Lady Gaga in an interview with Ellen DeGeneres http://www.youtube.com/watch?v=g891E2aczys
Source: 1880's, Renoir – his life and work, 1975, p. 169 : quote from Renoir's letter to his art-seller Durand-Ruel, 21st November 1881
"The Distracted Public" (1990), pp. 159-160
It All Adds Up (1994)
Source: Parable of the Talents (1998), Chapter 20 (p. 404)
On Antitrust law: Supreme Court Confirmation Hearings, 8/5/1986, transcript http://a255.g.akamaitech.net/7/255/2422/22sep20051120/www.gpoaccess.gov/congress/senate/judiciary/sh99-1064/31-110.pdf at p. 36).
1980s
“Is it just I who cannot found a school, or can a philosopher never do so?”
Source: Culture and Value (1980), p. 69e
"Antigun Activist David Hogg Attacks Infowars For Gay Frogs" https://www.youtube.com/watch?v=AN4pTxI12Hc&feature=youtu.be&t=19m59s, The Alex Jones Show, March 2018.
Source: Income Distribution (1975), p. 35; Cited in: Acemoglu (2000, p. 16)
Swagga Like Us
Paper Trail (2008)
2017, Farewell to Staff Members (January 2017)
2014, Young Southeast Asian Leaders Initiative Town Hall Speech (November 2014)
Huey Long on African American Education (Williams p. 524)
I mean, this is what you say. "I ain't left nothing in Africa," that's what you say. Why, you left your mind in Africa.
Malcolm X Speaks (1965)
Speech http://hansard.millbanksystems.com/commons/1854/mar/31/war-with-russia-the-queens-message in the House of Commons (21 March 1854).
1850s
“To say the truth, whatever improvement private study may produce, there is still a peculiar advantage attendant on our appearance in the forum, where the light is different and there is an appearance of real responsibility quite different from the fictitious cases of the schools. If we estimate the two separately, practice without learning will be of more avail than learning without practice.”
Et hercule quantumlibet secreta studia contulerint, est tamen proprius quidam fori profectus, alia lux, alia veri discriminis facies, plusque, si separes, usus sine doctrina quam citra usum doctrina valeat.
Book XII, Chapter VI, 4; translation by Rev. John Selby Watson
De Institutione Oratoria (c. 95 AD)
Source: 1930s, In Praise of Idleness and Other Essays (1935), Ch. 10: Modern Homogeneity
Cate Blanchett, GoldenGlobes.com http://www.goldenglobes.com/nominee-profiles/cate-blanchett-blue-jasmine-5215,
"Talk on Vegetarianism", as translated simultaneously by Ringu Tulku Rinpoche during the 24th annual Great Kagyu Monlam, Bodhgaya, India (3 January 2007), in Shabkar.org http://www.shabkar.org/download/pdf/Talk_on_Vegetarianism.pdf.
Still, A. T., Dr. A.T. Still's Department, Journal of Osteopathy, p. 413-414. https://www.atsu.edu/museum/subscription/pdfs/JournalofOsteopathyVol4No91898February.pdf/ Note: The first ASO class had 5 women members..
Remarks by the President at Congressional Black Caucus Foundation 46th Annual Phoenix Awards Dinner https://www.whitehouse.gov/the-press-office/2016/09/18/remarks-president-congressional-black-caucus-foundation-46th-annual (18 September 2016)
2016
2008, Yes, we can speech (January 2008)
2004, Democratic National Convention speech (July 2004)
Personal Quotes 2009–2012
Source: http://www.goodreads.com/author/quotes/4919495.Chris_Colfer, Good Reads Book Reviews.
1790s, Discourse to the Theophilanthropists (1798)
1910s, The New Nationalism (1910)
The Origin and Ideals of the Modern School (1908)
Algebraic Geometry, Springer, (1977), p. xiii
Algebraic Geometry (1977)
2015, Remarks after the Umpqua Community College shooting (October 2015)
Arlington, Virginia September 8, 2009
2009, School speech (September 2009)
Malala. "I am afraid", Saturday 3 January 2009; Cited in: Malala Yousafzai: Portrait of the girl blogger http://www.bbc.co.uk/news/magazine-19899540, bbc.co.uk, 10 October 2012
Malala's diary, 2009
Variations of this piece have been misattributed to Andy Rooney, George Carlin, and Woody Allen. The original source is a variation on a piece by Sean Morey. ( "snopes.com: Andy Rooney on Everything", Snopes.com, 2012-09-09 http://www.snopes.com/politics/soapbox/rooney3.asp, )
Misattributed
“It never struck me as interesting that I didn't go to school — we had our own little world.”
As quoted in "Authors of the month: Christopher Paolini and Flavia Bujor" by Dina Rabinovtich in The Guardian (31 March 2004) http://www.guardian.co.uk/books/2004/mar/31/booksforchildrenandteenagers
Context: It never struck me as interesting that I didn't go to school — we had our own little world. I always thought of kids who were going to regular school as if they're the others, the separate ones.
2013, "Let Freedom Ring" Ceremony (August 2013)
Context: To dismiss the magnitude of this progress -- to suggest, as some sometimes do, that little has changed -- that dishonors the courage and the sacrifice of those who paid the price to march in those years. Medgar Evers, James Chaney, Andrew Goodman, Michael Schwerner, Martin Luther King Jr. -- they did not die in vain. Their victory was great. But we would dishonor those heroes as well to suggest that the work of this nation is somehow complete. The arc of the moral universe may bend towards justice, but it doesn’t bend on its own. To secure the gains this country has made requires constant vigilance, not complacency. Whether by challenging those who erect new barriers to the vote, or ensuring that the scales of justice work equally for all, and the criminal justice system is not simply a pipeline from underfunded schools to overcrowded jails, it requires vigilance. And we'll suffer the occasional setback. But we will win these fights. This country has changed too much. People of goodwill, regardless of party, are too plentiful for those with ill will to change history’s currents.
Academy of Achievement interview (1991)
Context: I do believe that everyone growing up faces differential opportunities. With me, it was books and travel and some good teachers. With somebody else, it may be a boy scout master. With somebody else, it will be a clergyman. Somebody else, an uncle who was wiser than the father. I think young people ought to seek that differential experience that is going to knock them off dead center. I was a typical American school boy. I happened to get straight A's and be pretty good in sports. But I had no great vision of what I could be. And I never had any yearning.
My job was to live through Friday afternoon, get through the week, and eat something. And then along came these differential experiences that you don't look for, that you don't plan for, but, boy, you better not miss them. The things that make you bigger than you are. The things that give you a vision. The things that give you a challenge.
Source: Education of a Wandering Man (1989), Ch. 1
Context: The idea of education has been so tied to schools, universities, and professors that many assume that there is no other way, but education is available to anyone within reach of a library, a post office, or even a newsstand.
Today you can buy the Dialogues of Plato for less than you would spend on a fifth of whiskey, or Gibbon's Decline and Fall of the Roman Empire for the price of a cheap shirt. You can buy a fair beginning of any education in any bookstore with a good stock of paperback books for less than you would spend on a week's supply of gasoline.
Often I hear people say they do not have time to read. That's absolute nonsense. In the one year during which I kept that kind of record, I read twenty-five books while waiting for people. In offices, applying for jobs, waiting to see a dentist, waiting in a restaurant for friends, many such places. I read on buses, trains, and planes. If one really wants to learn, one has to decide what is important. Spending an evening on the town? Attending a ball game? Or learning something that can be with you your life long?
"School's Out" - Lyrics online http://www.songfacts.com/detail.php?id=596.
School's Out (1972)
Go Rin No Sho (1645), Introduction
Context: When I reached thirty I looked back on my past. The previous victories were not due to my having mastered strategy. Perhaps it was natural ability, or the order of heaven, or that other schools' strategy was inferior. After that I studied morning and evening searching for the principle, and came to realise the Way of strategy when I was fifty.
Since then I have lived without following any particular Way. Thus with the virtue of strategy I practise many arts and abilities — all things with no teacher. To write this book I did not use the law of Buddha or the teachings of Confucius, neither old war chronicles nor books on martial tactics. I take up my brush to explain the true spirit of this Ichi school as it is mirrored in the Way of heaven and Kwannon. The time is the night of the tenth day of the tenth month, at the hour of the tiger.
2015, Remarks to the People of Africa (July 2015)
Context: And when girls cannot go to school and grow up not knowing how to read or write -- that denies the world future women engineers, future women doctors, future women business owners, future women presidents -- that sets us all back. That's a bad tradition -- not providing our girls the same education as our sons. I was saying in Kenya, nobody would put out a football team and then just play half the team. You’d lose. The same is true when it comes to getting everybody and education. You can't leave half the team off -- our young women.
Hush Don't Say Anything to God (1999)
Context: This is a gathering of Lovers.
In this gathering
there is no high, no low,
no smart, no ignorant,
no special assembly,
no grand discourse,
no proper schooling required.
There is no master,
no disciple.
This gathering is more like a drunken party,
full of tricksters, fools,
mad men and mad women.
This is a gathering of Lovers.
Remarks by the President at a Drop-By of 21st Century Policing Event https://www.whitehouse.gov/the-press-office/2016/07/22/remarks-president-drop-21st-century-policing-event (22 July 2016). Quoted in: "Grinning Obama JOKES during statement on Munich carnage as he shifts gears to say he'll miss daughter Malia when she leaves the nest for college" http://www.dailymail.co.uk/news/article-3703975/Grinning-Obama-JOKES-Munich-carnage-press-conference-shifts-gears-talk-daughter-Malia-leaving-nest-college.html by David Martosko, Daily Mail (22 July 2016).
2016
Context: Our hearts go out to those who may have been injured. It’s still an active situation. And Germany is one of our closest allies, so we are going to pledge all the support that they may need in dealing with these circumstances. It's a good reminder of something that I've said over the last couple of weeks, which is our way of life -- our freedoms, our ability to go about our business every day, raising our kids and seeing them grow up and graduate from high school -- and now about to leave their dad -- (laughter) -- I'm sorry, I'm getting a little too personal -- getting a little too personal there -- (laughter) -- that depends on law enforcement. It depends on the men and women in uniform every single day who are, under some of the most adverse circumstances imaginable at times, making sure to keep us safe.
Life of Ramakrishna (1929)
Context: Of course, this entire fabric of Indian life stands solidly on faith, that is to say, on a slender and emotional hypothesis. But amid all the beliefs of Europe, and of Asia, that of the Indian Brahmins seems to me infinitely the most alluring. And the reason why I love the Brahmin more than the other schools of Asiatic thought is because it seems to me to contain them all. Greater than all European philosophies, it is even capable of adjusting itself to the vast hypotheses of modern science. Our Christian religions have tried in vain, when there were no other choice open to them, to adapt themselves to the progress of science. But after having allowed myself to be swept away by the powerful rhythm of Brahmin thought, along the curve or life, with its movement of alternating ascent and return, I come back to my own century, and while finding therein the immense projections of a new cosmogony, offspring of the genius of Einstein, or deriving freely from the discoveries, I yet do not feel that I enter a strange land. I yet can hear resounding still the cosmic symphony of all those planets which forever succeed each other, are extinguished and once more illumined, with their living souls, their humanities, their gods – according to the laws of the eternal To Become, the Brahmin Samsara – I hear Siva dancing, dancing in the heart of the world, in my own heart.
The Ballot or the Bullet (1964), Speech in Cleveland, Ohio (April 3, 1964)
Context: A segregated school system produces children who, when they graduate, graduate with crippled minds. But this does not mean that a school is segregated because it’s all black. A segregated school means a school that is controlled by people who have no real interest in it whatsoever. Let me explain what I mean. A segregated district or community is a community in which people live, but outsiders control the politics and the economy of that community. They never refer to the white section as a segregated community. It’s the all-Negro section that’s a segregated community. Why? The white man controls his own school, his own bank, his own economy, his own politics, his own everything, his own community; but he also controls yours. When you’re under someone else’s control, you’re segregated.
The Ballot or the Bullet (1964), Speech in Cleveland, Ohio (April 3, 1964)
Context: A segregated school system produces children who, when they graduate, graduate with crippled minds. But this does not mean that a school is segregated because it’s all black. A segregated school means a school that is controlled by people who have no real interest in it whatsoever. Let me explain what I mean. A segregated district or community is a community in which people live, but outsiders control the politics and the economy of that community. They never refer to the white section as a segregated community. It’s the all-Negro section that’s a segregated community. Why? The white man controls his own school, his own bank, his own economy, his own politics, his own everything, his own community; but he also controls yours. When you’re under someone else’s control, you’re segregated.
Addressing his troops prior to the Battle of Issus, as quoted in Anabasis Alexandri by Arrian Book II, 7
Context: Our enemies are Medes and Persians, men who for centuries have lived soft and luxurious lives; we of Macedon for generations past have been trained in the hard school of danger and war. Above all, we are free men, and they are slaves. There are Greek troops, to be sure, in Persian service — but how different is their cause from ours! They will be fighting for pay — and not much of at that; we, on the contrary, shall fight for Greece, and our hearts will be in it. As for our foreign troops — Thracians, Paeonians, Illyrians, Agrianes — they are the best and stoutest soldiers in Europe, and they will find as their opponents the slackest and softest of the tribes of Asia. And what, finally, of the two men in supreme command? You have Alexander, they — Darius!
Variant translation: "Instead, we think the plans of our neighbors are as good as our own, and we can't work out whose chances at war are better in a speech. So we always make our preparations in action, on the assumption that our enemies know what they are doing. We should not build our hopes on the belief that they will make mistakes, but on our own careful foresight. And we should not think there is much difference between one man and another, except that the winner will be the one whose education was the most severe." Translation by Paul Woodruff.
Variant translation: "There is no need to suppose that human beings differ very much from one another: but it is true that the ones who come out on top are the ones who have been trained in the hardest school." Note: Some versions omit the "who have been".
Book I, 1.84-[4]
History of the Peloponnesian War, Book I
Go Rin No Sho (1645), The Wind Book
Context: If you rely on strength, when you hit the enemy's sword you will inevitably hit too hard. If you do this, your own sword will be carried along as a result. Thus the saying, "The strongest hand wins", has no meaning.
In large-scale strategy, if you have a strong army and are relying on strength to win, but the enemy also has a strong army, the battle will be fierce. This is the same for both sides.
Without the correct principle the fight cannot be won.
The spirit of my school is to win through the wisdom of strategy, paying no attention to trifles. Study this well.
"I create gods all the time - now I think one might exist" (2008)
Context: Belief was never mentioned at home, but right actions were taught by daily example.
Possibly because of this, I have never disliked religion. I think it has some purpose in our evolution.
I don't have much truck with the "religion is the cause of most of our wars" school of thought because that is manifestly done by mad, manipulative and power-hungry men who cloak their ambition in God.
I number believers of all sorts among my friends. Some of them are praying for me. I'm happy they wish to do this, I really am, but I think science may be a better bet.
Girl, Interrupted (1994)
Context: “The person often experiences this instability of self-image as chronic feelings of emptiness or boredom.” My chronic feelings of emptiness and boredom came from the fact that I was living a life based on my incapacities, which were numerous. A partial list follows. I could not and did not want to: ski, play tennis, or go to gym class; attend to any subject in school other than English and biology; write papers on any assigned topics (I wrote poems instead of papers for English; I got F’s); plan to go or apply to college; give any reasonable explanation for these refusals.
Source: Gertrude (1910), p. 236
Context: It was no different with my own life, and with Gertrude's and that of many others. Fate was not kind, life was capricious and terrible, and there was no good or reason in nature. But there is good and reason in us, in human beings, with whom fortune plays, and we can be stronger than nature and fate, if only for a few hours. And we can draw close to one another in times of need, understand and love one another, and live to comfort each other. And sometimes, when the black depths are silent, we can do even more. We can then be gods for moments, stretch out a commanding hand and create things which were not there before and which, when they are created, continue to live without us. Out of sounds, words, and other frail and worthless things, we can construct playthings — songs and poems full of meaning, consolation and goodness, more beautiful and enduring than the grim sport of fortune and destiny. We can keep the spirit of God in our hearts and, at times, when we are full of Him, He can appear in our eyes and our words, and also talk to others who do no know or do not wish to know Him. We cannot evade life's course, but we can school ourselves to be superior to fortune and also to look unflinchingly upon the most painful things.
2015, Eulogy for the Honorable Reverend Clementa Pinckney (June 2015)
Context: But I don't think God wants us to stop there. For too long, we’ve been blind to the way past injustices continue to shape the present. Perhaps we see that now. Perhaps this tragedy causes us to ask some tough questions about how we can permit so many of our children to languish in poverty, or attend dilapidated schools, or grow up without prospects for a job or for a career. Perhaps it causes us to examine what we’re doing to cause some of our children to hate. Perhaps it softens hearts towards those lost young men, tens and tens of thousands caught up in the criminal justice system and leads us to make sure that that system is not infected with bias; that we embrace changes in how we train and equip our police so that the bonds of trust between law enforcement and the communities they serve make us all safer and more secure. Maybe we now realize the way racial bias can infect us even when we don't realize it, so that we're guarding against not just racial slurs, but we're also guarding against the subtle impulse to call Johnny back for a job interview but not Jamal. So that we search our hearts when we consider laws to make it harder for some of our fellow citizens to vote. By recognizing our common humanity by treating every child as important, regardless of the color of their skin or the station into which they were born, and to do what’s necessary to make opportunity real for every American -- by doing that, we express God’s grace.
"Printing and Paper Making" in The Common School Journal Vol. V, No. 3 (1 February 1843)
Context: Every school boy and school girl who has arrived at the age of reflection ought to know something about the history of the art of printing, papermaking, and so forth. … All children will work better if pleased with their tools; and there are no tools more ingeniously wrought, or more potent than those which belong to the art of the printer. Dynasties and governments used to be attacked and defended by arms; now the attack and the defence are mainly carried on by types. To sustain any scheme of state policy, to uphold one administration or to demolish another, types, not soldiers, are brought into line. Hostile parties, and sometimes hostile nations, instead of fitting out martial or naval expeditions, establish printing presses, and discharge pamphlets or octavoes at each other, instead of cannon balls. The poniard and the stiletto were once the resource of a murderous spirit; now the vengeance, which formerly would assassinate in the dark, libels character, in the light of day, through the medium of the press.
But through this instrumentality good can be wrought as well as evil. Knowledge can be acquired, diffused, perpetuated. An invisible, inaudible, intangible thought in the silent chambers of the mind, breaks away from its confinement, becomes imbodied in a sign, is multiplied by myriads, traverses the earth, and goes resounding down to the latest posterity.
2015, Remarks to the United Nations General Assembly (September 2015)
1850s, Autobiographical Sketch Written for Jesse W. Fell (1859)
Context: There were some schools, so called, but no qualification was ever required of a teacher beyond "readin', writin', and cipherin' " to the rule of three. If a straggler supposed to understand Latin happened to sojourn in the neighborhood, he was looked upon as a wizard. There was absolutely nothing to excite ambition for education. Of course, when I came of age I did not know much. Still, somehow, I could read, write, and cipher to the rule of three, but that was all. I have not been to school since. The little advance I now have upon this store of education, I have picked up from time to time under the pressure of necessity.
Source: The Montessori Method (1912), Ch. 1 : A Critical Consideration of the New Pedagogy in its Relation to Modern Science, p. 7.
Context: To prepare teachers in the method of the experimental sciences is not an easy matter. When we shall have instructed them in anthropometry and psychometry in the most minute manner possible, we shall have only created machines, whose usefulness will be most doubtful. Indeed, if it is after this fashion that we are to initiate our teachers into experiment, we shall remain forever in the field of theory. The teachers of the old school, prepared according to the principles of metaphysical philosophy, understood the ideas of certain men regarded as authorities, and moved the muscles of speech in talking of them, and the muscles of the eye in reading their theories. Our scientific teachers, instead, are familiar with certain instruments and know how to move the muscles of the hand and arm in order to use these instruments; besides this, they have an intellectual preparation which consists of a series of typical tests, which they have, in a barren and mechanical way, learned how to apply.
The difference is not substantial, for profound differences cannot exist in exterior technique alone, but lie rather within the inner man. Not with all our initiation into scientific experiment have we prepared new masters, for, after all, we have left them standing without the door of real experimental science; we have not admitted them to the noblest and most profound phase of such study, — to that experience which makes real scientists.
Talks & Dialogues, Saanen (9 July1967) http://www.jkrishnamurti.com/krishnamurti-teachings/view-text.php?tid=41&chid=1, p. 86
1960s
Context: Throughout life, from childhood, from school until we die, we are taught to compare ourselves with another; yet when I compare myself with another I am destroying myself. In a school, in an ordinary school where there are a lot of boys, when one boy is compared with another who is very clever, who is the head of the class, what is actually taking place? You are destroying the boy. That’s what we are doing throughout life. Now, can I live without comparison — without comparison with anybody? This means there is no high, no low — there is not the one who is superior and the other who is inferior. You are actually what you are and to understand what you are, this process of comparison must come to an end. If I am always comparing myself with some saint or some teacher, some businessman, writer, poet, and all the rest, what has happened to me — what have I done? I only compare in order to gain, in order to achieve, in order to become — but when I don’t compare I am beginning to understand what I am. Beginning to understand what I am is far more fascinating, far more interesting; it goes beyond all this stupid comparison.
2018, Speech at the University of Illinoise Speech (2018)
Oui interview (1979)
As quoted in Grey Wolf: Mustafa Kemal – An intimate study of a dictator (1932) by Harold Courtenay Armstrong, pp. 199-200
Disputed
Attributed in George Wallace: Settin' the Woods on Fire.
Attributed
“We forget that education is not school and school is not education.”
"Learning is something we have to do every day, so if you tell me that I should finish my studies then you are saying that I am going to end my life."
Christian Canlubo answered to a person who tell him that he should finished his learning to be a successful person.
Source: Christian Canlubo https://en.everybodywiki.com/Christian_Canlubo| Christian Canlubo profile on EverybodyWiki
As quoted in The Communist Manifesto (21 February 1848), p19-20.
Weapons of Mass Instruction: A Schoolteacher's Journey Through the Dark World of Compulsory Schooling (2008)
Source: Weapons of Mass Instruction: A Schoolteacher's Journey Through the Dark World of Compulsory Schooling, New Society Publishers (2013) p. 177
Source: Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling (1992), p. 14
“School is not a daycare center.”
Source: 1480 AM Rock&Pop.
Source: The Prisoner of Cell 25
“What did that mean? Where could it go? He was a death diety. I was a high school senior.”
Source: Abandon
“A child educated only at school is an uneducated child.”
“Why I Am Not a Marxist” http://books.google.com/books?id=O4weAQAAMAAJ&q=educated+only+at+school+#search_anchor “Modern Monthly: Volume: 9″ (April 1935); Page: 77-79.
Other works
“The lessons one learns at school are not always the ones the school thinks it's teaching.”
Source: Joseph Anton: A Memoir
“There are no lessons so useful as those learned in the school of affliction.”
“Conversation enriches the understanding, but solitude is the school of genius.”
“everyone in our school has afterschool activities. mine is going home.”
Source: Will Grayson, Will Grayson
“Everyone at school seems to go by a nickname. Kat, Frosty, Bronx, Boo Bear, Jelly Bean, Freckles.”
Source: Alice in Zombieland
