should be brought out and made real by a reference to immediate experience of ordinary life.”

John Desmond Bernal (1901–1971) British scientist

Source: The Social Function of Science (1939), p. 246 : How such a method of teaching could become an integral part of general education is sketched by H. G. Wells' British Association address, "The Informative Content of Education," reprinted in World Brain (Mathuen, 1938).

Life , Men , Hostility , Education

“Organizational theorists, at least since the pioneering work of Burns and Stalker, 1961 and Joan Woodward, 1965 and others in what came to be called the contingency school, have recognized that centralization is appropriate for organizations with routine tasks, and decentralization for those with nonroutine tasks. For an early statement see Perrow 1967, and Lawrence and Lorch, 1967.”

Charles Perrow book Normal Accidents

Source: 1980s and later, Normal Accidents, 1984, p. 334

“Hadiya Pendleton was me and I was her, but I got to grow up and go to Princeton and Harvard Law School and have a career and a family and the most blessed life I could ever imagine. And Hadiya, we know that story. Just a week after she performed at my husband's inauguration, she went to a park with some friends and got shot in the back because some kid thought she was in a gang. Hadiya's family did everything right, but she still didn't have a chance. And that story, the story of Hadiya's life and death, we read that story day after day, month after month, year after year, in this city and around this country. So I'm not talking about something happening in a war zone, halfway around the world. I am talking about what is happening in the city that we call home.”

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

Personal speech on death of Hadiya Pendleton at Harper High School in Chicago (10 April 2013) http://www.nbcnews.com/video/nightly-news/51499309#51499309
2010s

Life , Death , War , World

“The free school is the promoter of that intelligence which is to preserve us as a nation. If we are to have another contest in the near future of our national existence, I predict that the dividing line will not be Mason’s and Dixon’s, but between patriotism and intelligence on one sight, and superstition, ambition, and ignorance on the other. Now in this centennial year of our national existence, I believe it a good time to begin the work of strengthening the foundation of the house commenced by our patriotic forefathers one hundred years ago, at Concord and Lexington.”

Ulysses S. Grant (1822–1885) 18th President of the United States

1870s, Speech to the Society of the Army of Tennessee (1875)

Intelligence , Time , Future , Housing

“In the autumn of 1884 I went to Paris. The spirit that greeted me was certainly more impressive than in Germany. I studied in a famous school. The French who I met there seemed to me not at all equipped. Traditional views. I was there for three years. I never found a talent. Among the Germans, in particular at the Academy of Munich, there was a lot more momentum. I admire the French painting from Watteau to Monet, otherwise there is nothing that can be said to be exceptional.”

Lovis Corinth (1858–1925) German painter

Quote, 1923; in Lovis Corinth, Selbstbiographie, L. Corinth; Hirzel, Leipzig, 1926, p. 190; as quoted in: German Artists' Writings in the XX Century - Lovis Corinth, Autobiographic Writings. Part two http://letteraturaartistica.blogspot.nl/2014/10/german-artists-writings-in-xx-century.html

Autumn , Study , Painting

“I am glad to be able to fortify my position on this point by the great name and ability of Theophilus Parsons, of the Harvard Law School. In discussing the necessity of negro suffrage at a recent public meeting in Boston, he says: "Some of the Southern States have among their statutes a law prohibiting the education of a colored man under a heavy penalty. The whole world calls this most inhuman, most infamous. And shall we say to the whites of those States, 'We give you complete and exclusive power of legislating about the education of the blacks; but beware, for if you lift them by education from their present condition, you do it under the penalty of forfeiting and losing your supremacy?' Will not slavery, with nearly all its evils, and with none of its compensation, come back at once? Not under its own detested name; it will call itself apprenticeship; it will put on the disguise of laws to prevent pauperism, by providing that every colored man who does not work in some prescribed way shall be arrested, and placed at the disposal of the authorities; or it will do its work by means of laws regulating wages and labor. However it be done, one thing is certain: if we take from the slaves all the protection and defence they found in slavery, and withhold from them all power of self-protection and self-defence, the race must perish, and we shall be their destroyers."”

James A. Garfield (1831–1881) American politician, 20th President of the United States (in office in 1881)

1860s, Oration at Ravenna, Ohio (1865)

World , Education , Law , Penalty

“I have found few lesbians with whom I can discourse for more than five minutes without hitting some tiresome barrier of resentment or ideology. … Again and again over the decades, as I did my time, in frustrated boredom, in lesbian bars, trying with spectacular lack of success to make friends or just converse, I would end up gabbing for hours with some stray gay man. He might have dropped out of school at fourteen, but he had opinions, tastes, energy, wit. Is there something innately different about the gay male brain?”

Camille Paglia (1947) American writer

Source: Vamps and Tramps (1994), "No Law in the Arena: A Pagan Theory of Sexuality", p. 74

Time , Success

“It's only about once in a lifetime that anything sensational ever happens to one, and when it does, you don't want people taking all the colour out of it. I remember at school having to read that stuff where that chap, Othello, tells the girl what a hell of a time he'd been having among the cannibals and what not. Well, imagine his feelings if, after he had described some particularly sticky passage with a cannibal chief and was waiting for the awestruck "Oh-h! Not really?", she had said that the whole thing had no doubt been greatly exaggerated and that the man had probably really been a prominent local vegetarian.”

P.G. Wodehouse book Right Ho, Jeeves

Right Ho, Jeeves (1934)

People , Feeling , Imagination , Girl

“In this highly competitive world, there is a crying need for the government to assure that schools in the country, for one, are able to produce graduates who have the capability to find quality work that mostly requires a sufficient level of technology skills.”

Francis Escudero (1969) Filipino politician

[www.philstar.com/headlines/2013/02/16/909422/chiz-wants-eco-growth-translated-jobs The Philippine Star]
2013, Mid-Term Campaign Trail

World , Cry , Country

“Look, having nuclear—my uncle was a great professor and scientist and engineer, Dr. John Trump at MIT; good genes, very good genes, OK, very smart, the Wharton School of Finance, very good, very smart—you know, if you're a conservative Republican, if I were a liberal, if, like, OK, if I ran as a liberal Democrat, they would say I'm one of the smartest people anywhere in the world—it's true!—but when you're a conservative Republican they try—oh, do they do a number—that's why I always start off: Went to Wharton, was a good student, went there, went there, did this, built a fortune—you know I have to give my like credentials all the time, because we're a little disadvantaged—but you look at the nuclear deal, the thing that really bothers me — it would have been so easy, and it's not as important as these lives are—nuclear is powerful; my uncle explained that to me many, many years ago, the power and that was 35 years ago; he would explain the power of what's going to happen and he was right, who would have thought?—but when you look at what's going on with the four prisoners—now it used to be three, now it's four—but when it was three and even now, I would have said it's all in the messenger; fellas, and it is fellas because, you know, they don't, they haven't figured that the women are smarter right now than the men, so, you know, it's gonna take them about another 150 years—but the Persians are great negotiators, the Iranians are great negotiators, so, and they, they just killed, they just killed us.”

Donald J. Trump (1946) 45th President of the United States of America

Speech in South Carolina (19 July 2016)
2010s, 2016, July

Women , Men , People , World

“In 1950, I received my PhD in psychology. I was offered a fellowship to attend the Graduate School of Public Health at the that I had previously studied in clinical and abnormal psychology. Reflecting this disappointment, I entitled my Public Health Practice thesis Mental Health Is Not the Opposite of Mental Illness. After receiving my master’s degree in public health, I took a job as research director for Psychological Services of Pittsburgh. A local industrialist came to see me after a nasty labor relations disturbance and asked me plaintively, ‘What do people want from their jobs?’ I answered him in typical academic fashion, ‘Sir, I don’t know but if you give me enough money I will find out.’. I followed up on my School of Public Health thesis by designing a study to test the hypothesis that job satisfaction and job dissatisfaction were separate concepts. The result was the book, The Motivation to Work, which led to a fundamentally different approach to the study of people’s affective states.”

Frederick Herzberg (1923–2000) American psychologist

Frederick I. Herzberg in: "This Week’s Citation Classic," in: CC, Nr. 19, May 7, 1984; Re-published in: Neil J. Smelser (1987) Contemporary Classics in the Social and Behavioral Science. p. 199

Money , People , Health , Books

“The greatest division this nation has ever seen were the conflicts of trade unions towards the end of a Labour Government…That trade union movement…used their power against their members. They made them come out on strike when they didn't want to. They loved secondary picketing. They went and demonstrated outside companies where there was no dispute whatsoever, and sometimes closed them down. They were acting as they were later in the coal strike, before my whole trade union laws were through of this Government. They were out to use their power to hold the nation to ransom, to stop power from getting to the whole of manufacturing industry to damage people's jobs, to stop power from getting to every house in the country, power, heat and light to every housewife, every child, every school, every pensioner. You want division; you want conflict; you want hatred. There it was. It was that which Thatcherism—if you call it that—tried to stop. Not by arrogance, but by giving power to the ordinary, decent, honourable, trade union member who didn’t want to go on strike. By giving power to him over the Scargills of this world.”

Margaret Thatcher (1925–2013) British stateswoman and politician

TV Interview for BBC1 Panorama (8 June 1987) http://www.margaretthatcher.org/document/106647
Second term as Prime Minister

Love , People , World , Law

“I wanted to be the exception to the other kids, but in the right way. We have a lot of suffering in our part of the world, but that suffering is, in a way, a blessing. Obviously, I could not afford to go to school without a scholarship, so that meant I had to excel in order to get one.”

Talal Abu-Ghazaleh (1938) Jordanian businesspeople

December 2006, Interview with Jordan Business magazine entitled “The Grass is Greener … On Both Sides”.

World , Way , Suffering , Parting

“Negationism and history-distortion require a large-scale effort and a very strong grip on the media of information and education. As soon as the grip loosens, at least the most blatant of the negationist concoctions are bound to be exposed, and its propounders lose all credibility. In 1988, the schools in the Soviet Union decided to suspend the history exams because "the history books are full of lies anyway."”

Koenraad Elst (1959) orientalist, writer

The great lies and distortions of Soviet historiography are now items in the gallery of ridicule.... Just like the Russians have thrown Soviet historiography into the dustbin, Indian negationism will also be thrown out in the near future.
1990s, Negationism in India, (1992)

Books , Education , History , Effort

“It’s a terrible blow for the world when countries as rich and talented and stable and well-off as this country doesn’t fulfil the global responsibility of at least 0.7% of 1% of GDP in development aid. It’s a terrible blow. If we all did it, we would save millions of lives, we would have all the kids in school. They would be growing up to be productive members of their society, we wouldn’t have the mass refugee movements. We would have a completely different dynamic in the world. My country’s spending 30 times more on the military than it is on development assistance right now.”

Jeffrey D. Sachs (1954) American economist

Climate, Welfare..., Australian Broadcasting Corporation, 15 October, 2018 http://www.abc.net.au/tv/qanda/txt/s4892252.htm

World , Time , Country

“I was told by a teacher in the Deep South once when I spoke on the necessity for Christian education at the request of the pastor, it was a hostile congregation, they did not like the fact that their pastor was strong for a Christian school, and one person after another at the door told me ‘well, you, of course, are not southern, you don’t know the south. This is the Deep South, every person in our schools, every teacher is a born again Christian’. After everyone was gone, this teacher had been standing, watching, came up and said ‘they don’t know what they’re talking about. We may be born again Christians, but our textbooks that we are required to stick to are anti-Christian to the core’.”

Rousas John Rushdoony (1916–2001) American theologian

Audio lectures, Dangers Inherent in Public Education (March 24, 1986)

Hostility , Education , Strong , Teachers

“I venture to say quite plainly: the oppressed and the exploited have a right to rebel, because they have to reclaim their rights until they enjoy their full share in the common patrimony. The Modern School, however, has to deal with children, whom it prepares by instruction for the state of manhood, and it must not anticipate the cravings and hatreds, the adhesions and rebellions, which may be fitting sentiments in the adult. In other words, it must not seek to gather fruit until it has been produced by cultivation, nor must it attempt to implant a sense of responsibility until it has equipped the conscience with the fundamental conditions of such responsibility. Let it teach the children to be men; when they are men, they may declare themselves rebels against injustice.”

Francesc Ferrer i Guàrdia (1859–1909) Spanish anarchist

The Origin and Ideals of the Modern School (1908)

Men , Children , Sense

“I have always found it a little strange that the majority of schools are utilizing filters. It seems to me that this is the environment where filters would not be used because the students are so carefully monitored, the activities in which they engage all go toward the same goals of education, and this is the very place where young people should be learning about information and its uses, in other words, where they should be learning information literacy.A recent National Research Center report, commissioned by Congress, clearly stated that information and media literacy are the most important things we can teach our children in order to truly protect them. Instead of placing barriers around the swimming pool, we must teach children to swim. We must teach children to find and use accurate information.”

Judith Krug (1940–2009) librarian and freedom of speech proponent

"Children's Internet Protection Act" http://discuss.washingtonpost.com/wp-srv/zforum/02/washtech_policy060302.htm by Brian Krebs, The Washington Post (June 3, 2002 )

Children , People , Education , Learning

“I came to the riverbank. The sand underfoot crunches and sounds like my grandmother sighing. She is fond of chattering endlessly, although no-one understands her. If you ask, Grandmother, what did you say? She will look up absentmindedly and, after a while, say, oh, you’re back from school? Are you hungry? There are sweet potatoes in the bamboo steamer. When she chatters it is best not to interrupt; she is talking about when she was a young woman. But if you eavesdrop from behind her chair, she seems to be saying. It’s hidden, it’s hidden, everything is hidden, everything… All these memories are making noises in the sand under your feet.”

Gao Xingjian (1940) Chinese novelist and playwright

Source: Buying a Fishing Rod for My Grandfather (2005), p. 100

Understanding , Memory

“The world economy is pumping trillions of dollars into the accounts of a few thousand people. These riches should be directed first and foremost to end the millions of needless deaths caused by extreme poverty, and to educate the hundreds of millions of children who lack schooling. The billionaires would still have enough left over to indulge their longing for mega-yachts, personal space ships, private tropical islands, and other conspicuous consumption.”

Jeffrey D. Sachs (1954) American economist

"Billionaires reach for the stars while world suffers, CNN, August 15th, 2018 http://jeffsachs.org/2018/08/billionaires-reach-for-the-stars-while-world-suffers/

Death , Children , People , World

“I don't follow any particular one [religion]. Ultimately I think I'm sort of a freethinker and kind of open. So many bad things–as well as good things–have happened based on people just sort of blindly following religion that I kind of feel like I want to stay away from any type of specific denomination or any religion period. If for no other reason than just that. I don't want to be involved with anything or condone any school of thought that at some point and in some way causes the death of innocent people, or tragedies where initial fantastic ideas [are] distorted. Like the life, for example, of Jesus is well-documented. It's corroborated by different people, who had different backgrounds, and different levels of education. And they wrote about it. We know that this guy existed, and we know pretty much what he said, and it's pretty simple. Everything from that point on in terms of wars and fighting over land and territories and religious things, none of that was even included in anything he said. His message was pretty simple, be really nice to each other and everything will be okay.”

Chris Cornell (1964–2017) American singer-songwriter, musician

Talking about religions ** THE STANDARD chris cornell#2, YouTube, 30 March 2008 https://www.youtube.com/watch?v=NGtbjYezJ8g&feature=youtu.be&t=4m3s,
On religion

Life , Death , War , People

“My views are more akin to the nineteenth-century liberal philosophy espoused by Milton Friedman, especially in his Capitalism and Freedom. In that work, he proposed many policies that are harmonious with free markets and are receiving serious attention in the United States and other countries. This list includes school choice, the flat-rate income tax, rules for monetary stability, privatized social security, and the elimination of affirmative-action programs.”

Robert Barro (1944) American classical macroeconomist

Getting It Right (1997); Introduction

Freedom , Country

“Between the ages of five and nine I was almost perpetually at war with the educational system. …As soon as I learned from my mother that there was there was a place called school that I must attend willy-nilly—a place where you were obliged to think about matters prescribed by a 'teacher,' not about matters decided by yourself—I was appalled.”

Fred Hoyle (1915–2001) British astronomer

The Small World of Fred Hoyle: an Autobiography (1986)

War , Age , Education , Thinking

“The Management Process School : This approach to management theory perceives management as a process of getting things done through and with people operating in organized groups. It aims to analyze the process, to establish a conceptual framework for it, to identify principles underlying it, and to build up a theory of management from them. It regards management as a universal process, regardless of the type that the environment of management differs widely between enterprises and levels. It looks upon management theory as a way of organizing experience so that practice can be improved through research, empirical testing of principles, and teaching of fundamentals involved in the management process.”

Harold Koontz (1909–1984)

Source: "The Management Theory Jungle," 1961, p. 175-6

People , Way , Universe

““Organization theory,” a term that appeared in the middle of the twentieth century, has multiple meanings. When it first emerged, the term expressed faith in scientific research as a way to gain understanding of human beings and their interactions. Although scientific research had been occurring for several centuries, the idea that scientific research might enhance understanding of human behavior was considerably newer and rather few people appreciated it. Simon (1950, 1952-3, 1952) was a leading proponent for the creation of “organization theory”, which he imagined as including scientific management, industrial engineering, industrial psychology, the psychology of small groups, human-resources management, and strategy. The term “organization theory” also indicated an aspiration to state generalized, abstract propositions about a category of social systems called “organizations,” which was a very new concept. Before and during the 1800s, people had regarded armies, schools, churches, government agencies, and social clubs as belonging to distinct categories, and they had no name for the union of these categories. During the 1920s, some people began to perceive that diverse kinds of medium-sized social systems might share enough similarities to form a single, unified category. They adopted the term “organization” for this unified category.”

William H. Starbuck (1934) American academic

William H. Starbuck and Philippe Baumard (2009). "The seeds, blossoming, and scant yield of organization theory," in: Jacques Rojot et. al (eds.) Comportement organisationnel - Volume 3 De Boeck Supérieur. p. 15

People , Faith , Way , Behavior

“Shall we say, for example, that Science and Art are indebted principally to the founders of Schools and Universities? Did not Science originate rather, and gain advancement, in the obscure closets of the Roger Bacons, Keplers, Newtons; in the workshops of the Fausts and the Watts; wherever, and in what guise soever Nature, from the first times downwards, had sent a gifted spirit upon the earth? Again, were Homer and Shakspeare members of any beneficed guild, or made Poets by means of it? Were Painting and Sculpture created by forethought, brought into the world by institutions for that end? No; Science and Art have, from first to last, been the free gift of Nature; an unsolicited, unexpected gift; often even a fatal one.”

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

1820s, Signs of the Times (1829)

World , Art , Nature , Universe

“What I admire in the ancient philosophers is their desire to make their lives conform to their writings, a trait which we notice in Plato, Theophrastus and many others. Practical morality was so truly their philosophy's essence that many, such as Xenocrates, Polemon, and Speusippus, were placed at the head of schools although they had written nothing at all. Socrates was none the less the foremost philosopher of his age, although he had not composed a single book or studied any other science than ethics.”

Nicolas Chamfort (1741–1794) French writer

Ce que j'admire dans les anciens philosophes, c'est le désir de conformer leurs mœurs à leurs écrits: c'est ce que l'on remarque dans Platon, Théophraste et plusieurs autres. La Morale pratique était si bien la partie essentielle de leur philosophie, que plusieurs furent mis à la tête des écoles, sans avoir rien écrit; tels que Xénocrate, Polémon, Heusippe, etc. Socrate, sans avoir donné un seul ouvrage et sans avoir étudié aucune autre science que la morale, n'en fut pas moins le premier philosophe de son siècle.
Maximes et Pensées (Van Bever, Paris : 1923), #448
Maxims and Considerations, #448

Books , Age , Study , Science

“It was a part of a budget which even three months had proved to be a mass of miscalculation; it was the pet scheme of a cosmopolitan school who love England little, and whom England loves less, whose sympathies are half-American and half-French; and it was the first application of a theory of combined taxation and reform, according to which the poor were exclusively to fix the revenue which the rich were exclusively to pay.”

Robert Gascoyne-Cecil, 3rd Marquess of Salisbury (1830–1903) British politician

‘The Conservative Reaction’, The Quarterly Review, vol. 108 (July & October 1860), p. 276
1860s

Love , Parting

“These legal disputes hinder the adequate education of our youth. It has negative impacts on the overall development of the nation in tapping and harnessing the talents of the Filipino youth, if schools, considered as their second abode, is constantly threatened with legal disputes and uncertainties. We have seen and heard cases that upon the death of the donors, heirs claim ownership of the land through revocation of the original donation. These result to endless court litigations. The passage of this bill will pave the way for simplifying the process of land titling registration of almost 90 percent of school sites in favor of the DepEd.”

Francis Escudero (1969) Filipino politician

Journal http://www.journal.com.ph/news/nation/summary-titling-of-lands-occupied-by-schools-pushed
2015

Death , Youth , Education , Way

“Behind all the Great-Society-style and standardized testing, wars on poverty or drugs, self-esteem seminars. A good portion of the African-American population was simply institutionalized or interned, in public housing complexes, in urban schools, and in one of the biggest prison systems the world has ever known. It all amounts to a sprawling race gulag in which people are both dependent and hedged about with restrictions.”

Crispin Sartwell (1958) American philosopher

White Liberals: We’re Not Racist (August 29, 2016)

War , People , World , Housing

“It may be inverted snobbishness but I don't want old style, Old Etonian Tories of the old school to succeed me and go back to the old complacent, consensus ways. John Major is someone who has fought his way up from the bottom and is far more in tune with the skilled and ambitious and worthwhile working classes than Douglas Hurd is.”

Margaret Thatcher (1925–2013) British stateswoman and politician

Said to Woodrow Wyatt (23 November 1990), Sarah Curtis (ed.), The Journals of Woodrow Wyatt. Volume Two (Pan, 2000), pp. 401-402.
Third term as Prime Minister

Way

“About 1790 the Cherokee decided to adopt the ways of their White conquerors and… established churches, mills, schools, and well cultivated farms… they adopted a written constitution providing for an executive, a bicameral legislature, a supreme court, and a code of laws.”

Peter Farb (1929–1980) American academic and writer

Man's Rise to Civilization (1968)

Law , Way

“Politics and strategy are one. Nations should live in an atmosphere of self-criticism because it is healthy, but always with one heart and one mind. Stoop to the unhappy, and lift them up in your arms! Thaw out frozen America with the fire of your hearts! Make the natural blood of the nations´ course vigorously through their veins! The new American are on their feet, saluting each other from nation to nation, the eyes of the laborers shining with joy. The natural statesman arises, schooled in the direct study of Nature. He reads to apply his knowledge, not to imitate.”

José Martí (1853–1895) Poet, writer, Cuban nationalist leader

Our America (1881)

Nature , Knowledge , Study , Reading

“Who, according to JK Rowling, the author of the Harry Potter novels, was Harry Potter's first girlfriend? Who is the first person he kisses? That's right, Cho Chang, who is a Chinese overseas student at Hogwarts school," he said, to laughs and scattered applause. "Ladies and gents I rest my case."”

Boris Johnson (1964) British politician, historian and journalist

2010s, 2013

Kiss , Change , Personality

“I've come up with the three things you never want to hear at your kid's parent/teacher conference. Number one: "You're only responsible for the first $10,000 worth of damage." Number two: "We have medication for this." And number three: "It was more than an ounce and he was less than 100 yards from the school."”

Bill Engvall (1957) American comedian and actor

Cheap Drunk: An Autobiography (2002)

Parent , Teachers

“But this we may positively state, that nobody has made any progress in the school of Christ unless he cheerfully looks forward to the day of his death and to the day of the final resurrection.”

John Calvin (1509–1564) French Protestant reformer

Page 78.
Golden Booklet of the True Christian Life (1551)

Death , Christ

“It is a lie that I made the people starve. A lie, a lie in my face. This shows how little patriotism there is, how many treasonable offenses were committed.… At no point was there such an upswing, so much construction, so much consolidation in the Romanian provinces. I guaranteed that every village has its schools, hospitals and doctors. I have done everything to create a decent and rich life for the people in the country, like in no other country in the world.”

Nicolae Ceaușescu (1918–1989) General Secretary of the Romanian Communist Party

Statements at trial http://en.wikisource.org/wiki/Transcript_of_the_closed_trial_of_Nicolae_and_Elena_Ceau%C5%9Fescu (25 December 1989)

Life , People , Lie , World

“As a CEO, I am finding that I have to become a learning CEO. I have to go to school all the time because I am learning new skills that I need to run this company and I am realising that I am not equipped to just coast, I have to constantly renew my skills.”

Indra Nooyi (1955) Indian-born, naturalized American, business executive

Quoted in A Learning CEO Can Power Through Tough Times: Indra Nooyi, 5 December 2013, 18 December 2013, Forbes India http://forbesindia.com/article/real-issue/a-learning-ceo-can-power-through-tough-times-indra-nooyi/36641/1,

Learning , Time

“The Sultan then asked, "How are Hindus designated in the law, as payers of tributes or givers of tribute? The Kazi replied, "They are called payers of tribute, and when the revenue officer demands silver from them, they should tender gold. If the officer throws dirt into their mouths, they must without reluctance open their mouths to receive it. The due subordination of the zimmi is exhibited in this humble payment and by this throwing of dirt in their mouths. The glorification of Islam is a duty. God holds them in contempt, for he says, "keep them under in subjection". To keep the Hindus in abasement is especially a religious duty, because they are the most inveterate enemies of the Prophet, and because the Prophet has commanded us to slay them, plunder them, enslave them and spoil their wealth and property. No doctor but the great doctor (Hanafi), to whose school we belong, has assented to the imposition of the jizya (poll tax) on Hindus. Doctors of other schools allow no other alternative but Death or Islam.”

Ziauddin Barani (1285–1357) Indian Muslim historian and political thinker (1285–1357)

Tárikh-i Firoz Sháhi, of Ziauddin Barani in Elliot and Dowson, Vol. III : Elliot and Dowson, History of India as told by its own Historians, 8 Volumes, Allahabad Reprint, 1964. pp. 184, chapter 15. Tárikh-i Firoz Sháhi, of Ziauddin Barani https://archive.org/stream/cu31924073036737#page/n199/mode/2up
Tarikh-i-Firuz Shahi

Death , God , Law , Wealth

“It is a shameful sign of our arrogance that our history departments have almost no Chinese history in them, our literature courses almost no Chinese literature, our philosophy departments almost none of the great Chinese systems of philosophy. And our religious schools have been the most arrogant of all.
This ignorant arrogant mind has become fixed in its patterns. It is the pattern which considers anything not American to be inferior — unless it be English.”

Pearl S. Buck (1892–1973) American writer

"China and the Federal Union" an address at the Federal Union organization, New York City (April 1942) http://www.english.upenn.edu/Projects/Buck/excerpt-fu.html

History , Literature

“What’s the use of a high school education if you can’t recall it when needed later on?”

Hal Clement book Mission of Gravity

Source: Mission of Gravity (1954), Chapter 14

Education

“Her voice was completely English. For some reason I had expected a foreign accent; but I could place this exactly. It was my own; product of boarding school, university, the accent of what a sociologist once called the Dominant Hundred Thousand.”

John Fowles book Daniel Martin

Daniel Martin (1977)

Universe

“Half the things you've been taught in school are just convenient fictions. History is a puppet show for childish minds.”

John Twelve Hawks American writer

Fourth Realm Trilogy (2005-2009), The Traveler (2005)

History

“Of course there is no prima facie reason why cheap things should be ugly, for a die or mould of a good design costs no more than a bad one; but still the fact remains that the objects in use in every-day life are not beautiful, and it is to effect a change in this respect that the Government have established Schools of Design and the excellent Museum of which I shall have to speak hereafter.”

William Burges (1827–1881) English architect

Source: Art applied to industry: a series of lectures, 1865, p. 1 : Preface

Life , Beauty , Change

“My dream is chess played in every school in India. The Soviets would include a chessboard along with the bride’s trousseau to ensure that the children born of that marriage knew the rules of chess.”

Viswanathan Anand (1969) Indian chess player

page=295
Reimagining India: Unlocking the Potential of Asia’s Next Superpower

Marriage , Children , Dreams

“There is no divine Truth, and no impure Truth. There is no secular Truth, the Truth taught in the college or the school house is as sacred as Truth taught from the pulpit”

Benjamin Fish Austin (1850–1933) Nineteenth-century Canadian educator/Methodist Minister/Spiritualist

Sermon (1899)

Truth , Housing

“As far as I can remember, it was before my twelfth year that I was sketching cows in the mornings before and afternoons after school, and because my brothers were 4 and 6 years older than me – naturally I got from them my first teachings in drawing and later in painting.”

Willem Maris (1844–1910) Dutch landscape painter of the Hague School (1844-1910)

translation from original Dutch, Fons Heijnsbroek, 2018
version in original Dutch / origineel citaat van Willem Maris: Voor zover ik mij herinneren kan, was ik voor mijn twaalfde jaar 's Morgens voor, en 's middags na schooltijd al in de weilanden aan 't teekenen van koeien en daar mijn broers 4 en 6 jaar ouder waren als ik - genoot ik natuurlijk van hen het eerste onderwijs in het teekenen en later in het schilderen.
Quote of Willem Maris, in his letter in 1901; as cited in 'Zó Hollands - Het Hollandse landschap in de Nederlandse kunst sinds 1850', Antoon Erftemeijer https://www.franshalsmuseum.nl/wp-content/uploads/2017/12/zohollands_eindversie_def_1.pdf; Frans Hals museum | De Hallen, Haarlem 2011, p. 36

Nature , Drawing , Painting

“The country is governed for the richest, for the corporations, the bankers, the land speculators, and for the exploiters of labour. Surely we must free men and women together before we can free women. The majority of mankind are working people. So long as their fair demands -- the ownership and control of their lives and livelihood -- are set at naught, we can have neither men's rights nor women's rights. The majority of mankind are ground down by industrial oppression in order that the small remnant may live in ease. How can women hope to help themselves while we and our brothers are helpless against the powerful organizations which modern parties represent and which contrive to rule the people? They rule the people because they own the means of physical life, land, and tools, and the nourishers of intellectual life, the press, the church, and the school. You say that the conduct of the woman suffragists is being disgracefully misrepresented by the British press. Here in America the leading newspapers misrepresent in every possible way the struggles of toiling men and women who seek relief. News that reflects ill upon the employers is skillfully concealed -- news of dreadful conditions under which labourers are forced to produce, news of thousands of men maimed in mills and mines and left without compensation, news of famines and strikes, news of thousands of women driven to a life of shame, news of little children compelled to labour before their hands are ready to drop their toys. Only here and there in a small and as yet uninfluential paper is the truth told about the workman and the fearful burdens under which he staggers.”

Helen Keller (1880–1968) American author and political activist

Out of the Dark (1913), To a Woman-Suffragist

Life , Women , Men , Children

Quotes about school and education page 20

Quotes about school and education
page 20