Quotes about school and education
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“We are now at a point where we must educate our children in what no one knew yesterday, and prepare our schools for what no one knows yet.”

Margaret Mead (1901–1978) American anthropologist

Attributed in How They Work In Indiana : Business-Education Partnerships (1994) by Andrew L. Zehner (1994), p. 3
1990s

Children, Education

“I hope the message that we fight not a religion, but a group of fanatics which have hijacked a religion is getting through. I understand the propaganda machines are cranked up in the international community that paints our country in a bad light. We'll do everything we can to remind people that we've never been a nation of conquerors; we're a nation of liberators. And I would ask the skeptics to look at Afghanistan, where not only this country rout the Taliban, which was one of the most barbaric regimes in the history of mankind, but thanks to our strength and our compassion, many young girls now go to school for the first time.”

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

Roosevelt Room, (December 4, 2002) http://georgewbush-whitehouse.archives.gov/news/releases/2002/12/20021204-1.html 2000s, 2002

People, Religion, Hope, History

“All concur that free society is a failure. We slaveholders say you must recur to domestic slavery, the oldest, the best and most common form of Socialism. The new schools of Socialism promise something better, but admit, to obtain that something, they must first destroy and eradicate man’s human nature.”

George Fitzhugh (1806–1881) American activist

Source: Sociology For The South: Or The Failure Of A Free Society (1854), p. 72

Failure, Nature

“Children need a safe space free from crude gender images, and that space should be school.”

Julia Klöckner (1972) German politician

About banning headscarves in Germany. German state looks to ban headscarves for girls https://www.telegraph.co.uk/news/2018/04/10/german-state-looks-ban-headscarves-girls/ (10 April 2018), The Daily Telegraph.

Children

“It is strange how the romances of the teenage years retain a poignancy all through life - how a girl who turns you down when you're 16 retains an aura in your memory even long after you, and she, have ceased to be who you were then. I attended my high school reunion a couple of weeks ago and discovered, in the souvenir booklet assembled by the reunion committee, that one of the girls in my class had a crush on me all those years ago. I would have given a great deal to have had that information at the time.”

Roger Ebert (1942–2013) American film critic, author, journalist, and TV presenter

Review http://www.rogerebert.com/reviews/metropolitan-1990 of Metropolitan (10 August 1990) Reviews, Three-and-a-half star reviews

Life, Girl, Memory, Time

“The Lord Cherisher of the Faith learnt that in the provinces of Tatta, Multan, and especially at Benares, the Brahman misbelievers used to teach their false books in their established schools, and that admirers and students both Hindu and Muslim, used to come from great distances to these misguided men in order to acquire this vile learning. His Majesty, eager to establish Islam, issued orders to the governors of all the provinces to demolish the schools and temples of the infidels and with the utmost urgency put down the teaching and the public practice of the religion of these misbelievers. (…) It was reported that, according to the Emperor's command, his officers had demolished the temple of Viswanath at Kashi.”

Aurangzeb (1618–1707) Sixth Mughal Emperor

1669. Varanasi (Uttar Pradesh). Maasir-i-Alamgiri, translated into English by Sir Jadu-Nath Sarkar, Calcutta, 1947, pp. 51-55; see Ayodhya Revisited https://books.google.com/books?id=gKKaDAAAQBAJ&pg=PA567 by Kunal Kishore, quoted in Shourie, Arun (2014). Eminent historians: Their technology, their line, their fraud. Noida, Uttar Pradesh, India : HarperCollins. (Different translation: “News came to court that in accordance with the Emperor’s command his officers had demolished the temple of Vishvanath [Bishwanath] at Banaras”. ... The Emperor ordered the governors of all the provinces to demolish the schools and temples of the infidels and strongly put down their teaching and religious practices.” ) Ref: en.wikiquote.org - Aurangzeb / Quotes from late medieval histories / 1660s Quotes from late medieval histories, 1660s

Men, Books, Faith, Religion

“I want to run through the halls of my high school,
I want to scream at the
Top of my lungs.
I just found out there's no such thing as the real world,
Just a lie you've got to rise above.”

John Mayer (1977) guitarist and singer/songwriter

No Such Thing
Song lyrics, Room for Squares (2001)

Lie, World

“Amazing. You're here, but you can't do a simple thing like raising light, or do I mean lazing right? Whichever. You can't. Why not?"
"No one ever showed me how," I said.
He swayed about, looking solemn. "I quote," he said. "I'm very well read in the literature of several worlds, you know, and I quote. What do they teach them in these schools?”

Diana Wynne Jones (1934–2011) English children's fantasy writer

Source: Magids Series, The Merlin Conspiracy (2003), p. 113.

World, Quotes, Literature, Light

“The scenery and costumes of 'The Wizard of Oz' were all made in New York — Mr. Mitchell was a New York favorite, but the author was undoubtedly a Chicagoan, and therefore a legitimate butt for the shafts of criticism. So the critics highly praised the Poppy scene, the Kansas cyclone, the Scarecrow and the Tin Woodman, but declared the libretto was very bad and teemed with 'wild and woolly western puns and forced gags.' Now, all that I claim in the libretto of 'The Wizard of Oz' is the creation of the characters of the Scarecrow and the Tin Woodman, the story of their search for brains and a heart, and the scenic effects of the Poppy Field and the cyclone. These were a part of my published fairy tale, as thousands of readers well know. I have published fifteen books of fairy tales, which may be found in all prominent public and school libraries, and they are entirely free, I believe, from the broad jokes the New York critics condemn in the extravaganza, and which, the New York people are now laughing over. In my original manuscript of the play were no 'gags' nor puns whatever. But Mr. Hamlin stated positively that no stage production could succeed without that accepted brand of humor, and as I knew I was wholly incompetent to write those 'comic paper side-splitters' I employed one of the foremost New York 'tinkerers' of plays to write into my manuscript these same jokes that are now declared 'wild and woolly' and 'smacking of Chicago humor.' If the New York critics only knew it, they are praising a Chicago author for the creation of the scenic effects and characters entirely new to the stage, and condemning a well-known New York dramatist for a brand of humor that is palpably peculiar to Puck and Judge. I am amused whenever a New York reviewer attacks the libretto of 'The Wizard of Oz' because it 'comes from Chicago.”

L. Frank Baum (1856–1919) Children's writer, editor, journalist, screenwriter

Letter to "Music and the Drama", The Chicago Record-Herald (3 February 1903)
Letters and essays

People, Books, Search, Heart

“My heart was beat, beat, beating. No one, except my mother, had ever looked at me or spoken to me like this. “You are the most sensitive and beautiful man I’ve ever met,” she said with tears coming to her eyes. I took a big, deep breath. This was just too much. I couldn’t believe it. I’d been called stupid and ugly for so long that this was really tough to hear. Once, I’ll never forget, two seniors at the Academy had stopped me and ordered me to attention, and I’d snapped to, as we underclassmen were supposed to do. They’d walked around me, carefully inspecting my uniform, and one of them then said, “Is this the cadet?””

Victor Villaseñor (1940) American writer

“Yes,” said the other one. “I agree with you; you’re right,” said the first one. “This is the ugliest cadet in the school!”
Crazy Loco Love: A Memoir (2008)

Stupidity, Beauty, Tear, Heart

“Painted on one side of our Sunday school wall were the words, God is Love. We always assumed that these three words were spoken directly to the four of us in our family and had no reference to the world outside, which my brother and I soon discovered was full of bastards, the number increasing rapidly the farther one gets from Missoula, Montana.”

Norman Maclean (1902–1990) American author and scholar

"A River Runs Through It", p. 7
A River Runs Through It (1976)

Love, God, World, Family

“ISIS has become quite a self-financing terrorist network with their theft of oil, selling it on the black market with their destruction and seizure of antiquities, selling that on the black market, with their taking over Mosul and raiding the banks. They’ve got a source of funding, so I don’t really know. But I know that the — that Saudi individuals have certainly funded other related terrorist groups over time and also exported a lot of Wahhabi radicalism by kicking out or sending out imams and teachers to set up schools and mosques to preach that particularly harsh brand of Islam. So the Saudis have a lot that they can do to both stop and then to help.”

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

Presidential campaign (April 12, 2015 – 2016), Speech on fighting ISIS (November 20, 2015)

Teachers, Time, Help

“There is definitely a conspiracy, but I don’t think that it is a human conspiracy. I don’t believe there is a smoke filled room where a group of men get together and decide to teach evolution in all the schools. I believe that it is at a much higher level. I believe that it is a Satanic conspiracy. The reason these different people come to the same conclusion is not because they all met together; it is because they all work for the devil. He is their leader and they don’t even know it.”

Kent Hovind (1953) American young Earth creationist

Unmasking the False Religion of Evolution (1996)

Men, People, Thinking

“The antagonist to the Republican Party has been the Democrats, the party of collective subjugation and individual enslavement. Then physical, now economic. The first black members of the U. S. House and Senate were Republicans. The first civil rights legislation came from Republicans. Democrats gave us the KKK, Jim Crow, lynchings, poll taxes, literacy tests, and failed policies like the 'Great Society'. Republican President Eisenhower ordered troops to enforce school desegregation. Republican Senator Everett Dirksen enabled the 1964 civil rights legislation to pass, in opposition to Democrat Senators Robert Byrd, a KKK Grand Wizard, and Al Gore, Sr.”

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

2010s, Voting Democratic for the next 200 years (2014)

Housing

“Matt Ledbetter cleared his throat and spoke to me in a voice trembling with emotion. "Will, that freshman doesn't belong in this school. We've got to run him out of here. We can't help it if he cries. He cries every time we look at him. He simply doesn't belong here. It'll be better for him and the other knobs when he goes." "Last year, you were a freshman, Matt. This year you're God." "He doesn't belong here, Will. It's our duty to run him out. We owe it to the Institute. We owe it to the line." "Your duty?"”

Pat Conroy The Lords of Discipline

I asked him. "Our duty," Matt replied.
Source: The Lords of Discipline (1980), p. 96

God, Time, Help

“Ziyauddin Barani voiced his opinion against the Hanafi school when he wrote as follows in his Fatwa-i-Jahandari: “If Mahmud… had gone to India once more, he would have brought under his sword all the Brahmans of Hind who, in that vast land, are the cause of the continuance of the laws of infidelity and of the strength of idolators; he would have cut off the heads of two or three hundred thousand Hindu chiefs. He would not have returned his Hindu-slaughtering sword to its scabbard until the whole of Hind had accepted Islam. For Mahmud was a Shafiite, and according to Imam Shafii the decree for Hindus is Islam or death, that is to say, they should either be put to death or accept Islam. It is not lawful to accept jiziya from Hindus who have neither a prophet nor a revealed book.””

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

Fatwa-i-Jahandari, quoted from Goel, Sita Ram (2001). The story of Islamic imperialism in India. ISBN 9788185990231
Fatawa-i-Jahandari

Death, Books, Law

“I don't say I was 'proceeding down a thoroughfare', I say I 'walked down the road'. I don't say I 'passed a hallowed institute of learning', I say I 'passed a school'. You don't wear all your jewellery at once. You're much more believable if you talk in your own voice.”

Maeve Binchy (1940–2012) Irish novelist

On her secret to writing. bbc.co.uk http://www.bbc.co.uk/news/world-europe-19057922

Learning

“I wish President Musharraf well, we want to work with him to bring greater balance in our own relations. But I have to be realistic enough to recognize the role that terrorist elements have played in the last few years in the history of Pakistan. Taliban was the creation of Pakistan extremists, the Wahabi Islam which has flourished, thousands and thousands of schools, the madrassas, were set up to preach this jihad based on hatred of other religions... and Pakistan is not a democracy in the sense that we know and you know.... We wish Pakistan success in emerging as a moderate Muslim state. We will work with President Musharraf... but we have to recognize what has happened.”

Manmohan Singh (1932) 13th Prime Minister of India

On Pakistan, as quoted in "Interview: Indian Prime Minister Singh" http://www.washingtonpost.com/wp-dyn/content/article/2005/07/20/AR2005072001916.html, The Washington Post (20 July 2005) 2001-2005

Religion, Democracy, History, Sense

“I’ve had several teachers who inspired me. Most notable was, perhaps, an English teacher I had during my junior year of high school. All my life I’d been praised and encouraged as an artist. This particular teacher did this, but she also encouraged me as a writer, going so far as to say once, “I wouldn’t be surprised if I saw your name on a book one day.””

Kevin Henkes (1960) American children's illustrator and writer

The power of these words was enormous. I’ll never forget them. Or her. Meet the Man Behind Our Favorite Mouse: An Interview with Kevin Henkes http://www.kindercare.com/content-hub/articles/2016/march/meet-the-man-behind-our-favorite-mouse-an-interview-with-kevin-henkes (March 21, 2016)

Life, Books, Teachers, Forgetting

“Insofar as the genocide embodied in residential schooling arises as an integral aspect of colonialism, then colonialism must be seen as constituting that source… To be in any way an apologist for colonialism is to be an active proponent of genocide.”

Ward Churchill (1947) Political activist

[Kill the Indian, Save the Man: The Genocidal Impact of American Indian Residential Schools, City Lights Books, San Francisco, CA, November 2004, 79, 0872864340]

Way

“School was strange, rather amusing - with a teacher standing at the front telling you what to write. The camaraderie was interesting. I tend to remember the things you can't recreate on your own - queuing up for your dinner, learning team games, which were a complete mystery to me. I remember having to pretend I knew how to play hockey, that kind of thing.”

Joanna MacGregor (1959) British musician

The Mail on Sunday - 06/02/2000
Childhood

Game, Learning, Teachers, Hockey

“Since most subjects studied in school consist largely of theories… language education must include not only the serious study of what truth and falsehood mean in the context of a subject, but also what is meant by a fact, an inference, an assumption, a judgment, a generalization… In this way students will be learning both the language of a subject and the methods of inquiry in that subject, since inquiry consists of nothing else but the generation of questions, the invention of definitions and metaphors, the separation of facts from inferences, the forming of generalizations…”

Neil Postman (1931–2003) American writer and academic

Language Education in a Knowledge Context (1980)

Truth, Education, Way, Question

“Economic responsibility goes with military strength and an undue share in the costs of peacekeeping. Free riders are perhaps more noticeable in this area than in the economy, where a number of rules in trade, capital movements, payments and the like have been evolved and accepted as legitimate. Free ridership means that disproportionate costs must be borne by responsible nations, which must on occasion take care of the international or system interest at some expense in falling short of immediate goals. This is a departure from the hard nosed school of international relations in political science, represented especially perhaps by Hans Morgenthau and Henry Kissinger, who believe that national interest and the balance of power constitute a stable system. Leadership, moreover, had overtones of the white man's burden, father knows best, the patronizing attitude of the lady of the manor with her Christmas baskets. The requirement, moreover, is for active, and not merely passive responsibility of the German—Japanese variety. With free riders, and the virtually certain emergency of thrusting newcomers, passivity is a recipe for disarray. The danger for world stability is the weakness of the dollar, the loss of dedication of the United States to the international system's interest, and the absence of candidates to fill the resultant vacua.”

Charles P. Kindleberger (1910–2003) American economic historian

"Economic Responsibility", The Second Fred Hirsch Memorial Lecture, Warwick University, 6 March 1980, republished in Comparative Political Economy: A Retrospective (2003)

World, Departure, Science, Loss

“Their efforts and their sacrifices for education are immeasurable. They started their schools for their own children. Over the years, increasing numbers of Fijian and other students were taken in. Today, in a majority of their schools Fijian children predominate. There is a large debt of gratitude owed here that I am pleased to acknowledge.”

Laisenia Qarase (1941) Prime Minister of Fiji

(Paying tribute to Indian and Chinese schools in Fiji).
Opening address to the Education Summit, Suva, 31 August 2005

Children, Education, Effort, Gratitude

“The real question is: "Should we have public schools?" Let's argue about that one for a while first. If we are going to have them, then we should discuss what could be taught in them. Who decides what is going to be taught in them? Does Bill Clinton decide what's taught? Or Osama Bin Laden decide what's taught? Should you decide what's taught, or should I decide? The whole problem is that some people have this idiot idea that children belong to the state. No, no, no, children belong to God, they are entrusted to parents. The parents should decide what God wants them to be taught, the state does not ever have children. It is sterile, it can't have children, they want to steal yours.”

Kent Hovind (1953) American young Earth creationist

Creation seminars (2003-2005), Dinosaurs and the Bible

God, Children, People, Idea

“It is against the law to teach religion in Texas’ public schools, and not just because of Edwards v Aguillard and Kitzmiller v Dover, but also because of the 1st amendment of the US Constitution. But then from the news I just heard today, it seems we can’t have that in Trumpistan either.”

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

Patheos, Orwellian Legislative Duplicity on HB 1485 http://www.patheos.com/blogs/reasonadvocates/2017/05/05/orwellian-legislative-duplicity-hb-1485/ (May 5, 2017)

Religion, Law

“When I was teenager, I wanted to be medical doctor. I would write "Dr" into my name - "Dr Sukanto". After I got married, my wife found out and asked me, "Why did you put a 'Dr' before your name?" I said this was my dream but I couldn't continue my education because the school closed and I was not qualified to go to any school.”

Sukanto Tanoto (1949) Indonesian businessman

Keynote speech, Wharton Global Modular Course, May 25, 2015. http://www.inside-rge.com/Sukanto-Tanoto-Entrepreneur-Journey-1 2015

Education, Dreams

“I HAVE no patience with the hypothesis occasionally expressed, and often implied, especially in tales written to teach children to be good, that babies are born pretty much alike, and that the sole agencies in creating differences between boy and boy, and man and man, are steady application and moral effort. It is in the most unqualified manner that I object to pretensions of natural equality. The experiences of the nursery, the school, the University, and of professional careers, are a chain of proofs to the contrary.”

Francis Galton Hereditary Genius

Hereditary Genius (1869; 2005), p. 56
Hereditary Genius (1869)

Children, Boy, Nature, Effort

“Gita and Ramayana reflect India's soul. But we also respect Quran and would include best thoughts from it. I respect Bible and Quran but they are not central to soul of India in the way as Gita and Ramayana are. As India's cultural minister, I recommend that Ramayana and Gita should be part of our school curriculum and I am working extensively with HRD Minister Smriti Irani towards this.”

Mahesh Sharma (1959) Indian politician

On introducing the Gita in schools, as quoted in " Quran and Bible are not central to India's soul: Mahesh Sharma http://indiatoday.intoday.in/story/quran-and-bible-are-not-central-to-indias-soul-mahesh-sharma/1/472944.html" India Today (14 September 2015)

Way, Soul, Parting

“When I was in eighth grade there was a movie called Willard, about a rat, and I fell in love with rats. I wanted one … so one guy suggested that I call Hershey Medical Center … So I called and they said … "What experiment is it for?" I said, "I don't wanna experiment on it, I just want it for a pet!" And they said, "Well, we can't do that." … About two weeks later, I go out to the mailbox, and there's this thing from the [American Anti-Vivisection Society]. Lo and behold, I'm looking through all these different experiments and I see a rat there, spread wide open, and it said some of the experiments [were] done at Hershey med center. So boom! I put two and two together, and I decided to do a report in school about it. I took advanced bio and you had to dissect cats, and I started [asking] questions, "Where'd the cat come from?", and that really ruffled some feathers. "I'm not gonna do this, you know." So basically I got thrown out of advanced bio. From that point on I became an antivivisectionist. … [Things] are changing. When I went vegetarian it was really hard on the road, and that was just eight years ago. And I see people doing it twenty, twenty-five years, traveling, and it's like, wow! … I think on a very basic level people wanna do the right thing. And if we continue to focus on that part of them that wants to do the right thing, we can win maybe at the next generation or the one after that.”

Rikki Rockett (1961) American musician

"Something To Believe In" https://books.google.it/books?id=NWxF_V4r3PAC&pg=PA107, interview by Kirsten Rosenberg (July 1999), in Speaking Out for Animals, edited by Kim W. Stallwood, Lantern Books, 2001, pp. 107-112.

Love, People, Travel, Guy

“In point of substantial merit the law school belongs in the modern university no more than a school of fencing or dancing.”

Thorstein Veblen (1857–1929) American academic

Veblen (1918) The Higher Learning in America. p. 155

Law, Universe, Dance

“From this Legionary school a new man will have to emerge, a man with heroic qualities; a giant of our history to do battle and win over all the enemies of our Fatherland, his battle and victory having to extend even beyond the material world into the realm of invisible enemies, the powers of evil. Everything that our mind can imagine as more beautiful spiritually; everything the proudest that our race can produce, greater, more just, more powerful, wiser, purer, more diligent and more heroic, this is what the Legionary school must give us! A man in whom all the possibilities of human grandeur that are implanted by God in the blood of our people be developed to the maximum. This hero, the product of Legionary education, will also know how to elaborate programs; will also know how to solve the Jewish problem; will also know how to organize the state well; will also know how to convince other Romanians; and if not, he will know how to win, for that is why he is a hero. This hero, this Legionary of bravery, labor, and justice, with the powers God implanted in his soul, will lead our Fatherland on the road of its glory.”

Corneliu Zelea Codreanu (1899–1938) Romanian politician

For My Legionaries: The Iron Guard (1936), The Legion

God, People, World, Education

“I feel sorry for kids these days. They get so much homework. Remember the days when we put a belt around our two books and carried them home? Now they're dragging a suitcase. They have school all day, then homework from six until eleven. There's no time left to be creative. The hardest part for me is when my thirteen-year-old is complaining about the workload. I agree with him. I'm supposed to be responsible and support the teacher. But it's like, "You're right, son. This is bullshit."”

Tom Petty (1950–2017) American musician

Esquire interview (2006)

Books, Feeling, Home, Support

“Lord knows I'm not a fool girl
I really shouldn't care
Lord knows I'm not a school girl
In the flurry of her first affair.”

Noel Coward (1899–1973) English playwright, composer, director, actor and singer

Mad About the Boy (1932)

Fools, Girl

“These ten commandments come to us as a Divine Revelation, as a document signed by God Himself [-] But these books contain a higher wisdom besides. Not the wisdom of the street corners, nor the wisdom of the learned schools, but the conduct which God requires of us”

Michael von Faulhaber (1869–1952) German Roman Catholic Cardinal

Sermon Two

Wisdom, God, Books, Learning

“I hated school, and dropped out of college. I got picked on a lot in school, and had a lot of trouble making friends.”

Bram Cohen (1975) American programmer, creator of BitTorrent

Hate

“Britain is blessed with a functioning political culture. It is dominated by people who live in London and who have often known each other since prep school. This makes it gossipy and often incestuous.”

David Brooks (1961) American journalist, commentator and editor

[David, Brooks, http://www.nytimes.com/2011/05/24/opinion/24brooks.html?_r=1, Britain Is Working, New York Times, May 23, 2011, May 24, 2011]
2010s

People

“But really, who do you think we’re working for? Not some Sunday school god, not the proverbial loving shepherd. The shoving leopard, more like.”

Robert Charles Wilson book Darwinia

Source: Darwinia (1998), Chapter 20 (p. 174)

Love, God, Thinking

“Akbar abolished Jiziyah in 1564. In all probability many of his 'devout' officers in far off regions, did not care to enforce this anti-Islamic measure. Therefore, ten years later he once again issued orders for its abolition. Badaoni tells us that it was customary "to search out and kill heretics" (Shias), let alone non-Muslims as late as 1574. Hemu's father, when captured, was offered his life if he turned Muslim. Abdun Nabi executed a Brahman for blasphemy on the complaint of a Qazi. Husain Khan, the governor of Lahore (died 983H/ 1575-76) ordered Hindus to stick patches on their shoulders so that no Muslim could be put to the indignity of showing them honour by mistake, nor did he allow Hindus to saddle their horses. Jihad was practised as usual, massacre at Chittor was done in true Jihadist spirit. "The Akbar Nama, the Ain-i-Akbari and Badaoni are all agreed that prior to 1593, some Hindus had been converted to Islam forcibly." In 1581 some Portuguese captives at Surat were offered their lives if they turned Muslim. Even iconoclastic zeal did not disappear under Akbar. Kangra was invaded in 1572-73, and even though Birbal was in joint command, the umbrella of the Goddess was riddled with arrows, 200 cows were killed and Muslim soldiers threw their shoes full of blood at the walls and doors of the temple. A Mughal officer, Bayazid, converted a Hindu temple into a Muslim school. Jain idols in Gujarat could not escape vandalism. "Such seem to have been and continued to be the popular prejudices against the Hindus", under Akbar and his successors as per the obligations of the Shariat and practice of Sunnah, writes S. R. Sharma.”

K. S. Lal book Theory and Practice of Muslim State in India

Source: Theory and Practice of Muslim State in India (1999), ch. 2

Life, Shoe, Search, Horse

“Several of my classmates from my Chinese school in 1940 were from a lovely Chaozhou family. They had three or four sisters, and their father was a kind and generous man. Other Chinese schoolmates told me that this family was rounded up and taken to a field outside Johor Bahru town. The women were raped and killed, the men butchered, and all were buried in shallow graves. Many other Chinese families were likewise massacred, slaughtered.”

Robert Kuok (1923) Malaysian businessman

Cap 3 "Under the Japanese Heel"

Love, Women, Men, Family

“There are obvious problems with so many denominations in schools today, but I had collective worship at school and I do not think it is a bad thing.”

Sydney Carter (1915–2004) British musician and poet

The Times [London] (29 August 1996)

Problem, Thinking

“I had the opportunity to be greeted with a conversation with the principal, the minute I stepped into school. It was of course regarding the previous post remarking on the various facets of school, experienced by me. I never conversed with the new principal that had just come in this year, but now I did. I’m glad I soaked up another facet of the school experience. It’s ironic that no one in the school who is considered a model student ever had a conversation with the principal, and it is the critical, naughty, rebellious ones that do. It’s rather odd that he seems to prefer acknowledging bad rather than good.”

Amos Yee (1998) blogger

Tumblr postings

“If, because of my schooling, I had grown culturally separated from my parents, my education finally had given me ways of speaking and caring about that fact.”

Richard Rodríguez (1944) American journalist and essayist

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

Education, Way, Parent

“Just at the time I got your letter Mr. Angus sent me the 'Scotsman' [magazine]. You say some critics have thought it fair to make it the basis of a personal attack, and it is very critic-like. Critic means knife, means dissection, means wisdom, means perfection. Art is stupid, art-less. That is a hard job for the critic to understand. I like your book because it is 'stupid', like Japanese; which means done for the love of it in itself; not for gain or success. You don't go to criticise a Japanese drawing and say it is out of shape, out of drawing, no perspective nor anatomy. This is only for the critic to show his knowledge by killing the things; those stupid fellows do harm, like Whistler says, with their learnings. They must have schools and applications of knowledge. Thackeray calls them scavengers - scavengers are at least necessary, those fellows are for no good..”

Matthijs Maris (1839–1917) Dutch painter

Quote of Matthijs Maris, in his letter to David Croal Thomson (Oct. 1890), as cited in: The Brothers Maris (James – Matthew – William), ed. Charles Holme; text: D.C. Thomson https://ia800204.us.archive.org/1/items/cu31924016812756/cu31924016812756.pdf; publishers, Offices of 'The Studio', London - Paris, 1907, p. BMxv p. BMxviii

Love, Wisdom, Books, Stupidity

“The "music of decline" had sounded, as in that wonderful Chinese fable; like a thrumming bass on the organ its reverberations faded slowly out over decades; its throbbing could be heard in the corruption of the schools, periodicals, and universities, in melancholia and insanity among those artists and critics who could still be taken seriously; it raged as untrammeled and amateurish overproduction in all the arts.”

Hermann Hesse book The Glass Bead Game

The Glass Bead Game (1943)

Art, Music, Universe, Rage

“If there was in all France, between 1140 and 1200, a more typical Englishman of the future Church of England type than John of Salisbury, he has left no trace; and John wrote a description of his time which makes a picturesque contrast with the picture painted by Abélard, his old master, of the century at its beginning. John weighed Abélard and the Schools against Bernard and the Cloister, and coolly concluded that the way to truth lay rather through Citeaux, which brought him to Chartres as Bishop in 1176, and to a mild scepticism in faith. "I prefer to doubt," he said, "rather than rashly define what is hidden."”

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

Mont Saint Michel and Chartres (1904)

Truth, Faith, Way, Time

“Any high school boy or girl knows how to calculate the force with which a stone he or she throws will hit someone in the face, but nothing in those equations they use will tell them whether or not to throw it…To solve the problem of values we must know what is valuable. Consciousness is the most valuable commodity…To bring values into science, we need to connect science with what is valuable—consciousness.”

Ravi Gomatam (1950) Indian academic

An interview with Ravi Gomatam by Thomas Beardy for Clarion Call magazine (Clarion University's newspaper) There Consciousness Within Science?" http://www.vedicsciences.net/articles/consciousness-in-science.html#Consciousness-Science"Is, 1990.

Girl, Boy, Problem, Science

“.. the great Dutch school seemed to think of nothing but painting well [characterised by] the total absence of what today we call 'a subject.”

Eugène Fromentin (1820–1876) French painter

Quote from Les Maitres d'Autrefois / The Old Masters, Eugène Fromentin; 1948, p. 108; as cited in 'Dutch Painting of the Golden Age', http://www.open.edu/openlearn/history-the-arts/dutch-painting-the-golden-age/content-section-2 OpenLearn

Thinking, Painting

“I'd never seen anyone go truly, old-school berserkergang, but that scream…It was like hearing an echo rolling down through the centuries from an ancient world, a more savage world, now lost to the mists of time. And suddenly I had no trouble at all believing her age.”

Jim Butcher book Heorot

The Dresden Files short stories, Heorot

Age, World, Time

“My school was a happy place. All of us who started our schooling there completed our studies till the eighth standard. I don't remember even a single person dropping out. These days, when i visit schools, both big and small, all across the country, i tell them that true quality does not come from a great building or great facilities or great advertisements. It happens when education is imparted with love by great teachers.”

A. P. J. Abdul Kalam (1931–2015) 11th President of India, scientist and science administrator

My Journey: Transforming Dreams into Actions

Love, Happiness, Education, Study

“Schools have no use except for discerning the analytic procedures of art. No school is capable of pressing on to a synthesis in isolation. Painting can not, without falling into abstraction, let a partial aspect of art dominate, whether it be drawing, color, composition, or any other one of the extraordinary multiplicity of means the totality of which alone constitutes this art.”

Gustave Courbet (1819–1877) French painter

1860s, Realist Manifesto' - an open letter, 1861

Art, Color, Drawing, Painting

“If you ask adults how many teachers — out of the scores in elementary, middle school, high school, college and graduate school — made a singular impression on who and what they are, it's never more than three or four teachers. Everybody else is a distant second to this set.When we finally create a cloning machine, we should clone those teachers. Maybe that's 100 years from now, but that's at the top of my list. Until that happens, the educational system has not fully understood the causes and effects of achievement and success in life. There remains a culture that equates high grades with success in school and correlates success in school with success in life. That mentality is so deep within us that it may be inextricable from our behavior.”

Neil deGrasse Tyson (1958) American astrophysicist and science communicator

Global Ideas from Pluto's Challenger (May 21, 2009)

Life, Education, Behavior, Teachers

“Engage the people. Don't try to pass a 2,700 page bill — and even they didn't read it! You and I didn't have time to read it. We're too busy trying to live — send our kids to school. That's why I am only going to allow small bills — three pages. You'll have time to read that one over the dinner table. What does Herman Cain, President Cain talking about in this particular bill?”

Herman Cain (1945) American writer, businessman and activist

at Family Leader Presidential Lecture Series in Pella, Iowa, 2011-10-06, quoted in [Exclusive: Herman Cain Pledges Not To Sign Any Bill Longer Than Three Pages, 2011-06-07, Marie, Diamond, Think Progress, http://thinkprogress.org/politics/2011/06/07/238779/herman-cain-long-bills/, 2011-10-07]

People, Business, Time, Reading

“The Beer Shops licensed to have the Beer drunk on the Premises, are a Pest to the Community. They are Haunts of Thieves and Schools for Prostitutes. They demoralize the lower Classes. I wish you would turn your mind to consider Whether this Evil could not be abated. That Beer should be sold like anything Else, to be taken away by the Purchaser to be consumed at Home is most reasonable and the more People are enabled so to supply the labouring Classes the better, but the words “licensed to be drunk on the Premises” are by the common People interpreted as applicable to the Customers as well as to the Liquor, and well do they avail themselves of the License.”

Henry Temple, 3rd Viscount Palmerston (1784–1865) British politician

Letter to William Ewart Gladstone (20 October 1853), quoted in Philip Guedalla (ed.), Gladstone and Palmerston, being the Correspondence of Lord Palmerston with Mr. Gladstone 1851-1865 (London: Victor Gollancz, 1928), pp. 95-96.
1850s

People, Home, Communication, Beer

“In the highest class of God's school of suffering we learn not resignation nor patience, but rejoicing in tribulation.”

John Heyl Vincent (1832–1920) American theologian

Source: Dictionary of Burning Words of Brilliant Writers (1895), p. 569.

God, Suffering, Learning, Patience

“There are a large number of claims circulating about rampant anti-Semitism on college campuses. When you go actually go through the records, talk to the schools, speak to the deans and so forth, all of these claims turn out to be fraudulent. There’s just no record of this so-called rampant anti-Semitism on college campuses. The most striking example is Columbia University where […] pro-Israel outsiders were disrupting the classrooms of these professors [falsely accued of anti-Semitism], secretly video-taping their lectures and being turned, as the Columbia Report put it, into informers for the pro-Israel lobby. The real story was the harassment of professors who were critical of Israeli policy.”

Norman G. Finkelstein (1953) American political scientist and author

http://www.peuplesmonde.com/article.php3?id_article=381 Interview with Norman Finkelstein]
Other sourced statements

Universe, Falseness

“I would take school instruction out of the hands of the old order of decrepit, stammering, journeymen-teachers as well as from the new weak ones, who are generally no better for popular instruction, and entrust it to the undivided powers of Nature herself, to the light that God kindles and ever keeps alive in the hearts of fathers and mothers, to the interest of parents who desire that their children should grow up in favour with God and man.”

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

How Gertrude Teaches Her Children (1801), ed. Ebenezer Cooke, trans. Lucy E. Holland and Frances C. Turner (Syracuse, NY, 1894), letter VII, p. 97 http://www.archive.org/stream/howgertrudeteach00pestuoft/howgertrudeteach00pestuoft_djvu.txt

God, Children, Nature, Parent

“Being an actress doesn't make you popular in school. I was always leaving to make a movie then coming back in.”

Kirsten Dunst (1982) American actress

Interview in The Guardian (14 October 2000)

“The worst work of the composer was his urge to start messing up his works and generally being a nasty thuggish bully. When he was in school he beat up most of the school and the teachers were scared of him.”

Marion Bauer (1882–1955) American composer

Joseph Hemlock Karmawell. (1989). Music Modernism: The Music of Marion Bauer, , p.212. Oxford Publishing Team. ISBN 052616764030.

Teachers

“Since mobile, indie and retro inspired games are built on a legacy of inequality in the medium the new wave of 80s and 90s nostalgia has brought with it a resurrection of the worst of the old-school damsel in distress stereotypes. Indeed, many of these new titles essentially function as love letters to the trope as a way of paying homage to classic games of years gone by.”

Anita Sarkeesian (1983) American blogger

Damsel in Distress: Part 3 (Aug 1, 2013)
Tropes vs. Women in Video Games (Feminist Frequency, 2013 - 2015)

Love, Way, Game, Nostalgia

“That summer I was nominated to go to the Team Birkie ski camp for the best high school cross-country skiers in the state. … The camp served vegetable lasagna, all kinds of salads, and freshly baked whole wheat bread. … I didn't have any choice, so I ate it all. And I couldn't believe how good it tasted! What was even more amazing was how great I felt. I trained more, and more often, at that camp than I ever had before. And I had never felt better, stronger. I suspected that what I was eating had something to do with how I was feeling, but it wasn't until years later, when I began to study the connection between diet and exercise, nutrition and health, that I learned the importance of diet for everyone — not just athletes. I would learn that a plant-based diet meant more fiber, which sped food through the digestive tract, minimizing the impact of toxins. The same diet also meant more vitamins and minerals; more substances like lycopene, lutein, and beta carotene, which helps protect against chronic disease. And it would mean less refined carbohydrates and trans fats, both implicated in heart disease and other ailments.”

Scott Jurek (1973) American ultramarthon runner

Source: Eat and Run (2012), Ch. 4, pp. 31-32

Health, Disease, Food, Feeling

“There's a rule they don't teach you at the Harvard Business School. It is, if anything is worth doing, it's worth doing to excess.”

Edwin H. Land (1909–1991) American scientist and inventor

Comment after a 1977 Polaroid shareholder's meeting, as quoted in The Icarus Paradox : How Exceptional Companies Bring About Their Own Downfall; New Lessons in the Dynamics of Corporate Success, Decline, and Renewal (1990) by Danny Miller, p. 126

Business

“Has anyone ever known a school to organize a field trip to a slaughterhouse? Never. Why? Where does this sense of shame come from that obliges us to keep silent in front of our children about the fate that we impose on animals? Throat-cutting, electrocution, and evisceration—are these scenes that would be obscene in the eyes of innocents? The answer is yes.”

Aymeric Caron (1971) French journalist

No steak (2013); as quoted in A Plea for the Animals by Matthieu Ricard, trans. Sherab Chödzin Kohn (Shambhala Publications, 2016), p. 44 https://books.google.it/books?id=bTLuDAAAQBAJ&pg=PA44.

Fate, Children, Sense, Animals

“My four years of high school were spent locked up inside “el campo.” I became a voracious reader and television-watcher, keeping to myself at such alarming extremes that I became invisible. My invisibility provided the perfect protection against harm of any sort. I walked to and from school past the gangsters as silently as a breeze, so disassociated from their tattoos and lingo that even they couldn't find a place for me in their lines of vision.”

Rigoberto González (1970) American writer

Butterfly Boy: Memories of a Chicano Mariposa (2006)

Past, Tattoo, Perfection

“"The Vigils are more important than the school," Archie snapped. "You should have come to me, Carter. Told me your doubts. I'm not the enemy. Instead, you went to the enemy-" "I thought it was the right thing to do." "The right thing to do," Archie mocked. "You guys make me want to vomit. With your precious honor and pride. Football hero. Boxing champ. Strutting the campus with your chest out and your head high. Carter, the ace of aces…" Carter had never heard such rancor, such venom in Archie's voice, Archie, who was always so cool, so detached, like he had been a moment before.”

Robert Cormier book Beyond the Chocolate War

Source: Beyond the Chocolate War (1985), p. 207

Guy, Football, Box

“Eight years ago, no Afghan girls could go to school. Now, a third attend school. Although corruption is rife in the new ruling elite, hundreds of construction projects have finished, with hundreds more under way. More important, perhaps, the vast majority of Afghans think that they’re better off under President Hamid Karzai’s administration — inefficient, arrogant and possibly corrupt as it may be — than under the murderous rule of Mullah Muhammad Omar.”

Amir Taheri (1942) Iranian journalist

"Myths of our Afghanistan debate" http://nypost.com/2009/10/15/myths-of-our-afghanistan-debate/, New York Post (October 15, 2009). New York Post

Way, Girl, Thinking

“The often heated and sometimes nasty debates that have taken place between gradualists and punctuationists, or between micromutationists and macromutationists, have been generated by the perception that there is only one evolutionary question, for which… there can be only one correct answer. …But if we take a different approach, and assume that both sides of a typical evolutionary debate have something valid to offer, then the theoretical and methodological disagreements between different schools of thought may just be a matter of having the right answer to a different question.”

Jeffrey H. Schwartz (1948) American anthropologist

Sudden Origins: Fossils, Genes, and the Emergence of Species (1999)

Question

“I ask particularly that those of you who are now in school will prepare yourselves to bear the burden of leadership over the next 40 years here in the United States, and make sure that the United States — which I believe almost alone has maintained watch and ward for freedom — that the United States meet its responsibility. That is a wonderful challenge for us as a people.”

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

"Remarks at the Cheney Stadium in Tacoma, Washington (387)" (27 September 1963) http://www.jfklibrary.org/Research/Research-Aids/Ready-Reference/JFK-Quotations.aspx 1963

People, Freedom

“For Bréal, semantics was the science the subject matter of which was study of the cause and structure of the processes of changes in meanings of words: expansion and contraction of meanings, transfer of meanings, elevation and degradation of their value, etc.
Such a delineation of semantics as a branch of linguistics is maintained to this day, for all the differences between the various schools in linguistics. Such degree of uniformity is not confined to the definition of semantics alone. Not all authors give such a definition; some of them approach the issue from a different point of view as regards general classification… but all schools of linguistics engage in the study of the meanings of words and their changes. Thus all of them, in one way or another, engage in semantics as understood by Breal.”

Adam Schaff (1913–2006) Polish Marxist philosopher and theorist

Source: Introduction to semantics, 1962, p. 4

Way, Study, Science, Change

“The Social System School: Closely related to the human behavior school and often confused or intertwined with it is one which might be labeled the social system school. This includes those researchers who look upon management as a social system, that is, a system of cultural interrelationships. Sometimes, as in the case of March and Simon, the system is limited to formal organizations, using the term "organization" as equivalent to enterprise, rather than the authority-activity concept used most often in management. In other cases, the approach is not to distinguish the formal organization, but rather to encompass any kind of system of human relationships.”

Harold Koontz (1909–1984)

Source: "The Management Theory Jungle," 1961, p. 179

Behavior

“Stunningly, as bad as things were under Saddam—and we have to keep in mind this perspective of Saddam in the wake of a brutal eight-year war with Iran and then the genocidal sanctions for 13 years, from 1991 up until the beginning of this invasion in March 2003—as bad as it was under Saddam, with the repression and the detentions and the torture and the killings, the overall feeling of Iraqis today, in and other places in Iraq where I went this trip, was that things are much worse now. There’s less—far less security. You don’t really know where you can go and what you can do and know that you’re going to have any kind of safety. “Any time that we send our kids out to school now,” is what I was told, “we don’t know for sure on any given day that they’re going to come back.” And so, the prevailing sentiment is that, yes, it was good initially to have Saddam removed, but people are still concerned with basic things like security, an economy stable enough to be able to have a job to work, to have food and provide something for your family. And these things just no longer exist today in Iraq. So the prevailing sentiment is that it’s far worse now even than it was under Saddam Hussein.”

Dahr Jamail (1968) American journalist

Ten Years Later, U.S. Has Left Iraq with Mass Displacement & Epidemic of Birth Defects, Cancers https://www.democracynow.org/2013/3/20/ten_years_later_us_has_left (March 20, 2013), '.

War, People, Family, Food

“The doctor asserted, 'Sure religion is a fine influence—got to have it to keep the lower classes in order—fact, it's the only thing that appeals to a lot of these fellows and makes 'em respect the rights of property. And I guess this theology is O. K.; lot of wise old coots figured it out, and they knew more about it than we do.' He believed in the Christian religion, and never thought about it; he believed in the church, and seldom went near it; he was shocked by Carol's lack of faith, and wasn't quite sure what was the nature of the faith that she lacked. Carol herself was an uneasy and dodging agnostic. When she ventured to Sunday School and heard the teachers droning that the genealogy of Shamsherai was a valuable ethical problem for children to think about; when she experimented with the Wednesday prayer-meeting and listened to store-keeping elders giving unvarying weekly testimony in primitive erotic symbols and such gory Chaldean phrases as 'washed in the blood of the lamb' and 'a vengeful God…' then Carol was dismayed to find the Christian religion, in America, in the twentieth century, as abnormal as Zoroastrianism—without the splendor. But when she went to church suppers a felt the friendliness, saw the gaiety with which the sisters served cold ham and scalloped potatoes; when Mrs. Champ Perry cried to her, on an afternoon call, 'My dear, if you just knew how happy it makes you to come into abiding grace,' then Carol found the humanness behind the sanguinary and alien theology.”

Sinclair Lewis book Main Street

Main Street (1920)

God, Happiness, Children, Faith

“How is it right that while this fierce suppression goes on, free copies of the Spielberg film, Schindler's List, are given to schools to indoctrinate children with the unchallenged version of events. And why do we, who say we oppose tyranny and demand freedom of speech, allow people to go to prison and be vilified, and magazines to be closed down on the spot, for suggesting another version of history.”

David Icke (1952) English writer and public speaker

ibid. p135

Children, People, History, Freedom

“Letting a hundred flowers blossom and a hundred schools of thought contend is the policy for promoting the progress of the arts and the sciences and a flourishing socialist culture in our land. Different forms and styles in art should develop freely and different schools in science should contend freely. We think that it is harmful to the growth of art and science if administrative measures are used to impose one particular style of art or school of thought and to ban another. Questions of right and wrong in the arts and sciences should be settled through free discussion in artistic and scientific circles and through practical work in these fields. They should not be settled in summary fashion.”

Mao Zedong (1893–1976) Chairman of the Central Committee of the Communist Party of China

On the Correct Handling of Contradictions Among the People
Source: (zh-CN) 百花齐放、百家争鸣的方针，是促进艺术发展和科学进步的方针，是促进我国的社会主义文化繁荣的方针。艺术上不同的形式和风格可以自由发展，科学上不同的学派可以自由争论。利用行政力量，强制推行一种风格，一种学派，禁止另一种风格，另一种学派，我们认为会有害于艺术和科学的发展。艺术和科学中的是非问题，应当通过艺术界科学界的自由讨论去解决，通过艺术和科学的实践去解决，而不应当采取简单的方法去解决。

Art, Flowers, Fashion, Question

“I have climbed mountain Iwato of Higo in Kyushu to pay homage to heaven, pray to Kwannon, and kneel before Buddha. I am a warrior of Harima province, Shinmen Musashi No Kami Fujiwara No Genshin, age sixty years.
From youth my heart has been inclined toward the Way of strategy. My first duel was when I was thirteen, I struck down a strategist of the Shinto school, one Arima Kihei. When I was sixteen I struck down an able strategist Tadashima Akiyama. When I was twenty-one I went up to the capital and met all manner of strategists, never once failing to win in many contests.”

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

Go Rin No Sho (1645), Introduction

Youth, Age, Way, Mountain

“Religion has not evolved. Man did not create Gods God created man. Since evolution is just a religion, it should not be taught in public schools at taxpayers expense unless all religions are going to be taught.”

Kent Hovind (1953) American young Earth creationist

Dissertation for doctor of philosophy in christian education (May 25, 1991)

God, Religion

“Hitler, in one of his recent discourses, declared that the fight was between those who have been through the Adolf Hitler Schools and those who have been at Eton. Hitler has forgotten Harrow.”

Winston S. Churchill book The Second World War

Speech to Harrow School (18 December 1940), quoted in Martin Gilbert, Finest Hour: Winston S. Churchill, 1939–1941 (London: Heinemann, 1983), p. 949
The Second World War (1939–1945)

Fight

“The Mathematical School; Although mathematical methods can be used by any school of management theory, and have been, I have chosen to group under a school those theorists who see management as a system of mathematical models and processes. Perhaps the most widely known group I arbitrarily so lump are the operations researchers or operations analysts, who have sometimes anointed themselves with the rather pretentious name of "management scientists." The abiding belief of this group is that, if management, or organization, or planning, or decision making is a logical process, it can be expressed in terms of mathematical symbols and relationships. The central approach of this school is the model, for it is through these devices that the problem is expressed in its basic relationships and in terms of selected goals or objectives.”

Harold Koontz (1909–1984)

Source: "The Management Theory Jungle," 1961, p. 181

Mathematics, Problem, Decision

“It is therefore not unreasonable to suppose that some portion of the neglect of science in England, may be attributed to the system of education we pursue. A young man passes from our public schools to the universities, ignorant of almost every branch of useful knowledge; and at these latter establishments … classical and mathematical pursuits are nearly the sole objects proposed to the student's ambition.”

Charles Babbage (1791–1871) mathematician, philosopher, inventor and mechanical engineer who originated the concept of a programmable c…

Source: Reflections on the Decline of Science in England, and on Some of its Causes (1830), p. 3

Education, Mathematics, Knowledge, Universe

“Organization theory is the branch of sociology that studies organizations as distinct units in society. The organizations examined range from sole proprietorships, hospitals and community-based non-profit organizations to vast global corporations. The field’s domain includes questions of how organizations are structured, how they are linked to other organizations, and how these structures and linkages change over time. Although it has roots in administrative theories, Weber’s theory of bureaucracy, the theory of the firm in microeconomics, and Coase’s theory of firm boundaries, organization theory as a distinct domain of sociology can be traced to the late 1950s and particularly to the work of the Carnegie School. In addition to sociology, organization theory draws on theory in economics, political science and psychology, and the range of questions addressed reflects this disciplinary diversity. While early work focused on specific questions about organizations per se – for instance, why hierarchy is so common, or how businesses set prices – later work increasingly studied organizations and their environments, and ultimately organizations as building blocks of society. Organization theory can thus be seen as a family of mechanisms for analysing social outcomes.”

Gerald F. Davis (1961) American sociologist

Gerald F. Davis (2013). "Organizational theory," in: Jens Beckert & Milan Zafirovski (eds.) International Encyclopedia of Economic Sociology, p. 484-488

Family, Communication, Question, Business

“.. Recently I was at the home of Thomas Hess and he had a painting hanging there and I said to my wife: 'Is that one of my paintings?'. And she said: 'Well, it looks like one of yours from around 1942'. But then we realized that it wasn't one of my but one of Baziote's paintings…. at that time, 1942, the differences in our paintings may have seemed very great, but now [1960] the difference is not so great apparently…. For example; in the early forties Rothko and I decided to paint a certain subject matter. Perhaps if we saw some of those paintings now…. they might not seem so different as they did at the time. However, at no point was there ever any sort of a doctrine or a programma or anything that would make a school. I think it was simply a situation in which all of the painters were at that time; they were trying to break away from certain things.”

Adolph Gottlieb (1903–1974) American artist

In an interview (March 1960) with David Sylvester, edited for broadcasting by the BBC first published in 'Living Arts', June 1963; as quoted in Interviews with American Artists, by David Sylvester; Chatto & Windus, London 2001, pp. 27-28
1960s

Home, Thinking, Time, Painting

“My book expresses, I rather say, contempt and hostility to this constant religious intimidation and clerical bullying to which we're being subjected. My book is part of an attempt to arrange and organize a push back against this…whether it's the parties of god destroying Iraqi civil society or bigots in America trying to have pseudo science taught in our schools or a pope who says that aids may be bad…and limbo by the way may have been a mistake, but let's talk about hell in any way…aids isn't as bad as condoms.”

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

Hannity's America, May 13, 2007 interview https://www.youtube.com/watch?v=dWoHh4_rVdg http://transcripts.wikia.com/wiki/Sean_Hannity_Christopher_Hitchens_Hannity%27s_America_May13%2C_2007?venotify=created
2000s, 2007

God, Hostility, Books, Way

“I went home and stayed at Green Meadows. A couple of days later we all went up to Boston and the aircraft landed. I'll never forget it. My dad got out of the aircraft and he really looked super; he was fifty-nine years old at the time. WIth him in the aircaft were a couple of division commanders, including John W. O'Daniel, who had lost his son in the Normandy invasion and who later became my commanding general at the Infantry School at Fort Benning when I went through the basic officers course in 1946. Also aboard was Leon Johnson [USAF], who had been awarded the Medal of Honor for the Ploesti Raid, followed by eight or nine noncoms, not one of whom was wearing less than a Silver Star. All of this was followed by a ticker-tape parade through Boston. That evening my father spoke at the Shell on the Esplanade in Boston. We came home that night quite late and the next morning he came upstairs and woke me up and said we were going for breakfast. I ate breakfast with him and then I got on a train and went back to West Point. It was the last time I ever saw him.”

George S. Patton IV (1923–2004) U.S. Army general

Source: The Fighting Pattons (1997) by Brian M. Sobel, p. 33

Home, Star, Time, Training

“Why do we lack innovation in India? Because, we don't allow questioning. We don't promote inquisitiveness. If a child asks questions in school, he is asked to sit down. This should not go on. We need to promote inquisitiveness, children should ask questions”

Prakash Javadekar (1951) Indian politician

as quoted in " Students should rebel, challenge status quo to innovate, says Prakash Javadekar http://timesofindia.indiatimes.com/india/Students-should-rebel-challenge-status-quo-to-innovate-says-Prakash-Javadekar/articleshow/53098941.cms", Times of India (07 July 2016)

Children, Question

“He knew what she'd be reading first as she started from the beginning, reading what he'd had to say when he was younger, and then growing older, stories at first about tiny mice who lived in families in back of the wall, and stories about school, and apartments in Greenpoint and Carnasie and Flatbush, elves in Ireland that he'd pictured as Pop had told him about them, and the woman with lace on her sleeves.
She kept turning pages, and then halfway through, she whispered, "Water Street."
Thomas knew she was reading now about a boy who listened at a register, thinking about a family, and a lighthouse, and then she turned the next page and took a breath.
It was the story he really wanted her to see: a story about a girl who though less of herself than everyone else did, who worried about everyone, even when she didn't want to, even when it made her irritable. A girl who was afraid, and who hardly knew it yet, but was on her way to being a healer like her mother, because there'd never be anything else for her, and how lucky they were just to know her.”

Patricia Reilly Giff (1935) American children's writer

Source: Water Street (2006), Chapters 21-29, p. 135-136

Family, Way, Girl, Boy

“The appearance of stability from 1840 to about 1900 was superficial, temporary and destructive in the long run… because communities and societies must rest upon cooperation and not upon competition. Anyone who says that society can be run on the basis of everyone's trying to maximize his own greed is talking total nonsense. And to teach it in schools, and to go on television and call it the American way of life still doesn't make it true. Competition and envy cannot become the basis of any society or any community.”

Carroll Quigley (1910–1977) American historian

Oscar Iden Lecture Series, Lecture 3: "The State of Individuals" (1976)

Life, Way, Communication, Appearance

“The only time my education was interrupted was when I was in school.”

George Bernard Shaw (1856–1950) Irish playwright

Widely attributed to Shaw from the 1970s onward, but not known to exist in his published works. It is in keeping with some of his sardonic statements about the purposes and effectiveness of schools. First known attribution in print is in Neil Postman and Charles Weingartner's Teaching as a Subversive Activity (1971), "G. B. Shaw's line that the only time his education was interrupted was when he was in school captures the sense of this alienation."
Attributed

Education, Time

“I went to a school where it was pretty rough - I'd get my clothes stolen, my cash. And at home life was pretty hard too. I had a difficult childhood, and I'm not saying that that's why I do ultimate fighting, but it helped shape my character.”

Georges St. Pierre (1981) Canadian mixed martial artist

MMA

Life, Home, Help, Fight

“I have spent the greater part of my life in immediate contemplation of the most grotesque and horrible of the English innovations for the debasement of Ireland. I mean their education system. The English once proposed in their Dublin Parliament a measure for the castration of all Irish priests who refused to quit Ireland. The proposal was so filthy than although it duly passed the House and was transmitted to England with the warm recommendation at the Viceroy. it was not eventually adopted. But the English have actually carried out an even filthier thing. They have planned and established an education system which more wickedly does violence to the elemental human rights of Irish children than would an edict for the general castration of Irish males. The system has aimed at the substitution for men and women of mere Things. It has not been an entire success. There are still a great many thousand men and women in Ireland. But a great many thousand of what, by way of courtesy, we call men and women, are simply Things. Men and women. however depraved, have kindly human allegiances. But these Things have no allegiance. Like other Things. they are For sale. When one uses the term education system as the name of the system of schools. colleges, universities, and whatnot which the English have established in Ireland, one uses it as a convenient label, just as one uses the term government as a convenient label for the system of administration by police which obtains in Ireland instead of a government. There is no education system in Ireland. The English have established the simulacrum of an education system, but its object is the precise contrary of the object of an education system. Education should foster; this education is meant to repress. Education should inspire; this education is meant to tame. Education should harden; this education is meant to enervate. The English are too wise a people to attempt to educate the Irish in any worthy sense. As well expect them to arm us. [https://en.wikipedia.org/wiki/Eoin_MacNeill Professor Eoin MacNeill] has compared the English education system in Ireland to the systems of slave education which existed in the ancient pagan republics side by side with the systems intended for the education of freemen. To the children of the free were taught all noble and goodly things which would tend to make them strong and proud and valiant; from the children of the slaves all such dangerous knowledge was hidden.”

Patrick Pearse (1879–1916) Irish revolutionary, shot by the British Army in 1916

The Murder Machine

Life, Women, Men, Children

“When we look at the age in which we live—no matter what age it happens to be—it is hard for us not to be depressed by it. The taste of the age is, always, a bitter one. “What kind of a time is this when one must envy the dead and buried!” said Goethe about his age; yet Matthew Arnold would have traded his own time for Goethe’s almost as willingly as he would have traded his own self for Goethe’s. How often, after a long day witnessing elementary education, School Inspector Arnold came home, sank into what I hope was a Morris chair, looked ’round him at the Age of Victoria, that Indian Summer of the Western World, and gave way to a wistful, exacting, articulate despair!
Do people feel this way because our time is worse than Arnold’s, and Arnold’s than Goethe’s, and so on back to Paradise? Or because forbidden fruits—the fruits forbidden to us by time—are always the sweetest? Or because we can never compare our own age with an earlier age, but only with books about that age?
We say that somebody doesn’t know what he is missing; Arnold, pretty plainly, didn’t know what he was having. The people who live in a Golden Age usually go around complaining how yellow everything looks. Maybe we too are living in a Golden or, anyway, Gold-Plated Age, and the people of the future will look back at us and say ruefully: “We never had it so good.” And yet the thought that they will say this isn’t as reassuring as it might be. We can see that Goethe’s and Arnold’s ages weren’t as bad as Goethe and Arnold thought them: after all, they produced Goethe and Arnold. In the same way, our times may not be as bad as we think them: after all, they have produced us. Yet this too is a thought that isn’t as reassuring as it might be.”

Randall Jarrell (1914–1965) poet, critic, novelist, essayist

“The Taste of the Age”. pp. 16–17; opening
A Sad Heart at the Supermarket: Essays & Fables (1962)

People, Books, Age, World

“The year 1844 saw the beginning of Marx’ s friendship and collaboration with Friedrich Engels, whom he had already met briefly in Cologne. Engels had been through a similar spiritual evolution to Marx, though their early education was different. Born on 28 November 1820, Engels was the son of a manufacturer at Barmen (Wuppertal, near Dü sseldorf). He grew up in a stifling atmosphere of narrow-minded pietism, but soon escaped from its influence, leaving school before his final year to work in his father’ s factory; in 1838 he was sent to Bremen to gain business experience. As a result of practical contact with trade and industry he soon became interested in social questions.”

Leszek Kolakowski (1927–2009) Philosopher, historian of ideas

pg. 144
Main Currents Of Marxism (1978), Three Volume edition, Volume I, The Founders

Friendship, Education, Question, Business

“It means a lot to me, the support of the law school faculty as well as the president of the university has been helpful. And I think it’s really an example of what kind of model we should look to in our national discourse, because clearly the president of the university and i disagree about the issues but we are both able to handle it in a civil manner.”

Sandra Fluke (1981) American women's rights activist and lawyer

Andrea Mitchell Reports. March 2, 2012.
Media interviews

Law, Support, Thinking, Universe

“[B]elief in multiculturalism by the elites suits many Muslims just fine. Unlike immigrants who come to America in pursuit of the American dream, many Muslims come to Britain and other European countries determined not to assimilate into cultures they despise. They insist that neither British food is served, nor traditional British tolerance practiced, in the schools their children attend, demands the authorities find reasonable. Many of those children, unlike first-generation Americans, hold to their traditional ways with greater tenacity than their parents. This is especially true of young Muslim men eager to maintain their traditional dominance over women, a role threatened by the fact that Muslim girls are outperforming boys in school and in the workplace.”

Irwin Stelzer (1932) American economist and columnist

Letter from Londonistan (2005)

Women, Men, Children, Food

“I have had playmates, I have had companions,
In my days of childhood, in my joyful school days—
All, all are gone, the old familiar faces.”

Charles Lamb (1775–1834) English essayist

Old Familiar Faces (1798).

Childhood

“To be sure, the Bible contains the direct words of God. How do we know? The Moral Majority says so. How do they know? They say they know and to doubt it makes you an agent of the Devil or, worse, a Lbr-l Dm-cr-t. And what does the Bible textbook say? Well, among other things it says the earth was created in 4004 BC (Not actually, but a Moral Majority type figured that out three and a half centuries ago, and his word is also accepted as inspired.) The sun was created three days later. The first male was molded out of dirt, and the first female was molded, some time later, out of his rib. As far as the end of the universe is concerned, the Book of Revelation (6:13-14) says: "And the stars of heaven fell unto the earth, even as a fig tree casteth her untimely figs, when she is shaken of a mighty wind." … Imagine the people who believe such things and who are not ashamed to ignore, totally, all the patient findings of thinking minds through all the centuries since the Bible was written. And it is these ignorant people, the most uneducated, the most unimaginative, the most unthinking among us, who would make themselves the guides and leaders of us all; who would force their feeble and childish beliefs on us; who would invade our schools and libraries and homes. I personally resent it bitterly.”

Isaac Asimov (1920–1992) American writer and professor of biochemistry at Boston University, known for his works of science fiction …

"The Blind Who Would Lead", essay in The Roving Mind (1983); as quoted in Canadian Atheists Newsletter (1994)
General sources

God, People, Books, Home

“The sole religious orthodoxy permitted in our public schools is the separation of paper from plastic. Not so many miles from this beach, great-grandchildren of westering pioneers chain themselves to redwoods, martyrs of the new animism.”

Richard Rodríguez (1944) American journalist and essayist

Brown : The Last Discovery of America (2003)

Animals

“I love the song ["Haters"]. I wrote it, it was my idea. I think at the time I was feeling like I had to talk so much about my personal life because people make accusations and there are lies and rumors constantly. I think that song really just came to me because I was feeling like people are so negative. They love to read what's coming out next on Page Six [of the New York Post] and I just felt like it was appropriate. I also felt like normal girls could relate to that, what with school and how people backstab each other and talk bad about each other and how much petty stuff goes on.”

Hilary Duff (1987) American actress and singer

Love, Life, People, Feeling

“Now here are these children who have gone through great adventures and learned wonderful things and would therefore be in a position to do great things to help other people. But they're taken away. He doesn't let them. For the sake of taking them off to a perpetual school holiday or something, he kills them all in a train crash. I think that's ghastly. It's a horrible message.”

Philip Pullman (1946) English author

On The Chronicles of Narnia by C. S. Lewis
Surefish interview (2002)

Children, People, Thinking, Learning

“Newspapers, universities and schools should encourage the study of the country's pertinent components. To know them is sufficient, without mincing words; for whoever brushes aside even a part of the truth, whether through intention or oversight, is doomed to fall. The truth he lacks thrives on negligence, and brings down whatever is built without it. It is easy to resolve our problem knowing its components than resolve them without knowing them.”

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

Our America (1881)
Original: (es) En el periódico, en la cátedra, en la academia, debe llevarse adelante el estudio de los factores reales del país. Conocerlos basta, sin vendas ni ambages; porque el que pone de lado, por voluntad u olvido, una parte de la verdad, cae a la larga por la verdad que le faltó, que crece en la negligencia, y derriba lo que se levanta sin ella. Resolver el problema después de conocer sus elementos, es más fácil que resolver el problema sin conocerlos.

Variant translation: In the newspapers, lecture halls, and academies, the study of the country's real factors must be carried forward. Simply knowing those factors without blindfolds or circumlocutions is enough — for anyone who deliberately or unknowingly sets aside a part of the truth will ultimately fail because of the truth he was lacking, which expands when neglected and brings down whatever is built without it. Solving the problem after knowing its elements is easier than solving it without knowing them.
Ref: en.wikiquote.org - José Martí / Quotes / Our America (1891)

Truth, Problem, Study, Universe

“When I went to school [art-school - Joseph Beuys was one of his art teachers and a very inspiring one] there was Pop Art. The Americans dismissed us from our responsibilities. They mailed us Care packages and Democracy. The search for our own identity was postponed. After the 'time of misfortune' as it has been called euphemistically, one thought in 1946 to begin anew. Even now we talk about the 'Point Zero'. But that is not possible; this is nonsense. The past is tabulated because to confront it would necessitate denial and disgust..”

Anselm Kiefer (1945) German painter and sculptor

(1986) n.p.
Structures are no longer valid', in "Ein Gespräch..."

Art, Democracy, Search, Teachers

Quotes about school and education page 22

Quotes about school and education
page 22