Quotes about school and education

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"The Suicide of the Liberal Church", January 24, 2016 http://www.truthdig.com/report/item/the_suicide_of_the_liberal_church_20160124

1941 - 1967
Source: 'Edward Hopper' (1962), Katherine Kuh, in 'The Artist's Voice: Interviews with Artists' New York: Harper and Row, 1962:140

Source: Swords and Plowshares (1972), p. 37

Introduction
Popular Astronomy: A Series of Lectures Delivered at Ipswich (1868)

1910s, Du Cubisme (1912)

25th anniversary of the International Relations Center in Santa Fe, New Mexico, January 26, 2005
Quotes 2000s, 2005

A Free Digital Society - What Makes Digital Inclusion Good or Bad? http://www.gnu.org/philosophy/free-digital-society.html#education; Lecture at Sciences Po in Paris (19 October 2011)]
2010s

As quoted in The private lives of the Impressionists Sue Roe, Harper-Collins Publishers, New York, 2006, p. 127
1870's

On her taking up Odissi dance in Orissa and the resultant separation from her husband, quoted in "I have been a hippie all my life".

Speech to a May 2009 "Socialist Transformation Workshop" in Guayana, as quoted in Venezuela Nationalizes Gas Plant and Steel Companies, Pledges Worker Control: James Suggett at Venezuela Analysis (22 May 2009) http://www.venezuelanalysis.com/news/4464
2009

Chpt.2, p. 6
Principles of Geology (1832), Vol. 1

" The Baker's Dozen http://books.google.com/books?id=T64eeKXfGfUC&q="But+good+gracious+you've+got+to+educate+him+first+You+can't+expect+a+boy+to+be+vicious+till+he's+been+to+a+good+school"&pg=PA196#v=onepage"
Reginald in Russia (1910)

The 5,000 Year Leap (1981)

" What Obama Should Have Told The Kids Today http://www.businessinsider.com/john-carney-what-obama-should-have-told-the-kids-today-2009-9," The Business Insider magazine, 8 September 2009.

Letter to Charles Kingsley (6 May 1863)
1860s

Source: "The Study of Administration." 1937, p. 29

Interviewed by James Creelman, New York Herald, May 21, 1893. http://web.archive.org/20060923062509/homepage.mac.com/rswinter/DirectTestimony/Pages/62.html

Aleph (2011)

The Diary of Samuel Marchbanks (1947)

My Life and Confessions, for Philippine, 1786

Remarks on After Two Planes Crash Into World Trade Center https://en.wikisource.org/wiki/Remarks_After_Two_Planes_Crash_Into_World_Trade_Center (11 September 2001)
2000s, 2001

The Rachel Maddow Show, MSNBC (April 3, 2009)

Source: His Dark Materials, The Subtle Knife (1997), Ch. 8 : The Tower of the Angels

As quoted in "TV and Classroom Physicist : 'Professor Wonderful,' Julius Sumner Miller, Dies" by Gerald Faris, in The Los Angeles Times (16 April 1987)

Some Reasons Why (1881)

Wilt: Larger than Life, Robert Cherry
Athleticism

"Rachel"
Out Seeing The Fields (2007)

Source: The Love That Never Shuts Up - LewRockwell LewRockwell.com, LewRockwell.com, 2016-05-22 https://www.lewrockwell.com/2001/01/jeffrey-tucker/the-love-that-never-shuts-up/,

In a letter of Gustave Courbet (1869); in Letters of Gustave Courbet, 1992, University of Chicago Press, transl. Petra Ten-Doesschate Chu, ISBN 0226116530
1860s

Source: Sailing the Wine-Dark Sea: Why the Greeks Matter (2003), Ch.VII The Way They Went: Greco-Roman Meets Judeo-Christian

Betsy Pickle (June 1, 1997) "Redefining Himself, On and Off-Camera", The Knoxville News-Sentinel, p. T4.

Reflections on her life, quoted in The Independent http://www.independent.co.uk/arts-entertainment/films/features/mia-farrow-my-faith-helps-me-through-hard-times-480665.html, 2006

Greetings from the road in Maryland!
SarahPAC
2011-05-30
2014

To Make Men Free: A History of the Republican Party https://books.google.com/books?id=s-JzAgAAQBAJ&pg=PP2&dq=to+make+men+free+a+history&hl=en&sa=X&ved=0CCIQ6AEwAWoVChMIq97csor9xwIVRJkeCh3tvg7i#v=onepage&q=to%20make%20men%20free%20a%20history&f=false (2014), p. ix

Source: The Sex Sphere (1983), p. 13

If They Come in The Morning (1971)

(April 2017)[citation needed]
Guan Yin Citta Dharma Door

Source: Lectures on Teaching, (1906), pp. 291-292

first published in 'Metro', 1962; as cited in Interviews with American Artists, by David Sylvester; Chatto & Windus, London 2001, p. 80
1960s, Interview with David Sylvester', (1960)

1995 and later, interview in Kirkeby’s home studio, Copenhagen (2012)

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

It worked; I'm still here.
Discovery: Annabelle Wallis http://www.interviewmagazine.com/culture/discovery-annabelle-wallis/ (November 13, 2014)

1950
Source: 1946 - 1953, "Song of herself"; interviews by Olga Campos, Sept. 1950, Chapter 'My Painting', p. 74

Source: The New Drawing on the Right Side of the Brain (1979), p.196

Presidential proclamation of a national day of fasting and prayer (6 March 1799)
1790s

Source: How to Argue and Win Every Time (1995), Ch. 12 The Unbeatable Power Argument : Delivering the Knockout p. 196

Calling Time

Source: Progress can kill http://assets.survival-international.org/static/lib/downloads/source/progresscankill/short_report.pdf, Botswana, 2005

2000s, 2002, State of the Union address (January 2002)

"Reclaiming America for Christ" conference February, 2005

Speech delivered at the East India Association, London, on 13th May 1870. See Female Education in India for full speech.

Memoirs of the Rev. Dr. Joseph Priestly (1809), p. 41

"Why I Was Smiling and Hurricane Rita," Huffington Post http://www.huffingtonpost.com/cindy-sheehan/why-i-was-smiling-and-hur_b_7970.html, September 27, 2005
2005

At Mathura where she saw Kushan sculpture for the first time and she proclaimed.
Sikh Heritage,Amrita Shergil

The New York Times (2009)

George Orwell, Essay Boys' Weeklies (1940) http://georgeorwellnovels.com/essays/boys-weeklies/
About

Wesley Snipes, Snipes in 2014 An Interview with Wesley Snipes: ‘The Expendables 3’ Interview http://www.theaquarian.com/2014/08/27/an-interview-with-wesley-snipes-the-expendables-3-interview/, The Aquarian Weekly, 27 August 2014

Language Education in a Knowledge Context (1980)

Last letter to his wife, quoted in Scott's Last Expedition (1913) vol.1, ch.20

Nature 430, 971 (26 August 2004); doi:10.1038/430971a

Letter to Dr. Bostock (June, 1798) as quoted by George Peacock, Life of Thomas Young (1855)

Source: 1920s, Prejudices, Third Series (1922), Ch. 3 "Footnote on Criticism", pp. 85-104
Context: Truth, indeed, is something that is believed in completely only by persons who have never tried personally to pursue it to its fastness and grab it by the tail. It is the adoration of second-rate men — men who always receive it as second-hand. Pedagogues believe in immutable truths and spend their lives trying to determine them and propagate them; the intellectual progress of man consists largely of a concerted effort to block and destroy their enterprise. Nine times out of ten, in the arts as in life, there is actually no truth to be discovered; there is only error to be exposed. In whole departments of human inquiry it seems to me quite unlikely that the truth ever will be discovered. Nevertheless, the rubber-stamp thinking of the world always makes the assumption that the exposure of an error is identical with the discovery of truth — that error and truth are simply opposites. They are nothing of the sort. What the world turns to, when it has been cured of one error, is usually simply another error, and maybe one worse than the first one. This is the whole history of the intellect in brief. The average man of today does not believe in precisely the same imbecilities that the Greek of the Fourth Century before Christ believed in, but the things that he does believe in are often quite as idiotic.
Perhaps this statement is a bit too sweeping. There is, year by year, a gradual accumulation of what may be called, provisionally, truths — there is a slow accretion of ideas that somehow manage to meet all practicable human tests, and so survive. But even so, it is risky to call them absolute truths. All that one may safely say of them is that no one, as yet, has demonstrated that they are errors. Soon or late, if experience teaches us anything, they are likely to succumb too. The profoundest truths of the Middle Ages are now laughed at by schoolboys. The profoundest truths of democracy will be laughed at, a few centuries hence, even by school-teachers.

Life Without and Life Within (1859), Sub Rosa, Crux
Context: The pass-word now is lost
To that initiation full and free;
Daily we pay the cost
Of our slow schooling for divine degree.
We know no means to feed an undying lamp;
Our lights go out in every wind or damp.

Source: I. Asimov: A Memoir (1994), Ch. 8, Library
Context: I received the fundamentals of my education in school, but that was not enough. My real education, the superstructure, the details, the true architecture, I got out of the public library. For an impoverished child whose family could not afford to buy books, the library was the open door to wonder and achievement, and I can never be sufficiently grateful that I had the wit to charge through that door and make the most of it.
Now, when I read constantly about the way in which library funds are being cut and cut, I can only think that the door is closing and that American society has found one more way to destroy itself.

Context: The big, looming, monetary issue is "quantitative easing": that is, printing money. What happens is that the government borrows from the Bank of England, not from the markets. It expands the money supply to keep the economy going and also to counter deflation without simultaneously increasing government debt. The attractions are obvious, as are the dangers. The Robert Mugabe school of economics provides a salutary warning about uncontrolled monetary expansion in generating hyper-inflation. The road to Harare is not as long as we might hope. Monetary easing may prove to be necessary but will have to be managed with great skill and care: Too little easing and the crisis drags on – as in Japan. If there is too much, the authorities face the messy task of mopping-up liquidity by issuing bonds which add to the burden of borrowing or else we lurch back from deflation to inflation. So interest rates may soon become yesterday's story.

Letter to Madame Mohl (13 December 1861)
The Life of Florence Nightingale (1913)
Context: Now just look at the degree in which women have sympathy — as far as my experience is concerned. And my experience of women is almost as large as Europe. And it is so intimate too. I have lived and slept in the same bed with English Countesses and Prussian Bauerinnen [farm laborers]. No Roman Catholic Supérieure [president of a French university system known for their diverse, eclectic teaching methods] has ever had charge of women of the different creeds that I have had. No woman has excited "passions" among women more than I have. Yet I leave no school behind me. My doctrines have taken no hold among women. … No woman that I know has ever appris à apprendre [learned to learn]. And I attribute this to want of sympathy. You say somewhere that women have no attention. Yes. And I attribute this to want of sympathy. … It makes me mad, the Women's Rights talk about "the want of a field" for them — when I know that I would gladly give £500 a year [roughly $50,000 a year in 2008] for a Woman Secretary. And two English Lady Superintendents have told me the same thing. And we can't get one.

Letter 125 (Ad Rusticum Monachum)
Letters

Amir Khurd, Siyar-ul-Awliya, New Delhi, 1985, pp. 111-12. Quoted in S.R.Goel, The Calcutta Quran Petition (1999) ISBN 9788185990583

"I Agree With Me" (July/August 2004)

Black Boy (1945)

198 U.S. at 79.
1900s, Lochner v. New York, 198 U.S. 45 (1905)

1870s, Seventh State of the Union Address (1875)
Context: As the primary step, therefore, to our advancement in all that has marked our progress in the past century, I suggest for your earnest consideration, and most earnestly recommend it, that a constitutional amendment be submitted to the legislatures of the several States for ratification, making it the duty of each of the several States to establish and forever maintain free public schools adequate to the education of all the children in the rudimentary branches within their respective limits, irrespective of sex, color, birthplace, or religions; forbidding the teaching in said schools of religious, atheistic, or pagan tenets; and prohibiting the granting of any school funds or school taxes, or any part thereof, either by legislative, municipal, or other authority, for the benefit or in aid, directly or indirectly, of any religious sect or denomination, or in aid or for the benefit of any other object of any nature or kind whatever.

"A Defence of Baby-Worship"
The Defendant (1901)
Context: The most unfathomable schools and sages have never attained to the gravity which dwells in the eyes of a baby of three months old. It is the gravity of astonishment at the universe, and astonishment at the universe is not mysticism, but a transcendent common-sense. The fascination of children lies in this: that with each of them all things are remade, and the universe is put again upon its trial. As we walk the streets and see below us those delightful bulbous heads, three times too big for the body, which mark these human mushrooms, we ought always primarily to remember that within every one of these heads there is a new universe, as new as it was on the seventh day of creation. In each of those orbs there is a new system of stars, new grass, new cities, a new sea.

"The voice of the lonely crowd" (2002)
Context: My apostasy, at the age of nine, was vehement. Clearly, I didn't want the shared words, the shared identity. I forswore chapel; those Bibles were scribbled on and otherwise desecrated, and two or three of them were taken into the back garden and quietly torched.
Later — we were now in Cambridge — I gave a school speech in which I rejected all belief as an affront to common sense. I was an atheist, and I was 12: it seemed open-and-shut. I had not pondered Kant's rather lenient remark about the crooked timber of humanity, out of which nothing straight is ever built. Nor was I aware that the soul had legitimate needs.
Much more recently I reclassified myself as an agnostic. Atheism, it turns out, is not quite rational either. The sketchiest acquaintance with cosmology will tell you that the universe is not, or is not yet, decipherable by human beings. It will also tell you that the universe is far more bizarre, prodigious and chillingly grand than any doctrine, and that spiritual needs can be met by its contemplation. Belief is otiose; reality is sufficiently awesome as it stands.

Teaching as a Subversive Activity (1969)
Context: In schools, print shifted the emphasis from oral to written and visual communication. Teachers who had been only partly concerned within instructing their students in how to read became by the mid-sixteenth century concerned with almost nothing else. Since the sixteenth century, the textbook has been a primary source of income for book publishers. Since the sixteenth century, written examinations and written assignments have been an integral part of the methodology of school teaching; and since the sixteenth century, the image of the isolated student who reads and studies by himself, has been the essence of our conception of scholarship. In short, for 400 years Western civilization has lived in what has been characterized as the "Age of Gutenberg." Print has been the chief means of our information flow. Print has shaped our literature and conditioned our responses to literary experience. Print has influenced our conception of the educational process. But... print no longer "monopolizes man's symbolic environment," to use David Riesman's phrase. That monopoly began to dissolve toward the middle of the nineteenth century, when a more or less continuous stream of media inventions began to make accessible unprecedented quantities of information and created new modes of perception and qualities of aesthetic experience....1839... Daguerre developed the first practical method of photography. In 1844, Morse perfected the telegraph. In 1876, Bell transmitted the first telephone message. A year later, Edison invented the phonograph. By 1894, the movies had also been introduced. A year after that, Marconi sent and received the first wireless message. In 1906, Fessenden transmitted the human voice by radio. In 1920, regularly scheduled radio broadcasts began. In 1923, a picture was televised between New York and Philadelphia. In that same year, Henry Luce and Briton Hadden created a totally new idea in magazines with Time. In 1927, the first "talkie" appeared; and in 1923, Disney's first animated cartoon. In 1935, Major E. H. Armstrong developed the FM radio. In 1936 came Life magazine. In 1941, full commercial television was authorized. These are just some of the inventions that form a part of the "communications revolution" through which we are all living. To these, of course could be added the LP record, the tape recorder, the comic strip, the comic book, the paperback book.... the point here is... that the perceptual-cognitive effects on us of the form of these new languages be understood.

Qazi Mughisuddin's reply to Sultan Alauddin Khalji. Tarikh-i Firoz Shahi, 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 https://archive.org/stream/cu31924073036737#page/n199/mode/2up.Quoted in B.R. Ambedkar, Pakistan or The Partition of India (1946). <!--- Quoted in Jadunath Sarkar, History of Aurangzib, Volume III, Calcutta, 1928, p. 166. Quoted in S.R.Goel, The Calcutta Quran Petition (1999) ISBN 9788185990583 --->
Quotes from Muslim medieval histories
Context: 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. By doing so they show their respect for the officer. 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, and contempt of the Religion is vain. 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, and make them captive, saying, 'Convert them to Islam or kill them, enslave them and spoil their wealth and property.' No doctor but the great doctor (Hanifa), 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.'"

Source: Christianity and the Social Crisis (1907), Ch.2 The Social Aims of Jesus, p. 45
Context: We are to-day in the midst of a revolutionary epoch fully as thorough as that of the Renaissance and Reformation. It is accompanied by a reinterpretation of nature and of history. The social movement has helped to create the modern study of history. Where we used to see a panorama of wars and strutting kings and court harlots, we now see the struggle of the people to wrest a living from nature and to shake off their oppressors. The new present has created a new past. The French Revolution was the birth of modern democracy, and also of the modern school of history.

In his proposal to the Sir Dorab Tata Trust for establishing a "vigorous school of research in fundamental physics [in India]", which would later be the Tata Institute of Fundamental Research; as quoted in the "Homi Jehangir Bhabha" profile at the Vigyan Prasar Science Portal.
Context: There is at the moment in India no big school of research in the fundamental problems of physics, both theoretical and experimental. There are, however, scattered all over India competent workers who are not doing as good work as they would do if brought together in one place under proper direction. It is absolutely in the interest of India to have a vigorous school of research in fundamental physics, for such a school forms the spearhead of research not only in less advanced branches of physics but also in problems of immediate practical application in industry. If much of the applied research done in India today is disappointing or of very inferior quality it is entirely due to the absence of sufficient number of outstanding pure research workers who would set the standard of good research and act on the directing boards in an advisory capacity … Moreover, when nuclear energy has been successfully applied for power production in say a couple of decades from now, India will not have to look abroad for its experts but will find them ready at hand. I do not think that anyone acquainted with scientific development in other countries would deny the need in India for such a school as I propose.
The subjects on which research and advanced teaching would be done would be theoretical physics, especially on fundamental problems and with special reference to cosmic rays and nuclear physics, and experimental research on cosmic rays. It is neither possible nor desirable to separate nuclear physics from cosmic rays since the two are closely connected theoretically.

Secondary Education For All (1922)
Context: The primary school is like the rope which the Indian juggler throws into the air to end in vacancy; that while in the United States some twenty-eight per cent, of the children entering the primary schools pass to high schools, in England the percentage passing from elementary to secondary schools is less than ten.

Teaching as a Subversive Activity (1969)
Context: In plain, what passes for a curriculum in today's schools is little else than a strategy of distraction... It is largely defined to keep students from knowing themselves and their environment in any realistic sense; which is to say, it does not allow inquiry into most of the critical problems that comprise the content of the world outside the school (... one of the main differences between the "advantaged" student and the "disadvantaged" is that the former has an economic stake in giving his attention to the curriculum while the latter does not. In other words, the only relevance of the curriculum for the "advantaged" student is that, if he does what he is told, there will be a tangible payoff.)

Teaching as a Subversive Activity (1969)
Context: If every college teacher taught his courses in the manner we have suggested, there would be no needs for a methods course. Every course would be a course in methods of learning and, therefore, in methods of teaching. For example, a "literature" course would be a course in the process of learning how to read. A history course would be a course in the process of learning how to do history. And so on. But this is the most farfetched possibility of all since college teachers, generally speaking, are more fixated on the Trivia game, than any group of teachers in the educational hierarchy. Thus we are left with the hope that, if methods courses could be redesigned to be model learning environments, the educational revolution might begin. In other words, it will begin as soon as there are enough young teachers who sufficiently despise the crippling environments they are employed to supervise to want to subvert them. The revolution will begin to be visible when such teachers take the following steps (many students who have been through the course we have described do not regard these as "impractical"): 1. Eliminate all conventional "tests" and "testing." 2. Eliminate all "courses." 3. Eliminate all "requirements." 4. Eliminate all full time administrators and administrations. 5. Eliminate all restrictions that confine learners to sitting still in boxes inside of boxes.... the conditions we want to eliminate... happen to be the sources of the most common obstacles to learning. We have largely trapped ourselves in our schools into expending almost all of our energies and resources in the direction of preserving patterns and procedures that make no sense even in their own terms. They simply do not produce the results that are claimed as their justification in the first place — quite the contrary. If it is practical to persist in subsidizing at an ever-increasing social cost a system which condemns our youth to ten or 12 or 16 years of servitude in a totalitarian environment ostensibly for the purpose of training them to be fully functioning, self-renewing citizens of democracy, then we are vulnerable to whatever criticisms that can be leveled.

Speaking of her her educational foundation, Pias Descalzos (Barefoot), which was named after her third album and has just opened its sixth school in Cartagena, Colombia.
Context: It’s in an area where there’s a huge population of displaced people – refugees in their own country. It’s a very impoverished area, where kids have no access to a high-quality education programme. So we just inaugurated this school for 1,700 students. And it’s already showing the kind of transformational power that education has. It’s already having an enormous social impact on this area. Before this school, there was no paved roads, or potable water, or electricity. And now all of this has changed, because of this alliance that we have created between our foundation, the private sector, and the [national] and local governments. And you know, it was recently reported that the gangs that used to hang in this area have dissolved completely since the school was built. So that is the kind of social impact that these kind of projects have. And that is why I vehemently and passionately advocate for education and for the construction of schools that are state-of-the-art – and that are open to the community … Thatis the whole philosophy that we have in our foundation.

Remarks on the House floor, in debates on Cod Fishery bill (February 1792) http://books.google.com/books?id=DmkFAAAAQAAJ&pg=PA363&dq=%22they+may+take+into+their+own+hands+the+education%22&hl=en&ei=3lGmTpvpEcOftweb7YQg&sa=X&oi=book_result&ct=result&resnum=3&ved=0CDcQ6AEwAg#v=onepage&q=%22they%20may%20take%20into%20their%20own%20hands%20the%20education%22&f=false
1790s
Context: If Congress can apply money indefinitely to the general welfare, and are the sole and supreme judges of the general welfare, they may take the care of religion into their own hands; they may establish teachers in every State, county, and parish, and pay them out of the public Treasury; they may take into their own hands the education of children, establishing in like manner schools throughout the Union; they may undertake the regulation of all roads other than post roads. In short, every thing, from the highest object of State legislation, down to the most minute object of police, would be thrown under the power of Congress; for every object I have mentioned would admit the application of money, and might be called, if Congress pleased, provisions for the general welfare.

Vision of Judgment, original preface (1821).

Losses (1948)
Context: We read our mail and counted up our missions —
In bombers named for girls, we burned
The cities we had learned about in school —
Till our lives wore out; our bodies lay among
The people we had killed and never seen.
When we lasted long enough they gave us medals;
When we died they said, "Our casualties were low."
They said, "Here are the maps"; we burned the cities.

"Losses," lines 21-28

We the People interview (1996)
Context: The latent function of schooling, that is, the hidden curriculum, which forms individuals into needy people who know that they have now satisfied a little bit of their needs for education, is much more important... The idea that people are born with needs, that needs can be translated into rights, that these rights can be translated into entitlements, is a development of the modem world and it's reasonable, it's acceptable, it's obvious only for people who have had some of their educational needs awakened or created, then satisfied, and then learned that they have less than others. Schooling, which we engage in and which supposedly creates equal opportunities, has become the unique, never-before-attempted way of dividing the whole society into classes. Everybody knows at which level of his twelve or sixteen years of schooling he has dropped out, and in addition knows what price tag is attached to the higher schooling he has gotten. It's a history of degrading the majority of people.

"Letter to Our European Friends" (4 February 2008)

"The New York Magazine Environmental Teach-In" by Elizabeth Barlow in New York Magazine (30 March 1970), p. 30 http://books.google.com/books?id=cccDAAAAMBAJ&printsec=frontcover#PPA30,M1
1970s
Context: We must do away with the absolutely specious notion that everybody has to earn a living. It is a fact today that one in ten thousand of us can make a technological breakthrough capable of supporting all the rest. The youth of today are absolutely right in recognizing this nonsense of earning a living. We keep inventing jobs because of this false idea that everybody has to be employed at some kind of drudgery because, according to Malthusian-Darwinian theory, he must justify his right to exist. So we have inspectors of inspectors and people making instruments for inspectors to inspect inspectors. The true business of people should be to go back to school and think about whatever it was they were thinking about before somebody came along and told them they had to earn a living.

Anarchism: Its Philosophy and Ideal (1896)
Context: Have not prisons — which kill all will and force of character in man, which enclose within their walls more vices than are met with on any other spot of the globe — always been universities of crime? Is not the court of a tribunal a school of ferocity?

Chauvinism in Medicine (1902)
Context: The critical sense and sceptical attitude of the Hippocratic school laid the foundations of modern medicine on broad lines, and we owe to it: first, the emancipation of medicine from the shackles of priestcraft and of caste; secondly, the conception of medicine as an art based on accurate observation, and as a science, an integral part of the science of man and of nature; thirdly, the high moral ideals, expressed in that most "memorable of human documents" (Gomperz), the Hippocratic oath; and fourthly, the conception and realization of medicine as the profession of a cultivated gentleman.

¶ 4
State Socialism and Anarchism: How Far They Agree, and Wherin They Differ (1888)
Context: The two principles referred to are Authority and Liberty, and the names of the two schools of Socialistic thought which fully and unreservedly represent one or the other of them are, respectively, State Socialism and Anarchism. Whoso knows what these two schools want and how they propose to get it understands the Socialistic movement. For, just as it has been said that there is no half-way house between Rome and Reason, so it may be said that there is no half-way house between State Socialism and Anarchism.

"The Sententious Man," ll. 31-36
Words for the Wind (1958)
Context: p>Is pain a promise? I was schooled in pain,
And found out what I could of all desire;
I weep for what I'm like when I'm alone
In the deep center of the voice and fire.I know the motion of the deepest stone.
Each one's himself, yet each one's everyone.</p

Source: The Ordeal of Change (1963), Ch. 13: "Scribe, Writer, and Rebel"
Context: The explosive component in the contemporary scene is not the clamor of the masses but the self-righteous claims of a multitude of graduates from schools and universities. This army of scribes is clamoring for a society in which planning, regulation, and supervision are paramount and the prerogative of the educated. They hanker for the scribe's golden age, for a return to something like the scribe-dominated societies of ancient Egypt, China, and Europe of the Middle Ages. There is little doubt that the present trend in the new and renovated countries toward social regimentation stems partly from the need to create adequate employment for a large number of scribes. And since the tempo of the production of the literate is continually increasing, the prospect is of ever-swelling bureaucracies.

1962, Rice University speech
Context: The growth of our science and education will be enriched by new knowledge of our universe and environment, by new techniques of learning and mapping and observation, by new tools and computers for industry, medicine, the home as well as the school. Technical institutions, such as Rice, will reap the harvest of these gains. And finally, the space effort itself, while still in its infancy, has already created a great number of new companies, and tens of thousands of new jobs. Space and related industries are generating new demands in investment and skilled personnel, and this city and this state, and this region, will share greatly in this growth.

Sermon 1
Context: The German classics honoured the Scriptures of the Old Testament... If we are to repudiate the Old Testament and banish it from our schools and from our national libraries, then we must disown our German classics. We must cancel many phrases from the German language... We must disown the intellectual history of our nation.

1920s, The Aims of Education (1929)
Context: The universities are schools of education, and schools of research. But the primary reason for their existence is not to be found either in the mere knowledge conveyed to the students or in the mere opportunities for research afforded to the members of the faculty. Both these functions could be performed at a cheaper rate, apart from these very expensive institutions. Books are cheap, and the system of apprenticeship is well understood. So far as the mere imparting of information is concerned, no university has had any justification for existence since the popularization of printing in the fifteenth century. Yet the chief impetus to the foundation of universities came after that date, and in more recent times has even increased. The justification for a university is that it preserves the connection between knowledge and the zest of life, by uniting the young and the old in the imaginative consideration of learning.

quote in Fantin-Latour's letter to his English friend Edwin Edwards 14 April, 1866; as quoted by Colin B. Bailey, in The Annenberg Collection: Masterpieces of Impressionism and Post-impressionism, publish. Metropolitan Museum of Art, New York, 2009, p. 48

Man and Socialism in Cuba (1965)
Context: In moments of great peril it is easy to muster a powerful response to moral stimuli; but for them to retain their effect requires the development of a consciousness in which there is a new priority of values. Society as a whole must be converted into a gigantic school.