Quotes about school and education

page 24

Source: Gargantua and Pantagruel (1532–1564), Fifth Book (1564), Chapter 20 : How the Quintessence cured the sick with a song
Context: Queen Whims, or Queen Quintessence (which you please), perceiving that we stood as mute as fishes, said: Your taciturnity speaks you not only disciples of Pythagoras, from whom the venerable antiquity of my progenitors in successive propagation was emaned and derives its original, but also discovers, that through the revolution of many retrograde moons, you have in Egypt pressed the extremities of your fingers with the hard tenants of your mouths, and scalptized your heads with frequent applications of your unguicules. In the school of Pythagoras, taciturnity was the symbol of abstracted and superlative knowledge, and the silence of the Egyptians was agnited as an expressive manner of divine adoration; this caused the pontiffs of Hierapolis to sacrifice to the great deity in silence, impercussively, without any vociferous or obstreperous sound. My design is not to enter into a privation of gratitude towards you, but by a vivacious formality, though matter were to abstract itself from me, excentricate to you my cogitations.
Having spoken this, she only said to her officers, Tabachins, a panacea; and straight they desired us not to take it amiss if the queen did not invite us to dine with her; for she never ate anything at dinner but some categories, jecabots, emnins, dimions, abstractions, harborins, chelemins, second intentions, carradoths, antitheses, metempsychoses, transcendent prolepsies, and such other light food.

Letter to Senator George H. Moses, chairman of the Republican national convention, upon learning of his nomination for president (14 June 1928); reported in The Memoirs of Herbert Hoover (1952), volume 2, p. 195.
Context: You convey too great a compliment when you say that I have earned the right to the presidential nomination. No man can establish such an obligation upon any part of the American people. My country owes me no debt. It gave me, as it gives every boy and girl, a chance. It gave me schooling, independence of action, opportunity for service and honor. In no other land could a boy from a country village, without inheritance or influential friends, look forward with unbounded hope. My whole life has taught me what America means. I am indebted to my country beyond any human power to repay.

An Old Man's Thoughts on Many Things, Of Education I
Context: The difficulty is to find teachers, particularly in the humble kind of schools, who can explain the elements of astronomy; but if teachers were taught such matters, they could explain them to others, and some of the teachers would be better employed in this way than in learning and teaching other things.... I believe that many children in the humblest schools will observe and learn as well as those in other schools. When children are younger, we must use other ways of training the eye to observe.

Variants: One of the schools in Tlön has reached the point of denying time. It reasons that the present is undefined, that the future has no other reality than as present hope, that past is no more than present memory . . . Another maintains that the universe is comparable to those code systems in which not all the symbols have meaning, and in which only that which happens every three hundredth night is true...
The history of the universe... is the handwriting produced by a minor god in order to communicate with a demon.
Tlön, Uqbar, Orbis Tertius (1940)
Context: One of the schools of Tlön goes so far as to negate time; it reasons that the present is indefinite, that the future has no reality other than as a present hope, that the past has no reality other than as a present memory. Another school declares that all time has already transpired and that our life is only the crepuscular and no doubt falsified an mutilated memory or reflection of an irrecoverable process. Another, that the history of the universe — and in it our lives and the most tenuous detail of our lives — is the scripture produced by a subordinate god in order to communicate with a demon. Another, that the universe is comparable to those cryptographs in which not all the symbols are valid and that only what happens every three hundred nights is true. Another, that while we sleep here, we are awake elsewhere and that in this way every man is two men.

"The Way Of Chuang Tzu".
The Way of Chuang-Tzŭ (1965)
Context: The humor, the sophistication, the literary genius, and philosophical insight of Chuang Tzu are evident to anyone who samples his work. But before one can begin to understand even a little of his subtlety, one must situate him in his cul­tural and historical context. That is to say that one must see him against the background of the Confucianism which he did not hesitate to ridicule, along with all the other sedate and accepted schools of Chinese thought, from that of Mo Ti to that of Chuang's contemporary, friend, and constant op­ponent, the logician Hui Tzu. One must also see him in rela­tion to what followed him, because it would be a great mistake to confuse the Taoism of Chuang Tzu with the popular, de­ generate amalgam of superstition, alchemy, magic, and health­ culture which Taoism later became.
The true inheritors of the thought and spirit of Chuang Tzu are the Chinese Zen Buddhists of the Tang period (7th to 10th centuries A. D.). But Chuang Tzu continued to exert an influence on all cultured Chinese thought, since he never ceased to be recognized as one of the great writers and think­ ers of the classical period. The subtle, sophisticated, mystical Taoism of Chuang Tzu and Lao Tzu has left a permanent mark on all Chinese culture and on the Chinese character itself. There have never been lacking authorities like Daisetz T. Suzuki, the Japanese Zen scholar, who declare Chuang Tzu to be the very greatest of the Chinese philosophers. There is no question that the kind of thought and culture represented by Chuang Tzu was what transformed highly speculative Indian Buddhism into the humorous, iconoclastic, and totally practical kind of Buddhism that was to flourish in China and in Japan in the various schools of Zen. Zen throws light on Chuang Tzu, and Chuang Tzu throws light on Zen.

Frankfurt Book Fair speech (2003)
Context: To have access to literature, world literature, was to escape the prison of national vanity, of philistinism, of compulsory provincialism, of inane schooling, of imperfect destinies and bad luck. Literature was the passport to enter a larger life; that is, the zone of freedom.
Literature was freedom. Especially in a time in which the values of reading and inwardness are so strenuously challenged, literature is freedom.

The Book of My Life (1930)
Context: My father, in my earliest childhood, taught me the rudiments of arithmetic, and about that time made me acquainted with the arcana; whence he had come by this learning I know not. This was about my ninth year. Shortly after, he instructed me in the elements of the astronomy of Arabia, meanwhile trying to instill in me some system of theory for memorizing, for I had been poorly endowed with the ability to remember. After I was twelve years old he taught me the first six books of Euclid, but in such a manner that he expended no effort on such parts as I was able to understand by myself.
This is the knowledge I was able to acquire and learn without any elementary schooling...<!--Ch. 34

Black Boy (1945)

Technopoly: the Surrender of Culture to Technology (1992)
Context: In the United States, we can see such collisions everywhere... but... most clearly in the schools, where two great technologies confront each other in uncompromising aspect for the control of students' minds. On the one hand, there is the world of the printed word with its emphasis on logic, sequence, history, exposition, objectivity, detachment, and discipline. On the other there is the world of television with its emphasis on imagery, narrative, presentness, simultaneity, intimacy, immediate gratification, and quick emotional response. Children come to school having been deeply conditioned by the biases of television.... children who cannot organize their thought into logical structure even in a simple paragraph, children who cannot attend to lectures or oral explanations for more than a few minutes at a time... They are failures because there is a media war going on, and they are on the wrong side — at least for the moment.

Part V: More Rage. More Rage., page 191.
Going Postal: Rage, Murder, and Rebellion, From Reagan's Workplaces to Clinton's Columbine and Beyond (2005)
Context: One reason why our society has failed to curb bullying is that we like bullies. Hell, we are bullies. Research has shown that bullies are not the anti-social misfits that adults, in their forced amnesia, want them to be. Rather, bullies are usually the most popular boys, second only on the clique-ranking to those described as friendly, outgoing, and self-confident. The Santana High kids and parents both felt that there was no point in complaining to the administration because they wouldn't have done anything anyway, a reflection of the fact that popular winners are treated better than losers. At Columbine, parents and students both felt that bullies were favored by teachers and administrators, and that complainers were often ignored or blamed. Indeed, losers pay for being losers twice over in our schools, taking both the punishment and the blame.

I Ain't Got Time To Bleed (1999)
Context: I'm not knocking private schools, but I owe it to my kids to let them grow up in a place where private school isn't required. They're only in school 6-8 hours a day; they have to live in their neighborhood 24 hours a day. I didn't want them growing up in a place where anybody with the means had abandoned their public schools.

Man and Socialism in Cuba (1965)
Context: A school of artistic experimentation is invented, which is said to be the definition of freedom; but this “experimentation” has its limits, imperceptible until there is a clash, that is, until the real problems of individual alienation arise. Meaningless anguish or vulgar amusement thus become convenient safety valves for human anxiety. The idea of using art as a weapon of protest is combated. Those who play by the rules of the game are showered with honors — such honors as a monkey might get for performing pirouettes. The condition is that one does not try to escape from the invisible cage.

Note to the article 'Individualism and Anarchism' by Adams (1924)
Context: In the anarchist milieu, communism, individualism, collectivism, mutualism and all the intermediate and eclectic programmes are simply the ways considered best for achieving freedom and solidarity in economic life; the ways believed to correspond more closely with justice and freedom for the distribution of the means of production and the products of labour among men.
Bakunin was an anarchist, and he was a collectivist, an outspoken enemy of communism because he saw in it the negation of freedom and, therefore, of human dignity. And with Bakunin, and for a long time after him, almost all the Spanish anarchists were collectivists (collective property of soil, raw materials and means of production, and assignment of the entire product of labour to the producer, after deducting the necessary contribution to social charges), and yet they were among the most conscious and consistent anarchists.
Others for the same reason of defence and guarantee of liberty declare themselves to be individualists and they want each person, to have as individual property the part that is due to him of the means of production and therefore the free disposal of the products of his labour.
Others invent more or less complicated system of mutuality. But in the long run it is always the searching for a more secure guarantee of freedom which is the common factor among anarchists, and which divides them into different schools.

Jo Cox: Opportunity must knock in a fairer society http://www.yorkshirepost.co.uk/news/opinion/jo-cox-opportunity-must-knock-in-a-fairer-society-1-6857022 (24 September 2014)
Context: The idea that a child living deep in poverty whose parents don’t have enough money for food or heating, books or basic things like school trips can ever have the same opportunities for development as a more fortunate child is patently absurd. But because it leads to some difficult choices many politicians choose to ignore it, essentially promising to make you an omelette without breaking any eggs.

Interviewed by James Creelman, New York Herald, May 21, 1893.
Context: In the negro melodies of America I discover all that is needed for a great and noble school of music. They are pathetic, tender, passionate, melancholy, solemn, religious, bold, merry, gay or what you will. It is music that suits itself to any mood or any [[purpose. There is nothing in the whole age of composition that cannot be supplied with themes from this source. ]]

Teaching as a Subversive Activity (1969)
Context: Adminstrators are another curious consequence of a bureaucracy which has forgotten its reason for being. In schools, adminstrators commonly become myopic as a result of confronting all of the problems the "requirements" generate. Thus they cannot see (or hear) the constituents the system ostensibly exists to serve — the students. The idea that the school should consist of procedures specifically intended to help learners learn strikes many administrators as absurd — and "impractical." …Eichmann, after all, was "just an adminstrator." He was merely "enforcing requirements." The idea of "full time administrators" is palpably a bad one — especially in schools — and we say to hell with it. Most of the "administration" of the school should be a student responsibility. If schools functioned according to the democratic ideals they pay verbal allegience to, the students would long since have played a major role in developing policies and procedures guiding its operation. One of the insidious facts about totalitarianism is its seeming "efficiency." …Democracy — with all of its inefficiency — is still the best system we have so far for enhancing the prospects of our mutual survival. The schools should begin to act as if this were so.

1850s, Third Annual Message to Congress (1852)
Context: The whole country is full of enterprise. Our common schools are diffusing intelligence among the people and our industry is fast accumulating the comforts and luxuries of life. This is in part owing to our peculiar position, to our fertile soil and comparatively sparse population; but much of it is also owing to the popular institutions under which we live, to the freedom which every man feels to engage in any useful pursuit according to his taste or inclination, and to the entire confidence that his person and property will be protected by the laws. But whatever may be the cause of this unparalleled growth in population, intelligence, and wealth, one thing is clear — that the Government must keep pace with the progress of the people. It must participate in their spirit of enterprise, and while it exacts obedience to the laws and restrains all unauthorized invasions of the rights of neighboring states, it should foster and protect home industry and lend its powerful strength to the improvement of such means of intercommunication as are necessary to promote our internal commerce and strengthen the ties which bind us together as a people.
It is not strange, however much it may be regretted, that such an exuberance of enterprise should cause some individuals to mistake change for progress and the invasion of the rights of others for national prowess and glory. The former are constantly agitating for some change in the organic law, or urging new and untried theories of human rights. The latter are ever ready to engage in any wild crusade against a neighboring people, regardless of the justice of the enterprise and without looking at the fatal consequences to ourselves and to the cause of popular government. Such expeditions, however, are often stimulated by mercenary individuals, who expect to share the plunder or profit of the enterprise without exposing themselves to danger, and are led on by some irresponsible foreigner, who abuses the hospitality of our own Government by seducing the young and ignorant to join in his scheme of personal ambition or revenge under the false and delusive pretense of extending the area of freedom. These reprehensible aggressions but retard the true progress of our nation and tarnish its fair fame. They should therefore receive the indignant frowns of every good citizen who sincerely loves his country and takes a pride in its prosperity and honor.

As paraphrased and quoted in "Roberto Clemente, The Pirates' Thorobred: He proved his class in the Series" by Joe Heiling, in The Houston Post, circa Fall 1971; reprinted in Baseball Digest (January 1972)
Other, <big><big>1970s</big></big>, <big>1971</big>
Context: He is a proud man. Proud of Puerto Rico, his native land, and proud to be a professional baseball player. He is a strong believer in the dignity of man and that all people, no matter their color, should work together. "I don't want to be a big shot. From head to toes, Roberto Clemente is good as Richard Nixon. I believe that. And I think that every man should believe that about himself. I am not dumb. I went to school. I made grades. But when I came here, I couldn't speak English. All I could say was, 'Me, Roberto Clemente.' Some of them laugh and say it sounded like, 'Me Tarzan, you Jane.'" He is a self-made man. He took his natural talents and made the most of them, in baseball and in his personal life. He's never abused them. "Some players are wild on the field and off the field. They are made to look like heroes. I get nothing but sarcasm. And people take me for a fool."

Source: Dictionary of Burning Words of Brilliant Writers (1895), p. 62.
Context: Oh, wonderful teacher! Oh, favored disciples! Oh, famous school — that built no marble halls, and collected no grand library, but turned all life into opportunity; made houses and streets and seaside and mountain-tops, places of discipline and recitation and delight! Oh, blest example — shining this day on the pages of history — our example, our dream, our desire!

Our unity, our union, is the serious work of leaders and citizens in every generation. And this is my solemn pledge: I will work to build a single nation of justice and opportunity. I know this is in our reach because we are guided by a power larger than ourselves who creates us equal in His image. And we are confident in principles that unite and lead us onward.
2000s, 2001, First inaugural address (January 2001)

Just what part of America had he visited, I asked. "The South Side of Chicago," he said.
Give War a Chance (1992)

Strange Horizons interview (2008)
Context: Every villain or villainous activity I have ever written about is a person or an activity that has actually lived or taken place. I invent nothing. When I wrote in Raising the Stones about the slavery practiced by one race and their reasons for it, those reasons were taken verbatim from arguments written in defense of Negro slavery by southern slave owners. Watch bullies at school. See how they delight in causing pain. See how little is done to change them. Imagine them grown, elected, put into power. They do grow, they are elected, they are put into power.

Teaching as a Subversive Activity (1969)
Context: The elimination of conventional tests... is necessary because, as soon as they are used as judgement-making instruments, the whole process of schooling shifts from education to training intended to produce passing grades on tests. … "Courses" turn out to be contingent upon testing. A "course" generally consists of a series of briefings for the great Trivia contest. It's a kind of rigid quiz show. And it seems to work only if the contestants value the "prize." The prize, of course, is a "grade." An appropriate grade entitles the participant to continue playing the Trivia game. All the while, let's not forget, very little, if any, substantive intellectual activity is going on.

Double Star (1956)
Context: I have never been impressed by the formal schools of ethics. I had sampled them — public libraries are a ready source of recreation for an actor short of cash — but I had found them as poor in vitamins as a mother-in-law’s kiss. Given time and plenty of paper, a philosopher can prove anything. I had the same contempt for the moral instruction handed to most children. Much of it is prattle and the parts they really seem to mean are dedicated to the sacred proposition that a “good” child is one who does not disturb mother’s nap and a “good” man is one who achieves a muscular bank account without getting caught. No, thanks!

2010s
Context: But today, more than 150 years after the Emancipation Proclamation, more than 50 years after the end of 'separate but equal', when it comes to getting an education, too many of our young people just can’t be bothered. Today, instead of walking miles every day to school, they're sitting on couches for hours playing video games, watching T. V. Instead of dreaming of being a teacher or a lawyer or a business leader, they're fantasizing about being a baller or a rapper. Right now, one in three African American students are dropping out of high school. Only one in five African Americans between the ages of 25 and 29 has gotten a college degree; one in five.

Remarks at Bowie State University ceremony (17 May 2013) http://www.whitehouse.gov/the-press-office/2013/05/17/remarks-first-lady-bowie-state-university-commencement-ceremony

Black Boy (1945)
Context: Once, in the night, my mother called me to her bed and told me that she could not endure the pain, that she wanted to die. I held her hand and begged her to be quiet. That night I ceased to react to my mother; my feelings were frozen. I merely waited upon her, knowing that she was suffering. She remained abed ten years, gradually growing better, but never completely recovering, relapsing periodically into her paralytic state. The family had stripped itself of money to fight my mother’s illness and there was no more forthcoming. Her illness gradually became an accepted thing in the house, something that could not be stopped or helped. My mother’s suffering grew into a symbol in my mind, gathering to itself all the poverty, the ignorance, the helplessness; the painful, baffling, hunger-ridden days and hours; the restless moving, the futile seeking, the uncertainty, the fear, the dread; the meaningless pain and the endless suffering. Her life set the emotional tone of my life, colored the men and women I was to meet in the future, conditioned my relation to events that had not yet happened, determined my attitude to situations and circumstances I had yet to face. A somberness of spirit that I was never to lose settled over me during the slow years of my mother’s unrelieved suffering, a somberness that was to make me stand apart and look upon excessive joy with suspicion, that was to make me self-conscious, that was to make me keep forever on the move, as though to escape a nameless fate seeking to overtake me. At the age of twelve, before I had had one full year of formal schooling, I had a conception of life that no experience would ever erase, a predilection for what was real that no argument could ever gainsay, a sense of the world that was mine and mine alone, a notion as to what life meant that no education could ever alter, a conviction that the meaning of living came only when one was struggling to wring a meaning out of meaningless suffering.

As quoted in Screen Stories magazine (1967)
Context: When I was in school, I dreamed about becoming a psychiatrist or a ballerina. Like most girls I would dream about being a movie star too. But those dreams are the impossible kind, the kind you don't really set your heart on.

Reported in Eugene Gerhart, America's Advocate: Robert H. Jackson (1958), p. 289

Kalki : or The Future of Civilization (1929)

Source: From the Danube to the Yalu (1954), p. 175
Context: After I went to the Far East I witnessed this same concentration time after time in the schools the Koreans established for their officers and noncoms. The students would squat on their haunches for hours listening to an instructor explain something like the care and use of a light machine gun. They would focus their eyes on the instructor almost without blinking. Never once did a single student that I saw let his gaze wander. I even tested them. They knew who I was, and in addition the short-statured Oriental has a compulsion to look at a tall man. During the class sessions I witnessed I deliberately strolled behind the instructor, looking at the students. I thought certainly some of the Korean students would break their concentration on the instructor and sneak a glance at me. I didn't catch a one. I made it a practice to make this test often during visits to ROK training schools. Never once did I catch an eye looking my way. I have never in my life been so impressed with the intensity of military students.

Source: A System of Logic (1843), p. 4
Context: [W]e may fancy that we see or feel what we in reality infer. Newton saw the truth of many propositions of geometry without reading the demonstrations, but not, we may be sure, without their flashing through his mind. A truth, or supposed truth, which is really the result of a very rapid inference, may seem to be apprehended intuitively. It has long been agreed by thinkers of the most opposite schools, that this mistake is actually made in so familiar an instance as that of the eyesight. There is nothing of which we appear to ourselves to be more directly conscious, than the distance of an object from us. Yet it has long been ascertained, that what is perceived by the eye, is at most nothing more than a variously coloured surface; that when we fancy we see distance, all we really see is certain variations of apparent size, and degrees of faintness of colour; and that our estimate of the object's distance from us is the result of a comparison (made with so much rapidity that we are unconscious of making it) between the size and colour of the object as they appear at the time, and the size and colour of the same or of similar objects as they appeared when close at hand, or when their degree of remoteness was known by other evidence. The perception of distance by the eye, which seems so like intuition, is thus, in reality, an inference grounded on experience; an inference, too, which we learn to make; and which we make with more and more correctness as our experience increases; though in familiar cases it takes place, so rapidly as to appear exactly on a par with those perceptions of sight which are really intuitive, our perceptions of colour.

Lyrics

infinity plus interview (2001)
Context: Historical processes have never much interested me, but history is full of stories, full of triumph and tragedy and battles won and lost. It is the people who speak to me, the men and women who once lived and loved and dreamed and grieved, just as we do. Though some may have had crowns on their heads or blood on their hands, in the end they were not so different from you and me, and therein lies their fascination. I suppose I am still a believer in the now unfashionable "heroic" school, which says that history is shaped by individual men and women and the choices that they make, by deeds glorious and terrible.

Chomsky on Miseducation, 1999 http://www-rohan.sdsu.edu/~rgibson/rouge_forum/newspaper/fall2001/Chomsky.htm.
Quotes 1990s, 1995-1999
Context: Because they don't teach the truth about the world, schools have to rely on beating students over the head with propaganda about democracy. If schools were, in reality, democratic, there would be no need to bombard students with platitudes about democracy. They would simply act and behave democratically, and we know this does not happen. The more there is a need to talk about the ideals of democracy, the less democratic the system usually is.

Quotes from interviews, Insider Audio interview (1997)
Context: I don't appreciate poetry--I don't mind admitting that now, I don't understand poetry. We studied it in high school and college, but they never told us why it was good. I got A's on all the exams--"Hail to thee blithe spirit, bird thou never wert"-- what the hell does that mean? I have no idea.

Jane (Ch. 10)
Jane Eyre (1847)
Context: School-rules, school-duties, school-habits and notions, and voices, and faces, and phrases, and costumes, and preferences, and antipathies — such was what I knew of existence. And now I felt that it was not enough; I tired of the routine of eight years in one afternoon. I desired liberty; for liberty I gasped; for liberty I uttered a prayer; it seemed scattered on the wind then faintly blowing. I abandoned it and framed a humbler supplication; for change, stimulus: that petition, too, seemed swept off into vague space: "Then," I cried, half desperate, "grant me at least a new servitude!"Here a bell, ringing the hour of supper, called me downstairs.

All and Everything: Views from the Real World (1973)
Context: LIBERATION LEADS TO LIBERATION. These are the first words of truth — not truth in quotation marks but truth in the real meaning of the word; truth which is not merely theoretical, not simply a word, but truth that can be realized in practice. The meaning behind these words may be explained as follows:
By liberation is meant the liberation which is the aim of all schools, all religions, at all times.
This liberation can indeed be very great. All men desire it and strive after it. But it cannot be attained without the first liberation, a lesser liberation. The great liberation is liberation from influences outside us. The lesser liberation is liberation from influences within us.
At first, for beginners, this lesser liberation appears to be very great, for a beginner depends very little on external influences. Only a man who has already become free of inner influences falls under external influences.
Inner influences prevent a man from falling under external influences. Maybe it is for the best. Inner influences and inner slavery come from many varied sources and many independent factors — independent in that sometimes it is one thing and sometimes another, for we have many enemies.
There are so many of these enemies that life would not be long enough to struggle with each of them and free ourselves from each one separately. So we must find a method, a line of work, which will enable us simultaneously to destroy the greatest possible number of enemies within us from which these influences come.
I said that we have many independent enemies, but the chief and most active are vanity and self-love. One teaching even calls them representatives and messengers of the devil himself.
For some reason they are also called Mrs. Vanity and Mr. Self-Love.
As I have said, there are many enemies. I have mentioned only these two as the most fundamental. At the moment it is hard to enumerate them all. It would be difficult to work on each of them directly and specifically, and it would take too much time since there are so many. So we have to deal with them indirectly in order to free ourselves from several at once.
These representatives of the devil stand unceasingly at the threshold which separates us from the outside, and prevent not only good but also bad external influences from entering. Thus they have a good side as well as a bad side.
For a man who wishes to discriminate among the influences he receives, it is an advantage to have these watchmen. But if a man wishes all influences to enter, no matter what they may be — for it is impossible to select only the good ones — he must liberate himself as much as possible, and finally altogether, from these watchmen, whom some considerable undesirable.
For this there are many methods, and a great number of means. Personally I would advise you to try freeing yourselves and to do so without unnecessary theorizing, by simple reasoning, active reasoning, within yourselves.

As quoted in Saul Leiter (2008) by Agnès Sire
Context: I must admit that I am not a member of the ugly school. I have a great regard for certain notions of beauty even though to some it is an old fashioned idea. Some photographers think that by taking pictures of human misery, they are addressing a serious problem. I do not think that misery is more profound than happiness.

Source: The Book on the Taboo Against Knowing Who You Are (1966), p. 111

Source: Flatland: A Romance of Many Dimensions (1884), PART I: THIS WORLD, Chapter 9. Of the Universal Colour Bill
Context: The Art of Sight Recognition, being no longer needed, was no longer practised; and the studies of Geometry, Statics, Kinetics, and other kindred subjects, came soon to be considered superfluous, and fell into disrespect and neglect even at our University. The inferior Art of Feeling speedily experienced the same fate at our Elementary Schools.... Year by year the Soldiers and Artisans began more vehemently to assert — and with increasing truth — that there was no great difference between them and the very highest class of Polygons, now that they were raised to an equality with the latter, and enabled to grapple with all the difficulties and solve all the problems of life, whether Statical or Kinetical, by the simple process of Colour Recognition. Not content with the natural neglect into which Sight Recognition was falling, they began boldly to demand the legal prohibition of all "monopolizing and aristocratic Arts" and the consequent abolition of all endowments for the studies of Sight Recognition, Mathematics, and Feeling. Soon, they began to insist that inasmuch as Colour, which was a second Nature, had destroyed the need of aristocratic distinctions, the Law should follow in the same path, and that henceforth all individuals and all classes should be recognized as absolutely equal and entitled to equal rights.

Introduction (November 1970).
Deschooling Society (1971)
Context: Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue's responsibility until it engulfs his pupils' lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring. We hope to contribute concepts needed by those who conduct such counterfoil research on education — and also to those who seek alternatives to other established service industries.

2000
Context: The New York Times is cheering the decision of Mount Holyoke College to stop requiring that students submit their SAT scores for admission, ending what the Times calls "the tyranny of the big test." While conceding that the SAT measures "mental dexterity," the editorial complains that the test does not capture qualities such as "motivation" or what the student "learned in high school."
The SAT also doesn't measure compassion, speed or good looks. It does, however, measure something more than the ability to suck up to your high school teachers and guidance counselors.

Statement on the Congressional Education Plan, May 23, 2001 http://www.house.gov/paul/congrec/congrec2001/cr052301.htm
2000s, 2001-2005

Stealth Jihad: How Radical Islam Is Subverting America without Guns or Bombs, Introduction, page 5 https://books.google.com.br/books?id=3eLfhvNQBkgC&printsec=frontcover&hl=pt-BR#v=onepage&q&f=false
Context: I have long contended that Islam is unique among the major world religions in having a developed doctrine, theology, and legal system mandating warfare against and the subjugation of unbelievers. There is no orthodox sect or school of Islam that teaches that Muslims must coexist peacefully as equals with non-Muslims on an indefinite basis. I use the term “radical Islam” merely to distinguish those Muslims who are actively working to advance this subjugation from the many millions who are not, as well as to emphasize that the stealth jihad program is truly radical: it aims at nothing less than the transformation of American society and the imposition of Islamic law here, subjugating women and non-Muslims to the status of legal inferiors.

Golden Sayings of Epictetus
Context: A Philosopher's school is a Surgery: pain, not pleasure, you should have felt therein. For on entering none of you is whole. One has a shoulder out of joint, another an abscess: a third suffers from an issue, a forth pains in the head. And am I then to sit down and treat you to pretty sentiments and empty fluourishes, so that you may applaud me and depart, with neither shoulder, nor head, nor issue, nor abscess a whit the better for your visit? Is it then for this that young men are to quit their homes, and leave parents, friends, kinsmen and substance to mouth out Bravo to your empty phrases! (121).

Teaching as a Subversive Activity (1969)
Context: Adminstrators are another curious consequence of a bureaucracy which has forgotten its reason for being. In schools, adminstrators commonly become myopic as a result of confronting all of the problems the "requirements" generate. Thus they cannot see (or hear) the constituents the system ostensibly exists to serve — the students. The idea that the school should consist of procedures specifically intended to help learners learn strikes many administrators as absurd — and "impractical." …Eichmann, after all, was "just an adminstrator." He was merely "enforcing requirements." The idea of "full time administrators" is palpably a bad one — especially in schools — and we say to hell with it. Most of the "administration" of the school should be a student responsibility. If schools functioned according to the democratic ideals they pay verbal allegience to, the students would long since have played a major role in developing policies and procedures guiding its operation. One of the insidious facts about totalitarianism is its seeming "efficiency." …Democracy — with all of its inefficiency — is still the best system we have so far for enhancing the prospects of our mutual survival. The schools should begin to act as if this were so.

An Old Man's Thoughts on Many Things, Of Education I
Context: The amount of our school learning can never be very great, and the value of it is allowed by all good judges to be in the discipline by which we learn, in the strengthening of the mental powers, and in the formation of character. He who learns even one thing well acquires a measure by which he may estimate himself and others: he knows what he does know, and he knows that he does not know that which he does not know. He is not deceived about himself, nor does he attempt to deceive others, nor is he likely to be deceived by others. He has attained the one sure element out of which improvement will come. All the knowledge, which we attempt to acquire and which we do really acquire, is the foundation of our character and the safe foundation on which must rest all that we shall learn afterwards and all that we shall do.

Source: One Flew Over the Cuckoo's Nest (1962), Ch. 4
Context: This is what I know. The ward is a factory for the Combine. It's for fixing up mistakes made in the neighborhoods and in the schools and in the churches, the hospital is. When a completed product goes back out into society, all fixed up good as new, better than new sometimes, it brings joy to the Big Nurse's heart; something that came in all twisted and different is now a functioning, adjusted component, a credit to the whole outfit and a marvel to behold.

Source: Lateral Thinking : Creativity Step by Step (1970), p. 5; Preface.
Context: At school the emphasis has traditionally always been on vertical thinking which is effective but incomplete. This selective type of thinking needs to be supplemented with the generative qualities of creative thinking. This is beginning to happen in some schools but even so creativity is usually treated as something desirable which is to be brought about by vague exhortation. There is no deliberate and practical procedure for bringing it about.

Context: As far as Saddam Hussein being a great military strategist: He is neither a strategist, nor is he schooled in the operational art, nor is he a tactician, nor is he a general, nor is he a soldier. Other than that, he's a great military man.

Gulf War briefing (28 February 1991), as quoted in "WAR IN THE GULF: Commander's Briefing; Excerpts From Schwarzkopf News Conference on Gulf War" in The New York Times

Reflections on his earlier life, written when he was 27 (December 1862), published in Letters and Journal of W. Stanley Jevons (1886), edited by Harriet A. Jevons, his wife, p. 13.
Context: It was during the year 1851, while living almost unhappily among thoughtless, if not bad companions, in Gower Street a gloomy house on which I now look with dread it was then, and when I had got a quiet hour in my small bedroom at the top of the house, that I began to think that I could and ought to do more than others. A vague desire and determination grew upon me. I was then in the habit of saying my prayers like any good church person, and it was when so engaged that I thought most eagerly of the future, and hoped for the unknown. My reserve was so perfect that I suppose no one had the slightest comprehension of my motives or ends. My father probably knew me but little. I never had any confidential conversation with him. At school and college the success in the classes was the only indication of my powers. All else that I intended or did was within or carefully hidden. The reserved character, as I have often thought, is not pleasant nor lovely. But is it not necessary to one such as I? Would it have been sensible or even possible for a boy of fifteen or sixteen to say what he was going to do before he was fifty? For my own part I felt it to be almost presumptuous to pronounce to myself the hopes I held and the schemes I formed. Time alone could reveal whether they were empty or real; only when proved real could they be known to others.

A review of Michael Stoeber's Theo-Monistic Mysticism: A Hindu-Christian Comparison (1994), in Journal of Hindu-Christian Studies Vol. 8 (1995)
Context: Theo-Monistic Mysticism is a thoughtful and challenging study which seeks a middle path between two influential interpretations of mystical experiences. The constructivist interpreters, represented here by John Hick, admit that mystical experiences are different but argue that the differences are explicable by reference to the socio-religious framework which the particular mystic brings to her experience. Stoeber is critical of this school for its inability to account for the transmission of new religious knowledge and insight through mystical experience, since the information which the mystic receives is entirely dependent on the prior conceptual framework. In addition, the constructivist thesis cannot adequately account for mystic heresy or for the similarities in mystical experiences where there are no shared socio-religious factors.
The essentialist school, represented by interpreters like Evelyn Underhill, W. T. Stace and Ninian Smart, see mystical experience as the same everywhere, but subject to a variety of socio-religious interpretations. Stoeber is critical o f the essentialist position for its disregard of vital differences between monistic experiences, which involve a loss of duality and exclude personal experience, and theistic experiences, which encounter the Real as dynamic and where "some sense of differentiating self-identity is maintained by the participants" (p.24). These important differences are illustrated by analysis of the writings of Meister Eckhart and Jan Van Ruusbroec.
The study of these two mystics leads Stoeber to propose a third experiential possibility which he calls theo-monistic mysticism. He calls it a theo-monistic experience "because although it involves an impersonal monistic realization, it issues in a perspective that also reflects an active, creative, and personal Real" (p.35). Theo-monistic mysticism avoids the extremes of the constructivist and essentialist schools by positing that mystical experiences differ and that these differences cannot be explained only by socio-religious factors. The theo-monistic experiences of mystics like Eckhart, Ruusbroec, Ramanuja, Aurobindo, and others can be explained only by positing a divine which is "both passive and active, non-dualistic and distinctive, impersonal and personal".
In this work, however, Stoeber does not argue only for the reality of the theo-monistic type experiences. Even more importantly, he proposes, in chapters 3 and 5, a theistic mystic typology which culminates in theo-monistic experiences but which authenticates the monistic experience and can account meaningfully for experiences of the paranormal, of nature and of the numinous. Monistic hierarchies, on the other hand, fail to fully authenticate theistic experiences and relegate them finally to the realm of the illusory.

Teaching as a Subversive Activity (1969)
Context: Adminstrators are another curious consequence of a bureaucracy which has forgotten its reason for being. In schools, adminstrators commonly become myopic as a result of confronting all of the problems the "requirements" generate. Thus they cannot see (or hear) the constituents the system ostensibly exists to serve — the students. The idea that the school should consist of procedures specifically intended to help learners learn strikes many administrators as absurd — and "impractical." …Eichmann, after all, was "just an adminstrator." He was merely "enforcing requirements." The idea of "full time administrators" is palpably a bad one — especially in schools — and we say to hell with it. Most of the "administration" of the school should be a student responsibility. If schools functioned according to the democratic ideals they pay verbal allegience to, the students would long since have played a major role in developing policies and procedures guiding its operation. One of the insidious facts about totalitarianism is its seeming "efficiency." …Democracy — with all of its inefficiency — is still the best system we have so far for enhancing the prospects of our mutual survival. The schools should begin to act as if this were so.

The Abolition of Work (1985)
Context: The demeaning system of domination I've described rules over half the waking hours of a majority of women and the vast majority of men for decades, for most of their lifespans. For certain purposes it's not too misleading to call our system democracy or capitalism or — better still — industrialism, but its real names are factory fascism and office oligarchy. Anybody who says these people are "free" is lying or stupid. You are what you do. If you do boring, stupid monotonous work, chances are you'll end up boring, stupid and monotonous. Work is a much better explanation for the creeping cretinization all around us than even such significant moronizing mechanisms as television and education. People who are regimented all their lives, handed off to work from school and bracketed by the family in the beginning and the nursing home at the end, are habituated to heirarchy and psychologically enslaved. Their aptitude for autonomy is so atrophied that their fear of freedom is among their few rationally grounded phobias. Their obedience training at work carries over into the families they start, thus reproducing the system in more ways than one, and into politics, culture and everything else. Once you drain the vitality from people at work, they'll likely submit to heirarchy and expertise in everything. They're used to it.

"A Call for Prayer – and Action -- Against Violence in America" (2012)
Context: Lastly, I would just call for a national day of prayer to promote healing for the families of the victims of violence in Newtown and the many other cities and towns which have experienced mass shootings and other forms of violence. With continued prayer and an equally-determined commitment to action for needed anti-violence reforms, let us resolve to work toward a new era in which every American child and every adult are protected from the ravages of brutality, safe and secure in our homes and schools and communities.

Black Boy (1945)

On his childhood inspiration to become a poet, and later studies and efforts to produce poetry.
The Paris Review interview (1963)
Context: I think Ushant describes it pretty well, with that epigraph from Tom Brown’s School Days: “I’m the poet of White Horse Vale, sir, with Liberal notions under my cap!” For some reason those lines stuck in my head, and I’ve never forgotten them. This image became something I had to be. … I compelled myself all through to write an exercise in verse, in a different form, every day of the year. I turned out my page every day, of some sort — I mean I didn’t give a damn about the meaning, I just wanted to master the form — all the way from free verse, Walt Whitman, to the most elaborate of villanelles and ballad forms. Very good training. I’ve always told everybody who has ever come to me that I thought that was the first thing to do. And to study all the vowel effects and all the consonant effects and the variation in vowel sounds.

1960s, The Quest for Peace and Justice (1964)
Context: The time has come for an all-out world war against poverty. The rich nations must use their vast resources of wealth to develop the underdeveloped, school the unschooled, and feed the unfed. Ultimately a great nation is a compassionate nation. No individual or nation can be great if it does not have a concern for "the least of these". Deeply etched in the fiber of our religious tradition is the conviction that men are made in the image of God and that they are souls of infinite metaphysical value, the heirs of a legacy of dignity and worth. If we feel this as a profound moral fact, we cannot be content to see men hungry, to see men victimized with starvation and ill health when we have the means to help them. The wealthy nations must go all out to bridge the gulf between the rich minority and the poor majority.

78 U.S. 93-94
Judicial opinions, United States v. Ballard (1944)

Progress, Coexistence and Intellectual Freedom (1968), Dangers, The Threat to Intellectual Freedom
Context: A system of education under government control, separation of school and church, universal free education — all these are great achievements of social progress. But everything has a reverse side. In this case it is excessive standardization, extending to the teaching process itself, to the curriculum, especially in literature, history, civics, geography, and to the system of examinations.
One cannot but see a danger in excessive reference to authority and in the limitation of discussion and intellectual boldness at an age when personal convictions are beginning to be formed. In the old China, the systems of examinations for official positions led to mental stagnation and to the canonizing of the reactionary aspects of Confucianism. It is highly undesirable to have anything like that in a modern society.

Source: Don't Start the Revolution Without Me! (2008), Ch. 10 (p. 186)
Context: Another of the religious right's scams is marching into public school science classes and trying to mandate teaching of "creation science," as opposed to evolution. Somehow, they put evolutionism and creationism in the same category—believing that one makes the other impossible. But aren't these two separate systems of knowledge? One is a scientific theory, the other is a religious doctrine. It's kind of like comparing the law of gravity to the Sermon on the Mount. Evolution doesn't pretend to disprove the Bible's version of creation, or the belief in an all-powerful being as "prime mover" of the universe. Science only deals with what's observable, definable, and measurable. It's open to all possibilities, unlike creationism, which is a closed book. So leave evolution to the science teachers, and creation to the Sunday school of the parents' choosing.

The Myth of Sisyphus (1942), Absurd Creation
Context: Of all the schools of patience and lucidity, creation is the most effective. It is also the staggering evidence of man's sole dignity: the dogged revolt against his condition, perseverance in an effort considered sterile. It calls for a daily effort, self-mastery, a precise estimate of the limits of truth, measure, and strength. It constitutes an ascesis. All that "for nothing," in order to repeat and mark time. But perhaps the great work of art has less importance in itself than in the ordeal it demands of a man and the opportunity it provides him of overcoming his phantoms and approaching a little closer to his naked reality.

Source: From the Danube to the Yalu (1954), p. 176

Black Boy (1945)

Review http://www.rogerebert.com/reviews/elephant-2003 of Elephant (7 November 2003)
Reviews, Four star reviews
Context: Let me tell you a story. The day after Columbine, I was interviewed for the Tom Brokaw news program. The reporter had been assigned a theory and was seeking sound bites to support it. "Wouldn't you say," she asked, "that killings like this are influenced by violent movies?" No, I said, I wouldn't say that. "But what about Basketball Diaries?" she asked. "Doesn't that have a scene of a boy walking into a school with a machine gun?" The obscure 1995 Leonardo Di Caprio movie did indeed have a brief fantasy scene of that nature, I said, but the movie failed at the box office (it grossed only $2.5 million), and it's unlikely the Columbine killers saw it. The reporter looked disappointed, so I offered her my theory. "Events like this," I said, "if they are influenced by anything, are influenced by news programs like your own. When an unbalanced kid walks into a school and starts shooting, it becomes a major media event. Cable news drops ordinary programming and goes around the clock with it. The story is assigned a logo and a theme song; these two kids were packaged as the Trench Coat Mafia. The message is clear to other disturbed kids around the country: If I shoot up my school, I can be famous. The TV will talk about nothing else but me. Experts will try to figure out what I was thinking. The kids and teachers at school will see they shouldn't have messed with me. I'll go out in a blaze of glory."
In short, I said, events like Columbine are influenced far less by violent movies than by CNN, the NBC Nightly News and all the other news media, who glorify the killers in the guise of "explaining" them. I commended the policy at the Sun-Times, where our editor said the paper would no longer feature school killings on Page 1. The reporter thanked me and turned off the camera. Of course the interview was never used. They found plenty of talking heads to condemn violent movies, and everybody was happy.

Source: Sailing the Wine-Dark Sea: Why the Greeks Matter (2003), Ch.VII The Way They Went: Greco-Roman Meets Judeo-Christian
Context: No longer did philosophers aspire to the deep spiritual insights and broad moral vision of Socrates, Plato, and Aristotle. They divided into conflicting schools and wandered through the Greco-Roman world as permanent immigrants, picking up tutoring jobs as they could.... the upshot was a debased intellectual climate, fragmented and agnostic.

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.

Part V: More Rage. More Rage., page 184.
Going Postal: Rage, Murder, and Rebellion, From Reagan's Workplaces to Clinton's Columbine and Beyond (2005)
Context: The shootings are a direct assault on the American Dream- which is why they are so disturbing. The fear reflects how unsettling and piercing the crime is. And the fear reflects a still-censored recognition that the shootings have widespread sympathy among students, and that any student, at any school, could be next.

107
Golden Sayings of Epictetus

2018, "Almost Everything is Black and White" (October 2018)

Golden Globes 2020, Opening Monologue by Ricky Gervais

Islam and Revolution, Writings and Declarations of Imam Khomeini, Translated and Annotated by Hamid Algar, Mizan Press, Berkley, pp. 28.
Islam and the imperialists

Source: ABC's of Communism, Ch.X, p. 282

Quoted from Elst, Koenraad (1991). Ayodhya and after: Issues before Hindu society.
About

Election address for the 1885 general election, quoted in Blanche E. C. Dugdale, Arthur James Balfour, First Earl of Balfour, K.G., O.M., F.R.S., Etc. 1848&ndash;1905 (London: Hutchinson & Co. Ltd, 1936), p. 72
President of the Local Government Board

Serious Creativity: Using the Power of Lateral Thinking to Create New Ideas (1992)

Remark at the annual conference of the Conservative and Unionist Teachers' Association in London (17 June 1961), quoted in The Times (19 June 1961), p. 7
Home Secretary

Barry Hines 1970 interview

On how his viewpoint of his parents changed after the advent of César Chávez (as quoted in “’What better function for art at this time than as a voice for the voiceless’: The Work of Chicano Artist Malaquías Montoya” https://nacla.org/news/2019/02/17/%E2%80%9Cwhat-better-function-art-time-voice-voiceless%E2%80%9D-work-chicano-artist-malaqu%C3%ADas; 2019 Feb 15)

Ante-Nicene Christian Library, Volume 6: Hippolytus, Bishop Of Rome, Volume 1 p. 28
Refutation of All Heresies

The small god in Ch. 44 : the visitor, p. 458
The Visitor (2002)

On her views of writing in “Jamaica Kincaid: Does Truth Have a Tone?” https://www.guernicamag.com/does-truth-have-a-tone/ in Guernica (2013 Jun 17)

The World of Fatwas (Or The Shariah In Action)

Selected works, Spinoza and Buddha: Visions of a Dead God (1933)

High Times interview (2002)

19 April 1938

Speech to the United Parents Association, as quoted in The New York Times (6 April 1958)

Presidential campaign address, Miami, Florida, (September 1956), as quoted in Best Quotes of '54, '55, '56 (1957) edited by James Beasley Simpson

The Christian Right and the Rising Power of the Evangelical Political Movement, (May 2005)

"Celebs Who Love Veg: Our Interview with Daniella Monet", LoveVeg.com (1 March 2019) https://loveveg.com/celebs-who-love-veg-our-interview-with-daniella-monet/.

"We Are the Initiators" (1980)

Speech https://api.parliament.uk/historic-hansard/lords/1986/jan/21/shops-bill-hl-1#column_159 in the House of Lords (21 January 1986) on the Shops Bill that would have ended government regulation of Sunday shopping in England and Wales
Later life

On being a teenager in “Maurene Goo Dishes on Food Trucks, Frenemies, and The Way You Make Me Feel” https://www.bookish.com/articles/maurene-goo-the-way-you-make-me-feel-interview/ in Bookish (2018 May 23)

On when he discovered his love for art in “Oral history interview with Gronk, 1997 Jan. 20-23” https://www.aaa.si.edu/collections/interviews/oral-history-interview-gronk-13586#transcript (Smithsonian Archives of American Art)

On becoming a Chicana artist in “CARMEN LOMAS GARZA – IN HER OWN WORDS” http://latinopia.com/latino-art/carmen-lomas-garza/ in Latinopia (2010 Mar 6)