Quotes about school and education
page 6

“Have I ever remarked on how completely ridiculous it is to ask high school students to decide what they want to do with the rest of their lives and give them nearly no support in doing so? Support like, say, spending a day apiece watching twenty different jobs and then another week at their top three choices, with salary charts and projections and probabilities of graduating that subject given their test scores? The more so considering this is a central allocation question for the entire economy?”

Eliezer Yudkowsky (1979) American blogger, writer, and artificial intelligence researcher

A comment on Memetic Hazards in Videogames (September 2010) http://lesswrong.com/lw/2pe/memetic_hazards_in_videogames/2l8y

Question, Support

“Mathematics because of its nature and structure is peculiarly fitted for high school instruction [Gymnasiallehrfach]. Especially the higher mathematics, even if presented only in its elements, combines within itself all those qualities which are demanded of a secondary subject. It engages, it fructifies, it quickens, compels attention, is as circumspect as inventive, induces courage and self-confidence as well as modesty and submission to truth. It yields the essence and kernel of all things, is brief in form and overflows with its wealth of content. It discloses the depth and breadth of the law and spiritual element behind the surface of phenomena; it impels from point to point and carries within itself the incentive toward progress; it stimulates the artistic perception, good taste in judgment and execution, as well as the scientific comprehension of things. Mathematics, therefore, above all other subjects, makes the student lust after knowledge, fills him, as it were, with a longing to fathom the cause of things and to employ his own powers independently; it collects his mental forces and concentrates them on a single point and thus awakens the spirit of individual inquiry, self-confidence and the joy of doing; it fascinates because of the view-points which it offers and creates certainty and assurance, owing to the universal validity of its methods. Thus, both what he receives and what he himself contributes toward the proper conception and solution of a problem, combine to mature the student and to make him skillful, to lead him away from the surface of things and to exercise him in the perception of their essence. A student thus prepared thirsts after knowledge and is ready for the university and its sciences. Thus it appears, that higher mathematics is the best guide to philosophy and to the philosophic conception of the world (considered as a self-contained whole) and of one’s own being.”

Christian Heinrich von Dillmann (1829–1899) German educationist

Source: Die Mathematik die Fackelträgerin einer neuen Zeit (Stuttgart, 1889), p. 40.

Truth, World, Law, Exercises

“Lispers are among the best grads of the Sweep-It-Under-Someone-Else's-Carpet School of Simulated Simplicity. [ Was that sufficiently incendiary?]”

Larry Wall (1954) American computer programmer and author, creator of Perl

[1992Jan10.201804.11926@netlabs.com, 1992]
Usenet postings, 1992

“[In Ethiopia, ] Abeh enrolled all three of us in school, which was taught in Amharic. We spoke only Somali and Arabic, so everything was completely foreign again for a little while. It wasn't until I could communicate that I came to a startling realization: the little girls in school with me were not Muslims. They said they were Kiristaan, Christian, which in Saudi Arabia had been a hideous playground insult, meaning impure. I went bewildered to my mother, who confirmed it. Ethiopians were kufr, the very sound of the word was scornful. They drank alcohol and they didn't wash properly. They were despicable.”

Ayaan Hirsi Ali book Infidel

Source: Infidel (2007), Chapter 4: Weeping Orphans and Widowed Wives

Alcohol, Girl, Communication

“Your child's future was the first to go with budget cuts,
if you think that hurts then wait here comes the upper-cut,
the school was garbage in the first place that's on the up and up.”

Lupe Fiasco (1982) rapper

Albums, Lasers (2011)

Thinking, Waiting, Future, Hurt

“In this assembly, every political school has its teachers — every creed has its adherents — and I may safely say, that this banquet is the tribute of United Ireland to the representative of American benevolence. Being such, I am at once reminded of the dinner which took place after the battle of Saratoga, at which Gates and Burgoyne — the rival soldiers — sat together. Strange scene! Ireland, the beaten and the bankrupt, entertains America, the victorious and the prosperous! Stranger still! The flag of the Victor decorates this hail — decorates our harbour — not, indeed, in triumph, but in sympathy — not to commemorate the defeat, but to predict the resurrection, of a fallen people! One thing is certain — we are sincere upon this occasion. There is truth in this compliment. For the first time in her career, Ireland has reason to be grateful to a foreign power. Foreign power, sir! Why should I designate that country a "foreign power," which has proved itself our sister country? England, they sometimes say, is our sister country. We deny the relationship — we discard it. We claim America as our sister, and claiming her as such, we have assembled here this night. Should a stranger, viewing this brilliant scene inquire of me, why it is that, amid the desolation of this day — whilst famine is in the land — whilst the hearse-plumes darken the summer scenery of the island, whilst death sows his harvest, and the earth teems not with the seeds of life, but with the seeds of corruption — should he inquire of me, why it is, that, amid this desolation, we hold high festival, hang out our banners, and thus carouse — I should reply, "Sir, the citizens of Dublin have met to pay a compliment to a plain citizen of America, which they would not pay — 'no, not for all the gold in Venice'”

Thomas Francis Meagher (1823–1867) Irish nationalist & American politician

to the minister of England."
Ireland and America (1846)

Life, Death, People, Truth

“I never exert pressure on my children: I encourage the children, Katija and Rahima, to pursue their dreams. Rahima is embarrassed by autograph-seekers and doesn't want me to visit her school. In fact, I have never attended a single PTA meeting or gone to pick up the report cards of my children.”

A. R. Rahman (1966) Indian singer and composer

A R Rahman: In tune with life

Children, Dreams

“The Leader of the Future 2 is divided into five parts. In Part One, our book begins where it should, with Peter Drucker’s vision of leadership… Part Two, "Leading in a Diverse World," begins with the recognized world authority on building a learning organization. "Systems Citizenship" presents MIT’s Peter Senge at his best, as he challenges us to understand systems, implement systems intelligence, and build partnerships that are a mandate for the new millennium… Part Three, "Leading in a Time of Crisis and Complexity," begins with Ron Heifetz of Harvard’s Kennedy School. Ron describes new approaches to solving leadership dilemmas as he challenges leaders in "Anchoring Leadership in the Work of Adaptive Progress"… Part Four, "Leading Organizations of the Future," shows how changing context has an impact leadership needs, demanding changes in leadership styles. Charles Handy is one of the great social philosophers of our time… Part Five, "The Quality and Character of the Leader of the Future," begins with one of the most influential thought leaders in history, Stephen Covey. In "Leading in the Knowledge Worker Age."”

Marshall Goldsmith (1949) American author of leadership and management literature

Source: The leader of the future 2, 2006, p. xiv-xvii; preview

Books, Age, World, History

“As we maintain the vigil of peace, we must remember that justice is a vigil, too — a vigil we must keep in our own streets and schools and among the lives of all our people — so that those who died here on their native soil shall not have died in vain.”

Lyndon B. Johnson (1908–1973) American politician, 36th president of the United States (in office from 1963 to 1969)

1960s, Memorial Day speech (1963)

People, Peace, Justice

“Having been unpopular in high school is not just cause for book publication.”

Fran Lebowitz book Metropolitan Life

"Letters" (p. 143).
Metropolitan Life (1978)

Books

“It had been different during his first year of graduate school, when he temporarily forsook physics to explore instead the realm of the senses. Applying logic to the late-blooming quandries of maturity, he had parsed the elements of encounter, banter, negotiation, and consummation, separating and solving the variables one by one until the problem—if not generally solved—did appear to have tractable special solutions.”

David Brin book Earth

Part V (p. 236)
Earth (1990)

Problem, Sense, Appearance

“The philosophy of Kant, then, is the only philosophy with which a thorough acquaintance is directly presupposed in what we have to say here. But if, besides this, the reader has lingered in the school of the divine Plato, he will be so much the better prepared to hear me, and susceptible to what I say. And if, indeed, in addition to this he is a partaker of the benefit conferred by the Vedas, the access to which, opened to us through the Upanishads, is in my eyes the greatest advantage which this still young century enjoys over previous ones, because I believe that the influence of the Sanscrit literature will penetrate not less deeply than did the revival of Greek literature in the fifteenth century: if, I say, the reader has also already received and assimilated the sacred, primitive Indian wisdom, then is he best of all prepared to hear what I have to say to him. My work will not speak to him, as to many others, in a strange and even hostile tongue; for, if it does not sound too vain, I might express the opinion that each one of the individual and disconnected aphorisms which make up the Upanishads may be deduced as a consequence from the thought I am going to impart, though the converse, that my thought is to be found in the Upanishads, is by no means the case.”

Arthur Schopenhauer book The World as Will and Representation

:s:The World as Will and Representation/Preface to the First Edition Kants Philosophie also ist die einzige, mit welcher eine gründliche Bekanntschaft bei dem hier Vorzutragenden gradezu vorausgesetzt wird. — Wenn aber überdies noch der Leser in der Schule des göttlichen Platon geweilt hat; so wird er um so besser vorbereitet und empfänglicher seyn mich zu hören. Ist er aber gar noch der Wohllhat der Veda's theilhaft geworden, deren uns durch die Upanischaden eröfneter Zugang, in meinen Augen, der größte Vorzug ist, den dieses noch junge Jahrhundert vor den früheren aufzuweisen hat, indem ich vermuthe, daß der Einfluß der Samskrit-Litteratur nicht weniger tief eingreifen wird, als im 14ten Jahrhundert die Wiederbelebung der Griechischen: hat also, sage ich, der Leser auch schon die Weihe uralter Indischer Weisheit empfangen und empfänglich aufgenommen; dann ist er auf das allerbeste bereitet zu hören, was ich ihm vorzutragen habe. Ihn wird es dann nicht, wie manchen Andern fremd, ja feindlich ansprechen; da ich, wenn es nicht zu stolz klänge, behaupten möchte, daß jeder von den einzelnen und abgerissenen Aussprüchen, welche die Upanischaden ausmachen, sich als Folgesatz aus dem von mir mitzutheilenden Gedanken ableiten ließe, obgleich keineswegs auch umgekehrt dieser schon dort zu finden ist. Die Welt als Wille und Vorstellung. Leipzig 1819. Vorrede. pp.XII-XIII books.google https://books.google.de/books?id=0HsPAAAAQAAJ&pg=PR12 The World as Will and Representation (1819; 1844; 1859)

Wisdom, Hostility, Literature

“Great praise must also be given to the Society of Arts for beginning the movement and carrying it on to the present time; and although the sphere of its action must necessarily be infinitely smaller than that of the Government Schools, yet we should always remember that the initiative of our great English exhibitions of industry came from the Society, and that it is to those exhibitions that we owe the stirring among the dry bones of industrial art which is now taking place.”

William Burges (1827–1881) English architect

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

Art, Time

“The one art that is abstract and pure enough to have the one problem and possibility, in our time and timelessness, of the 'one single grand original problem' is pure abstract painting. Abstract painting is not just another school or movement or style but the first truly unmannered and untrammeled and un-entangled, styleless, universal painting. No other art or painting is detached or empty or immaterial enough.”

Ad Reinhardt (1913–1967) American painter

Source: 1956 - 1967, Art-as-Art Dogma' part II, (1964), p. 157

Art, Problem, Universe, Time

“All of that to gain a piece of paper, that minimally guarantees a job of stability, a job where one follows a daily routine and gets a monthly salary, and a job, in my opinion, of sheer boredom and unhappiness. And they with the piece of paper, claiming that they have faired better in their lives, compared to fellow hawkers and construction workers. But I retort, at least they didn’t spend up to 10 years in a place they didn’t like, filling their brains with knowledge they never wanted. Some people say it’s a life they want, not for me. Some people they say it is worth going to school for over 10 years for such a life, no it isn’t.”

Amos Yee (1998) blogger

Tumblr postings

Life, People, Knowledge

“The management theory jungle is still with us… Perhaps the most effective way [out of the jungle] would be for leading managers to take a more active role in narrowing the widening gap… between professional practice and our college and university business”

Harold Koontz (1909–1984)

schools
Source: "The Management Theory Jungle Revisited," 1980, p. 186 ; as cited in Daniel A. Wren & Arthur G. Bedeian (2009). The evolution of management thought. p. 419-420

Way, Business, Universe

“In Washington last week, officials from the National Rifle Association met with a group of 200 high school students. There were no survivors.”

Tina Fey (1970) American comedian, writer, producer and actress

http://snltranscripts.jt.org/00/00qupdate.phtml

“I was overjoyed when I was taken to a show of the American Abstract Artists Group in '37. They were all alive and they were American! My escort further interested me when he told me the two best abstract artists in America were not in the show — Arshile Gorky and Willem de Kooning, whom I met a couple of months later — when I began to study with him [with Willem de Kooning]. When Miss Nochlin says, 'What is important is that women face up to the reality of their history,' well, the point is, artists are always choosing their history from day to day and their history follows them as much as it precedes them. Were American artists 'facing up to the reality of their history' when they turned to the School of Paris or to German Expressionism or Dada or Surrealism or de Stijl or the Bauhaus instead of to Copley, Peale, Eakins, Blake or Ryder; was Picasso facing up to the reality of his history when he was snooping around African art for inspiration?”

Elaine de Kooning (1918–1989) American painter

n.p.
1950 - 1971, Why Have There Been No Great Women Artists' - Rosalyn Drexler with Elaine de Kooning (1971)

Women, Art, History, Reality

“Because I "needed" them for school I had previously extorted a chemistry set, a soldering iron a magnifining glass, a tape recorder, a fountain pen, a Stanley knife, a compass, a torch, a set of oil paints, a speedometer for my bike, some sea monkeys, an Electra set, a halliwell's, a subscription to weapons and warfare and a ticket to the opening night of the Hamilton film festival. I'm sure if I'd claimed I needed one for biology she'd have hooked me up with a prostitute.”

Tony Martin (comedian) (1964) New Zealand comedian and writer

a nest of occasionals (book).

Painting, Sea, Night

“The school of art which Hulme started and Pound established.. diction, rhythm and metre were fully emancipated from formal artifice and the poet was free to act creatively under the laws of his own origination.”

Herbert Read (1893–1968) English anarchist, poet, and critic of literature and art

Form in Modern Poetry(1932)

Law, Art

“Why did my parents send me to the schools
That I with knowledge might enrich my mind?
Since the desire to know first made men fools,
And did corrupt the root of all mankind.”

John Davies (poet) (1569–1626) English poet, lawyer, and politician, born 1569

Stanza 1.
Nosce Teipsum (1599)

Men, Fools, Knowledge, Parent

“Without getting complicated let me recapitulate my art training in the following way: the Academy first, the break with the Academy when I hit the Hofmann School which is Cubist. The next real break follows when I see Pollock’s work [1940-41] and once more another transition occurs... It was a force [Pollock’s work], a living force, the same sort of thing I responded to in Matisse, in Picasso, in Mondrian. Once more, I was hit that hard with what I saw… I began feeling the need to break with what I was doing and to approach something else.”

Lee Krasner (1908–1984) American artist

Source: Art Talk, Conversations with 15 woman artists 1975, p. 74.

Art, Way, Feeling, Training

“My first memory of Nirvana was getting a cassette of demos, which ended up becoming Bleach. Everybody's response was that this was an amazing band and these were amazing songs. It was another indication that the Northwest had something special that you couldn't argue with.
It was pretty shocking to see a threepiece that sounded like that, and trying to get inside the head of a guy who writes a song like "Floyd the Barber" – where does the kernel of a song like that start?
The Seattle scene benefitted from an MTV culture, and it was because of the way Nirvana looked and presented themselves that created this kind of unanimous support worldwide. Rock music had become kind of hedonistic – 35-year-old men taking a helicopter to the stage and dating supermodels, and going out of their way to separate themselves from their audience. Nirvana, more than any other band, rocked way harder, had significant originality, while looking like guys you went to high school with. I think that was their secret. There was an inclusion that was long overdue, and it was what rock was supposed to be about.
The legend isn't simply going to be the way that he took his life; I believe it will always be the songs.”

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

Soundgarden Era

Life, Men, Secret, Music

“What role would men and governments in new countries like the mass media to play?… The mass media can help to present Singapore's problems simply and clearly and then explain how if they support certain programmes and policies these problems can be solved. More important, we want the mass media to reinforce, not to undermine, the cultural values and social attitudes being inculcated in our schools and universities.”

Lee Kuan Yew (1923–2015) First Prime Minister of Singapore

Address To The General Assembly Of The International Press Institute At Helsinki Wednesday, 9th June, 1971 http://journalism.sg/lee-kuan-yews-1971-speech-on-the-press/ 1970s

Men, Support, Problem, Universe

“Papiamentu is our soul. The language is the only thing that distinguishes us from other nations. We must propagate Papiamentu at schools, at home, in the church, the university, worldwide and up into the heaven, so that we will not lose our soul. Do you share this feeling?”

Frank Martinus Arion (1936–2015) writer and poet

Amigoe http://www.amigoe.com/english/124074-national-library-named-after-frank-martinus-arion/ On Papiamentu

Feeling, Home, Soul, Universe

“Do not fall for the "permissive" school of psychology which says discipline will harm human development. Such thinking produces hoodlums with maladjusted personalities who are likely to fall for every "ism" that comes along. A child needs to know that he lives in an orderly world. Discipline is part of it- not extreme harshness but a reasonable and consistent enforcement of the rules.”

W. Cleon Skousen book The Naked Communist

The Naked Communist (1958)

World, Thinking, Parting, Personality

“I talked for hours, and for the first time in my life, I could see that I’d lived two very different lives ever since I’d started school. On the ranch I’d lived a life full of love and work and warm, good feelings. At school I’d been treated with so much … physical and mental abuse that I was still filled with so much rage; it was hard for me to even think about it.”

Victor Villaseñor (1940) American writer

Crazy Loco Love: A Memoir (2008)

Love, Life, Feeling, Thinking

“Jefferson thought schools would produce free men: we prove him right by putting dropouts in jail.”

Benjamin R. Barber (1939–2017) US political scientist

A Passion for Democracy: American Essays (2000) p. 211

Men

“Your daddy had to go back to school a little. He had some strange thoughts — and he wanted other grown-ups to believe them. It's not right for others to believe wrong thoughts, is it?”

James Clavell book The Children's Story

"Teacher" to Johnny
The Children's Story (1982)

“I have long been a supporter of the quality of faith-based education in this country - and a particular admirer of the contribution of Scotland's Catholic schools.”

Alex Salmond (1954) Scottish National Party politician and former First Minister of Scotland

Cardinal Winning Lecture (February 2, 2008)

Education, Faith, Support, Country

“I was raised in Germany until I was 13, and then my family decided to go back to Turkey. It was good in a way, because I studied music. And I went to a Turkish classical music school and studied music for three years. And then I just realized that I can't do anything else but singing music. And everything just happened naturally.”

Tarkan (1972) Turkish singer

Tarkan finds his moves take him across borders, CNN Worldbeat, August 9, 1999 http://www.cnn.com/SHOWBIZ/Music/9908/09/tarkan.wb/index.html,

Family, Music, Way, Nature

“Every seven years or so I look around me and I want to look at the society and I want to try and be everyone I'm seeing in the world right now. […] And I've done this all my life. I realized I used to do this in my mother's bedroom when I was 6. I used to be everyone in my village and everyone at school and everyone in the news, and I'm still doing that same show. I'm now 56. I think I can do it in my 80s. I'll just, you know, impersonate everyone around me then in the nursing home.”

Tracey Ullman (1959) English-born actress, comedian, singer, dancer, screenwriter, producer, director, author and businesswoman

Quoted by NPR http://www.npr.org/2016/10/28/499796182/british-comedian-tracey-ullman-brings-celebrity-impersonations-to-hbo in 2016, on what what drives her to do impersonations

Life, World, Home, Thinking

“I have often observed, to my regret, that a widespread prejudice exists with regard to the educability of intelligence. The familiar proverb, "When one is stupid, it is for a long time," seems to be accepted indiscriminately by teachers with a stunted critical judgement. These teacher lose interest in students with low intelligence. Their lack of sympathy and respect is illustrated by their unrestrained comments in the presence of the children: "This child will never achieve anything… He is poorly endowed… He is not intelligent at all." I have heard such rash statements too often. They are repeated daily in primary schools, nor are secondary schools exempt from the charge.”

Alfred Binet (1857–1911) French psychologist and inventor of the first usable intelligence test

Alfred Binet (1909/1975, 105), as cited in: B.R. Hergenhahn. An Introduction to the History of Psychology 2009. p. 312-3
Modern ideas about children, 1909/1975

Children, Stupidity, Education, Intelligence

“Mythology is studied in the school system because most of us come from it.”

Bel Kaufmanová book Up the Down Staircase

Part III, ch. 19 (unnamed student)
Up the Down Staircase (1965)

Study

“Mnemonists, people with freakish memories and no other virtues, were capable of playing dazzling games, dismaying and confusing the other participants by their rapid muster of countless ideas. In the course of time such displays of virtuosity fell more and more under a strict ban, and contemplation became a highly important component of the Game. Ultimately, for the audiences at each Game it became the main thing. This was the necessary turning toward the religious spirit. What had formerly mattered was following the sequences of ideas and the whole intellectual mosaic of a Game with rapid attentiveness, practiced memory, and full understanding. But there now arose the demand for a deeper and more spiritual approach. After each symbol conjured up by the director of a Game, each player was required to perform silent, formal meditation on the content, origin, and meaning of this symbol, to call to mind intensively and organically its full purport. The members of the Order and of the Game associations brought the technique and practice of contemplation with them from their elite schools, where the art of contemplation and meditation was nurtured with the greatest care. In this way the hieroglyphs of the Game were kept from degenerating into mere empty signs.”

Hermann Hesse book The Glass Bead Game

The Glass Bead Game (1943)

People, Art, Way, Game

“What the state desires of education is soldiers, reliable voters, law-abiding citizens, contented working men, prosperous traders. Hence a spirit of docility and credulity, often of timidity, prevails in the school.”

Everett Dean Martin (1880–1941)

Source: The Meaning of a Liberal Education (1926), p. 74

Men, Education, Law

“What matters is that religion should sway our motives, sustain our principles, surround and bathe our spirits like a secret atmosphere as we go about our work…Religion, as we are all agreed, is not merely an affair of Christians in churches; it is an affair of Christians in politics, in diplomacy, in trade, in industry, in school, in sport. I think the popular judgment has accepted that as axiomatic.”

Stanley Baldwin (1867–1947) Former Prime Minister of the United Kingdom

Speech to the annual assembly of the Congregational Union, London (12 May 1931), published in This Torch of Freedom (1935), pp. 80-81.
1931

Secret, Religion, Motivation, Thinking

“When I was a high school government teacher, I used to remind my students that TO VOTE IS TO HAVE A VOICE. That simple idea is the cornerstone of our democratic process. During my eight years as secretary of state, nothing has made me more proud than the fact that we have set all-time records for both voter registration and voting. … As Election Day approaches, I urge every Iowan to use your voice, to make yourself heard as a citizen of the United States and a proud Iowan. Please vote today. You truly hold the key to leading this state forward.”

Chet Culver (1966) American football player and politician

[2006 Election: Why I Vote, Des Moines Register, 2006-11-07, 2006-11-08, http://desmoinesregister.com/apps/pbcs.dll/section?category=why_i_vote]

Idea, Teachers, Time

“A study of business education in the United States was recently conducted by Professors Robert A. Gordon of the University of California (Berkeley) and John E. Howell of Stanford University. Their book, Higher Education for Business, has been published by Columbia University Press. Among their major recommendations are:
1 - An increase in the general-education content of undergraduate business education to more than 50 per cent…
2 - Elimination of "fields of concentration" in undergraduate business schools and "drastic streamlining of the number of required courses."”

Robert Aaron Gordon (1908–1978) American economist

"Business itself is enough specialized," Professors Gordon and Howell wrote...
Robert A. Gordon and James E. Howell. "Higher education for business." The Journal of Business Education 35.3 (1959): 115-117.

Books, Education, Business, Study

“It's about getting the kids up and fed, getting one to school, getting the other down for a nap, going to the grocery store, picking one up from school, getting the other one down for another nap, cooking dinner… I live my life at these two extremes. I'm either a full-time stay-at-home mom or a full-time actress.”

Jennifer Garner (1972) American actress

Is Jennifer Garner a Desperate Housewife? http://www.people.com/people/article/0,,20326046,00.html

Life, Home, Moms, Time

“I have to believe… the reason I got the part is that in their eyes I represented the character and what he’d really be like if he were alive. But the reason I represented him is that as a kid growing up I constantly thought about it. I was a bit of a loner. I used to come back home from school and then while I was kicking a ball against the wall for hours, I’d daydream about this. I really believe this shapes our lives and brings things to us. Fans like to think that there’s an element of kismet when an actor is cast as a superhero — that the actor was somehow fated to play the character. I believe that if there is such a thing that it would apply in my case. If you look at my screen test, which you can see online, you can see the dedication that I had… even in the screen test. I was so into it, that for me, it was real.”

Burt Ward (1945) American actor

Burt Ward — A Slice of SciFi Interview http://www.sliceofscifi.com/2011/04/27/burt-ward-a-slice-of-scifi-interview/ (April 27, 2011)

Fate, Home, Thinking, Parting

“I talk half the time to find out my own thoughts, as a school-boy turns his pockets inside out to see what is in them. One brings to light all sorts of personal property he had forgotten in his inventory.”

Oliver Wendell Holmes (1809–1894) Poet, essayist, physician

Source: The Poet at the Breakfast Table (1872), Ch. 1, p. 1 The Writings of Oliver Wendell Holmes, Vol. 3 https://books.google.com/books?id=Rx9EAAAAYAAJ (1892)

Boy, Light, Time, Personality

“If a cricketer, for instance, suddenly decided to go into a school and batter a lot of people to death with a cricket bat, which he could do very easily, I mean, are you going to ban cricket bats?”

Prince Philip, Duke of Edinburgh (1921) member of the British Royal Family, consort to Queen Elizabeth II

Said in relation to the proposal to ban firearms in the UK following the Dunblane shooting, as quoted in "48 of Prince Philip's greatest gaffes and funny moments" https://www.telegraph.co.uk/news/2017/05/04/48-prince-philips-greatest-gaffes-funny-moments/, The Telegraph (2 August 2017) 1990s

Death, People

“The school was nothing but reminiscence — of an Italian hill town, a French abbey, an English academy, the different sources improbably but convincingly melded into a fantasy about the classic sites of Europe as imagined by exiles from cold peripheral lands, nostalgia about somebody else's past.”

Edmund White book A Boy's Own Story

Source: A Boy's Own Story (1982), Chapter Six (p. 145).

Imagination, Nostalgia, Past

“I think that not being loved by your parents or not having a brother or not being liked at school or even wearing glasses can be a lot worse than having a famous father.”

Kim Wilde (1960) English pop singer

The Face (March 1982) http://www.kimwilde.com/articles/1982/00287/ Interviews

Love, Thinking, Parent

“Multiculturalists encourage vagueness about 'contributions' to give the impression of equal participation, as in the 'new age' school sports where every player in the team must handle the ball before a goal can be scored. If one were to compose a more precise ethnic history it would read something like this: The English, Irish and Scots were the founding population; they and their children established the Australian nation.”

John Hirst (1942–2016) Australian historian

Sense and Nonsense in Australian History (2005)

Children, Age, History, Sport

“In the history of education, the most striking phenomenon is that schools of learning, which at one epoch are alive with a ferment of genius, in a succeeding generation exhibit merely pedantry and routine.”

Ted Sizer (1932–2009) American education reformer

Source: Horace's Compromise: The Dilemma of the American High School (1984), p. 95.

Education, History, Learning

“I suggest to you tonight that if George Bush had selected the [Supreme] court in '54, Clarence Thomas would have never got to law school.”

Al Sharpton (1954) American Baptist minister, civil rights activist, and television/radio talk show host

From the 2004 DNC

Law

“The mathematician requires tact and good taste at every step of his work, and he has to learn to trust to his own instinct to distinguish between what is really worthy of his efforts and what is not; he must take care not to be the slave of his symbols, but always to have before his mind the realities which they merely serve to express. For these and other reasons it seems to me of the highest importance that a mathematician should be trained in no narrow school; a wide course of reading in the first few years of his mathematical study cannot fail to influence for good the character of the whole of his subsequent work”

James Whitbread Lee Glaisher (1848–1928) English mathematician and astronomer

Source: "Presidential Address British Association for the Advancement of Science," 1890, p. 467 : On the importance of broad training

Mathematics, Reality, Effort, Study

“There is now less flogging in our great schools than formerly, but then less is learned there; so that what the boys get at one end they lose at the other.”

Samuel Johnson (1709–1784) English writer

1775, p. 273
Life of Samuel Johnson (1791), Vol II

Boy, Learning

“How could I as an individual, Ernesto Guevara, accept the degree of Doctor Honoris Causa conferred by the School of Education, since the only education I have imparted has been that of guerrilla camps, harsh words, and fierce example? And I believe such things certainly cannot be transformed into a cap and gown. That is why I continue to wear my Rebel Army uniform.”

Ernesto Che Guevara (1928–1967) Argentine Marxist revolutionary

Speech at the University of Las Villas (1959)

Education

“All jargon of the schools.”

Matthew Prior (1664–1721) British diplomat, poet

I am that I am, An Ode; reported in Bartlett's Familiar Quotations, 10th ed. (1919).

“Continental morality critics are plainly not without ethical views of their own—namely, views, broadly, about the good life for (some or all) human beings—since it is on the basis of these views that they criticize “morality.” Therefore, we need to understand the contours of the “morality” to which these critics object—for ease of reference, we will call it “morality in the pejorative sense” (MPS)—since it must be distinguished from the normative considerations that inform their critiques. … We can usefully divide Continental critics of morality into two camps … In the first camp are those thinkers who see the individual’s acceptance of morality as such as an obstacle to the individual’s flourishing; in very different ways, Nietzsche and Freud are these kinds of morality critics. In the second camp are those philosophers who see morality as among the “ideological” instruments that sustain socio-economic relations that are obstacles to individual flourishing. On this second account—most obviously represented by Marx and perhaps some of his descendants associated with the Frankfurt School.”

Brian Leiter (1963) American philosopher and legal scholar

“Morality Critics”

Life, Way, Understanding, Sense

“Encratic language (the language produced and spread under the protection of power) is statutorily a language of repetition; all official institutions of language are repeating machines: schools, sports, advertising, popular songs, news, all continually repeat the same structure, the same meaning, often the same words.”

Roland Barthes book The Pleasure of the Text

The Pleasure of the Text (1975)

Sport

“The first work I published was a poem. That was one of my most exciting moments. Afterwards, I wrote many different types of articles, including prose, novels, and even science fiction. However, I found I wasn't very qualified, because I only had a four-year primary school education. So I turned to writing fairy tales.”

Zheng Yuanjie (1955) Chiese writer

Zheng Yuanjie (2008) in: "China's Hans Christian Andersen" on CRIENGLISH.com, June 19, 2008 ( online http://english.cri.cn/4406/2008/06/19/1141@370720.htm).

Education, Science

“The chasm between what central planning and liberal society brought us, should be the most studied phenomenon of our times. One looks in vain for such study in our research, textbooks, schools, and universities.”

Alan Charles Kors (1943) American academic

2010s, Socialism's Legacy (2011)

Study, Universe, Time

“The only things I had to look forward to in life was a job and a career and a family and just going through the whole cycle. It just seemed like what everybody else was doing. And I looked at people around me. I looked at the people that taught the schools and around the government, and I looked at the type of work that my father did, and none of it really interested me that much. And when I first took psychedelics, I felt like I was admitted into a world of compassion and beauty and creativity. It was like nothing I had experienced in my regular life. And almost instantly that became the goal of where I wanted to be…”

D.M. Turner (1962–1996) American drug researcher

Interview with Elizabeth Gips http://www.tripzine.com/articles.asp?id=dmturnergips

Life, People, World, Family

“I had one friend in high school, recently he hung himself with string,
His note said "If livin' is the problem, well that's just baffling."
And at the wake I waited around to see my ex-first love,
And I barely recognized her but I knew exactly what she was thinkin' of
. We sat quietly in the corner, whisperin' close about loss,
And I remembered why I loved her and I asked her why I drove her off.”

Jenny Lewis (1976) American actor, singer-songwriter

"A Man/Me/Then Jim"
Song lyrics, More Adventurous (2004)

Love, Problem, Loss, Waiting

“When I was 17, I saw a program on television about African Elephants and how they were endangered at that time. It really struck a chord with me. It awoken something inside of me, a sensitivity, that had been suppressed by my schooling, family and upbringing. … Since then, that sensitivity has always been a part of me, admittedly, it was a part of me that I lost and buried away and suppressed myself in many years of self-denial and self-loathing, but that I am very happy to have regained. … I first went Vegan in 1991 or so. I had been leaning towards that type of lifestyle before I’d ever even heard the word. My own sensitivity and understanding of myself was what initially lead me in that direction. I was a vegetarian between 1987 and 1999 but then I lost my way. In 2013, I found myself outside the walls of a pig slaughterhouse in Louisville, Kentucky. The screams that I heard will haunt me forever. They were distinct, individual voices screaming out in sheer terror and pain. It woke me up.”

Mike Vallely (1970) American skateboarder and singer

"Pro Skater Mike Vallely On Being Vegan" https://www.punkglobe.com/mikevallelyinterview0816.php, interview with Punk Globe (August 2016).

Pain, Happiness, Family, Way

“Chris Wallace: You talk a lot about the Constitution. You say Social Security, Medicare, Medicaid are all unconstitutional.
Ron Paul: Technically, they are. … There’s no authority [in the Constitution]. Article I, Section 8 doesn't say I can set up an insurance program for people. What part of the Constitution are you getting it from? The liberals are the ones who use this General Welfare Clause. … That is such an extreme liberal viewpoint that has been mistaught in our schools for so long and that's what we have to reverse — that very notion that you're presenting.
Chris Wallace: Congressman, it's not just a liberal view. It was the decision of the Supreme Court in 1937 when they said that Social Security was constitutional under Article I, Section 8 of the Constitution.
Ron Paul: And the Constitution and the courts said slavery was legal, too, and we had to reverse that.”

Ron Paul (1935) American politician and physician

Fox News Sunday

2011-05-15, quoted in * Ron Paul Calls Social Security and Medicare Unconstitutional, Compares Them to ‘Slavery’

Think Progress

2011-05-15

Ian

Millhiser

http://thinkprogress.org/politics/2011/05/15/166363/paul-ss-medicare-slavery/

2011-08-28
2011

People, Decision, Parting

“If the student got little from his mates, he got little more from his masters. The four years passed at college were, for his purposes, wasted. Harvard College was a good school, but at bottom what the boy disliked most was any school at all. He did not want to be one in a hundred — one per cent of an education. He regarded himself as the only person for whom his education had value, and he wanted the whole of it.”

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

The Education of Henry Adams (1907)

Education, Boy, Personality

“Instead of being given a true, simple—and therefore easily understandable—picture of Islamic Law, the Muslims are presented with a gigantic, many-sided edifice of fiqhi deductions and interpretations (a secondhand Islam, as it were) arrived at by individual scholars and schools of thought a thousand years ago.”

Muhammad Asad book The Principles of State and Government in Islam

Source: The Principles of State and Government in Islam (1961), Chapter 6: Conclusion, p 100

Law, Understanding

“Drug companies are a bit like high school boyfriends: They're much more concerned with getting inside you than being effective once they're in there.”

John Oliver (1977) English comedian

After quoting a BBC report claiming that most "Big Pharma" companies spend more money on marketing than research and development Last Week Tonight: Marketing to Doctors https://www.youtube.com/watch?v=YQZ2UeOTO3I (8 Feb 2015) Last Week Tonight (2014&ndash;present)

“Blizzard was of the fine old school of butlers. His appearance suggested that for fifteen years he had not let a day pass without its pint of port. He radiated port and pop-eyed dignity. He had splay feet and three chins, and when he walked his curving waistcoat preceded him like the advance guard of some royal procession.”

P.G. Wodehouse (1881–1975) English author

The Heart of a Goof (1926)

Appearance

“The UN and the mainstream media are wailing and accusing Israel of war crimes (yes, again) after the IDF returned fire at a UN school from which Palestinians were firing mortars. The explosives and booby traps installed in the school by Hamas then blew up, killing dozens of people. And the world blames Israel.”

Charles Foster Johnson (1953) American musician

January 6, 2009 http://littlegreenfootballs.com/article/32368_UN_School_Used_by_Terrorists_As_a_Weapons_Dump&only

War, People, World

“It's not so important what you [high school students] work on, so long as you're not wasting your time. Work on things that interest you and increase your options, and worry later about which you'll take.”

Paul Graham (1964) English programmer, venture capitalist, and essayist

"What You'll Wish You'd Known", January 2005

Time

“I wake up early, does some meditation, take my children to school, and then go to the studio to begin my day's work. The food for his soul is typically India, but with lots of salad on the side.”

Anish Kapoor (1954) British contemporary artist of Indian birth

Anish Kapoor: An unknown Indian

Children, Food, Soul

“I'm not ashamed to admit that I'm a Christian, but you don't need to be in the pew every Sunday to know that there's something wrong in this country when gays can serve openly in the military but our kids can't openly celebrate Christmas or pray in school.”

Rick Perry (1950) 14th and current United States Secretary of Energy

Campaign advertisement, December 2011
2011

Christmas, Country

“My early work in newspaper comics and comic books allowed me to entertain millions of readers weekly, but I always felt there was more to say. I pioneered the use of comics for instructional manuals for American soldiers, covering three major wars, and later used comics to educate grade school children. Both were heady responsibilities that I took very seriously. But I yearned to do still more with the medium. At an age when I could have "retired," I chose instead to create literary comics, than a decidedly oxymoronic term. Acceptance has not always been easy, but I have seen it arrive in my lifetime. It has been most gratifying to see the graphic novel and many of its exceptional creators gradually become an accepted part of the book world. I couldn't find a major publisher to take A Contract With God only a quarter century ago, and now graphic novels represent the book industry's fastest growing genre.”

Will Eisner (1917–2005) American cartoonist

XIX-XX, December 2004
A Contract With God (2004)

God, War, Children, Books

“Prof Rao said he visited the Nobel prize-winning scientist’s (C. V. Raman} laboratory in Bengaluru first as an 11 year-old school boy. “He was the first to recognize my interest in science and has given me a lot of encouragement. He made me a member of the Indian Academy of Sciences when I was only 30. I can never be equal to him.”

C. N. R. Rao (1934) Indian chemist

Quoted in "CNR Rao: Bharat finds a jewel in science".

Boy, Science

“We can begin, like the Scholastic masters, with an objection: videtur quod non … ""It seems not to be true that…"" And this is the objection: a time like the present [i. e., a few years after the Second World War, in Germany] seems, of all times, not to be a time to speak of leisure. […]
That is no small objection. But there is also a good answer to it. […]
For, when we consider the foundations of Western European culture (is it, perhaps, too rash to assume that our re-building will in fact be carried out in a ""Western"" spirit? Indeed, this and no other is the very assumption that is at issue today), one of these foundations is leisure. We can read it in the first chapter of Aristotle's Metaphysics. And the very history of the meaning of the word bears a similar message. The Greek word for leisure (σχολή) is the origin of Latin scola, German Schule, English school. The names for the institutions of education and learning mean ""leisure.""”

Josef Pieper (1904–1997) German philosopher

Source: Leisure, the Basis of Culture (1948), Leisure, the Basis of Culture, pp. 3–4

War, World, Education, History

“In this the Fire Book of the NiTo Ichi school of strategy I describe fighting as fire.”

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

Go Rin No Sho (1645), The Fire Book

Books, Fight

“I started Live Action with some school friends of mine when I was 15 years old because I knew of no other group in my hometown of San Jose that was educating my peers about abortion as a human rights abuse, about the dignity of children in the womb, and about the risks of abortion to women. I felt passionately that if people knew the facts, they would become pro-life. I also was convicted: I had been given life, I knew how precious life was, but there were children close to me, in my own city, who were not protected.”

Lila Rose (1988) American anti-abortion activist

An Interview with Anti-Abortion Activist Lila Rose http://www.dailywire.com/news/1193/interview-anti-abortion-activist-lila-rose-pardes-seleh (November 18, 2015)

Life, Women, Children, People

“Every time I meet a child I think, who knows what’s going on in her life, whether she was just bullied or whether she had a bad day at school or whether she lost a parent — that interaction that we have with that individual, that child for that moment, could change their life … so we can’t waste this spotlight. It is temporary and life is short, and change is needed. And women are smarter than men.”

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

Speaking at a women's forum at the U.S.-Africa Leaders Summit in Washington, alongside former first lady Laura Bush, as quoted in "Michelle Obama: ‘Women are smarter than men’" in The Washington Times (6 August 2014) http://www.washingtontimes.com/news/2014/aug/6/michelle-obama-women-are-smarter-than-men/ 2010s

Life, Women, Men, Thinking

“The question whether we have not some knowledge independent of any and all experience — whether there must not, unavoidably, be some knowledge a priori, some knowledge which we come at simply by virtue of our nature — is really the paramount question, around which the whole conflict in philosophy concentrates, and on the decision of which the settlement of every other question hangs. To cast the career of a philosophy upon a negative answer to it, as if this were a matter of course, — which the English school from Hobbes onward has continually done, — is to proceed not only upon a petitio, but upon a delusion regarding the security of the road.”

George Holmes Howison (1834–1916) American philosopher

Source: The Limits of Evolution, and Other Essays, Illustrating the Metaphysical Theory of Personal Ideaalism (1905), The Limits of Evolution, p.17

Question, Nature, Knowledge, Decision

“I went to a school that was founded on a lot of very radical ideals of how education should be changed. But what’s happening to schools like that sort of all over the country is in economic pressure they’re becoming more and more preparatory because that’s what people will really pay the money for private schooling for now.”

Ezra Miller (1992) American actor

Interview, The Cinema Source, September 8, 2011 http://www.thecinemasource.com/blog/interviews/ezra-miller-interview-for-beware-the-gonzo/

Money, People, Education, Change

“Happily for the country, happily for you and for me, the judgment of James Buchanan, the patrician, was not the judgment of Abraham Lincoln, the plebeian. He brought his strong common sense, sharpened in the school of adversity, to bear upon the question. He did not hesitate, he did not doubt, he did not falter; but at once resolved that at whatever peril, at whatever cost, the union of the States should be preserved. A patriot himself, his faith was strong and unwavering in the patriotism of his countrymen. Timid men said before Mister Lincoln’s inauguration, that we have seen the last president of the United States. A voice in influential quarters said, 'Let the Union slide'. Some said that a Union maintained by the sword was worthless. Others said a rebellion of eight million cannot be suppressed; but in the midst of all this tumult and timidity, and against all this, Abraham Lincoln was clear in his duty, and had an oath in heaven. He calmly and bravely heard the voice of doubt and fear all around him; but he had an oath in heaven, and there was not power enough on earth to make this honest boatman, backwoodsman, and broad-handed splitter of rails evade or violate that sacred oath. He had not been schooled in the ethics of slavery; his plain life had favored his love of truth. He had not been taught that treason and perjury were the proof of honor and honesty. His moral training was against his saying one thing when he meant another. The trust that Abraham Lincoln had in himself and in the people was surprising and grand, but it was also enlightened and well founded.”

Frederick Douglass (1818–1895) American social reformer, orator, writer and statesman

He knew the American people better than they knew themselves, and his truth was based upon this knowledge.
1870s, Oratory in Memory of Abraham Lincoln (1876)

Love, Life, Men, People

“Carter had been doubtful about using the black box, pointing out that this was not a Vigils meeting. How can we make Archie try for the marbles? Obie had the answer, the kind of answer Archie himself would have given. "Because there are four hundred kids out there yelling for blood. And they don't care whose blood it is anymore. Everybody in the school knows about the black box- how can Archie back down?"”

Robert Cormier book The Chocolate War

The Chocolate War (1974)

Box

“I was born in the south of India but I've never lived there. I went to school in Bombay, and in Hong Kong and in New York. But the place I've lived in the most is Bombay, because I've been there at various stages of my life.”

Jeet Thayil (1959) Indian writer

On his being asked Where was he born?
Jeet Thayil on why 'Where are you from?' is a complicated question for all of us

Life

“I lay wake […] listening to the rain drip from the eaves and thinking of the big map that hung from the top of the chalkboard in my primary school in Wilton, Connecticut, so many years ago, back in the days of cars, television, and air-conditioning. The states on this map were muted tones of pink, green, and yellow. Over it hung the flag that we pledged allegiance to every single morning. "One nation under God, indivisible…"”

James Howard Kunstler book World Made By Hand

Source: World Made By Hand (2008), Chapter 31, p. 150

God, Cars, Thinking

“The tradition of having government-funded military schools for men is as well rooted in the traditions of this country as the tradition of sending only men into military combat. The people may decide to change the one tradition, like the other, through democratic processes; but the assertion that either tradition has been unconstitutional through the centuries is not law, but politics-smuggled-into-law.”

Antonin Scalia (1936–2016) former Associate Justice of the Supreme Court of the United States

On gender equality: United States v. Virginia (1996) (dissenting).
1990s

Men, People, Law, Change

“After a while the other students in class began to notice I had become Ms. Burnett's favorite, but no one resented me for it. I was the shy, quiet kid in the back who had arrived from México a few years before and who turned out to be an accomplished speller. I became the school Spelling Bee champion, beating out the eighth graders as well, with the word “lapidary.””

Rigoberto González (1970) American writer

Butterfly Boy: Memories of a Chicano Mariposa (2006)

Bee

“Sarva-dharma-samabhAva was unknown to mainstream Hinduism before Mahatma Gandhi presented it as one of the sixteen mahAvratas (great vows). in his booklet, MaNgala-PrabhAta. It is true that mainstream Hinduism had always stood for tolerance towards all metaphysical points of view and ways of worship except that which led to AtatAyI-AchAra (gangsterism). But that tolerance had never become samabhAva, equal respect for all points of view. The acharyas of the different schools of Sanatana Dharma were all along engaged in debates over differences in various approaches to Sreyas (the Great Good). No Buddhist acharya is known to have equated the way of the Buddha to that of the Gita and vice versa, for instance. It is also true that overawed by the armed might of Islam, and deceived by the tall talk of the sufis, some Hindu saints in medieval India had equated Rama with Rahim, Krishna with Karim, Kashi with Kaba, the Brahmana with the Mullah, pUjA with namAz, and so on. But, the sects founded by these saints had continued to function on the fringes of Hindu society while the mainstream followed the saints and acharyas who never recognized Islam as a dharma. In modern times also, movements like the Brahmo Samaj which recognised Islam and Christianity as dharmas had failed to influence mainstream Hinduism, while Maharshi Dayananda and Swami Vivekananda who upheld the Veda and despised the Bible and the Quran, had had a great impact. This being the hoary Hindu tradition, Mahatma Gandhi’s recognition of Christianity and Islam not only as dharmas but also as equal to Sanatana Dharma was fraught with great mischief. For, unlike the earlier Hindu advocates of Islam and Christianity as dharmas, Mahatma Gandhi made himself known and became known as belonging to mainstream Hinduism.”

Sita Ram Goel (1921–2003) Indian activist

History of Hindu-Christian Encounters (1996)

Way, Time

“The principal goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered.”

Jean Piaget (1896–1980) Swiss psychologist, biologist, logician, philosopher & academic

As quoted in Education for Democracy, Proceedings from the Cambridge School Conference on Progressive Education (1988) edited by Kathe Jervis and Arthur Tobier

Women, Men, Education

“Some other schools have a liking for extra-long swords. From the point of view of my strategy these must be seen as weak schools.”

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

Go Rin No Sho (1645), The Wind Book
Context: Some other schools have a liking for extra-long swords. From the point of view of my strategy these must be seen as weak schools. This is because they do not appreciate the principle of cutting the enemy by any means. Their preference is for the extra-long sword and, relying on the virtue of its length, they think to defeat the enemy from a distance.
In this world it is said, "One inch gives the hand advantage", but these are the idle words of one who does not know strategy. It shows the inferior strategy of a weak spirit that men should be dependant on the length of their sword, fighting from a distance without the benefit of strategy.

“I entirely agree with you, as to the ill tendency of the affected doubts of some philosophers, and fantastical conceit of others. I am even so far gone of late in this way of think, that I have quitted several of the sublime notions I had got in their schools for vulgar opinions. And I give it you on my word, since this revolt from metaphysical notions to the plain dictates of nature and common sense, I find my understanding strangely enlightened, so that I can now easily comprehend a great many thing which before were all mystery and riddle.”

George Berkeley book Three Dialogues between Hylas and Philonous

Said by Philonous (Berkeley) to Hylas in the opening of dialog 1 with reference to the recent surge philosophic endeavors (Locke, Newton, et al) that seemed to lead to skepticism about the existence of the world
Three Dialogues between Hylas and Philonous (1713)

Way, Understanding, Nature, Thinking

“A friend of mine who passed away some nine years ago was an active member of the NBA. And many of you may remember him, Gil Hardy. [Applause. ] Probably one of the most painful tragedies for me of my confirmation was to see the name of one of the nicest, most decent human beings I had ever met, besmirched. And Gil was my best friend at both college and at Yale Law School. He was the best man at my wedding and he is the person to whom I went for solace.”

Clarence Thomas (1948) Associate Justice of the Supreme Court of the United States

1990s, I Am a Man, a Black Man, an American (1998)

Pain, Law, Wedding, Personality

“I had this sense that ideas about democracy, theories of democracy which I had learned about of course from graduate school on, from Aristotle and Plato onward, that they were inadequate. I don’t want to diminish them; I have always retained a great respect for classical and medieval and eighteenth-century theory, but meanwhile a whole new kind of political system emerged to which the term democracy became attached, and for which democracy remained an ideal, even though classical democracy as an ideal was so far removed from reality. The gap between that ideal and the actual political institutions that had developed, particularly from about the sixteenth, seventeenth century on, was just enormous. And what we didn’t have enough of, had very little of, was an adequate description of what the actual institutions of so-called democracy, modern democracy, representative democracy, were.”

Robert A. Dahl (1915–2014) American political scientist

A Conversation with Robert A. Dahl (2009)

Democracy, Idea, Reality, Sense

“Don't you think the soldiers look like they came straight from high school yearbooks, too young to be over in Iraq, fighting for no reason?”

Margaret Cho (1968) American stand-up comedian

From Her Books, I Have Chosen To Stay And Fight, WAR

Thinking, Fight

“The duel went on for three days, but it ended in our victory in a matter of seconds. The German was well prepared for it. He had liquidated two Soviet snipers before that. But, with the help of my comrades-in-arms, also snipers whose positions were next to mine, I managed to slay him. I did not know what kind of sniper had been brought to Stalingrad, but when we pulled him out of his shelter we discovered that he was the chief of the school for snipers based in Berlin. On the whole I liquidated 242 Nazis in Stalingrad. My friends and pupils also eliminated many of them. I had trained 30 snipers who killed 1126 Nazis during the war.”

Vasily Zaytsev (1915–1991) Soviet sniper

War, Victory, Help, Training

“It’s relevant that people whose polling places are schools are more likely to vote for sales taxes that will fund education. Or that judges become more likely to deny parole the longer they go without a break. Or that people serve themselves more food when using a large plate. Such effects, even when they’re small, can make a practical difference, especially when they influence votes and justice and health. But their existence doesn’t undermine the idea of a rational and deliberative self. To think otherwise would be like concluding that because salt adds flavor to food, nothing else does.”

Paul Bloom (1963) Canadian/American psychologist

“The War on Reason,” The Atlantic, March 2014, pp. 64–70

People, Health, Education, Justice

“They (the British Rulers) devised for us an educational system in which all independence of thought would be stifled from the very first stages of one's school life—for, according to Macaulay, such a system was the best means of obtaining suitable clerks for the offices of the East India Company and, besides, of training obedient subjects.”

Muhammad Asad (1900–1992) Austro-Hungarian writer and academic

Source: This Law of Ours and Other Essays (1987), Chapter: Calling All Muslims, Radio Broadcast # 6, p 112

Life, Education, Training

“Students coming from father-present families score higher in math and science even when they come from weaker schools.”

Warren Farrell (1943) author, spokesperson, expert witness, political candidate

Source: Father and Child Reunion (2001), p. 31.

Family, Science

“Fifty years ago, when the WWF was founded there were about three billion people on earth. Now there are almost seven billion. Over twice as many - and every one of them needing space. Space for their homes, space to grow their food (or to get others to grow it for them), space to build schools and roads and airfields. A little of that space might be taken from land occupied by other people but most of it could only come from the land which, for millions of years, animals and plants have to themselves.”

David Attenborough (1926) British broadcaster and naturalist

How Many People Can Live on Planet Earth? (BBC Horizon, 2009)

People, Food, Home, Animals

“Look, I think there is a gay and secular fascism in this country that wants to impose its will on the rest of us, is prepared to use violence, to use harassment. I think it is prepared to use the government if it can get control of it. I think that it is a very dangerous threat to anybody who believes in traditional religion. And I think if you believe in historic Christianity, you have to confront the fact. And, frank— for that matter, if you believe in the historic version of Islam or the historic version of Judaism, you have to confront the reality that these secular extremists are determined to impose on you acceptance of a series of values that are antithetical, they're the opposite, of what you're taught in Sunday school.”

Newt Gingrich (1943) Professor, Speaker of the United States House of Representatives

2008-11-15
The O'Reilly Factor
Fox News
2008-11-17
Gingrich: "<nowiki>[T]</nowiki>here is a gay and secular fascism in this country that wants to impose its will on the rest of us"
Media Matters for America
http://mediamatters.org/mmtv/200811170014
2011-03-30
discussing protesters against a California ballot initiative banning same-sex marriage
2000s

Religion, Thinking, Reality, Country

“School failed me, and I failed the school. It bored me. The teachers behaved like Feldwebel (sergeants). I wanted to learn what I wanted to know, but they wanted me to learn for the exam. What I hated most was the competitive system there, and especially sports. Because of this, I wasn't worth anything, and several times they suggested I leave. This was a Catholic School in Munich. I felt that my thirst for knowledge was being strangled by my teachers; grades were their only measurement. How can a teacher understand youth with such a system?... from the age of twelve I began to suspect authority and distrust teachers. I learned mostly at home, first from my uncle and then from a student who came to eat with us once a week. He would give me books on physics and astronomy. The more I read, the more puzzled I was by the order of the universe and the disorder of the human mind, by the scientists who didn't agree on the how, the when, or the why of creation. Then one day this student brought me Kant's Critique of Pure Reason. Reading Kant, I began to suspect everything I was taught. I no longer believed in the known God of the Bible, but rather in the mysterious God expressed in nature.”

Albert Einstein (1879–1955) German-born physicist and founder of the theory of relativity

Source: William Hermanns, Einstein and the Poet: In Search of the Cosmic Man (1983), First conversation, p. 8

God, Hate, Books, Youth

“…but he distinctly remembered standing at the house door one summer morning in a passionate outburst of rebellion against going to school. Naturally his mother was the immediate victim of his rage; that is what mothers are for, and boys also; but in this case the boy had his mother at unfair disadvantage, for she was a guest, and had no means of enforcing obedience. Henry showed a certain tactical ability by refusing to start, and he met all efforts at compulsion by successful, though too vehement protest. He was in fair way to win, and was holding his own, with sufficient energy, at the bottom of the long staircase which led up to the door of the President's library, when the door opened, and the old man slowly came down. Putting on his hat, he took the boy's hand without a word, and walked with him, paralyzed by awe, up the road to the town. After the first moments of consternation at this interference in a domestic dispute, the boy reflected that an old gentleman close on eighty would never trouble himself to walk near a mile on a hot summer morning over a shadeless road to take a boy to school, and that it would be strange if a lad imbued with the passion of freedom could not find a corner to dodge around, somewhere before reaching the school door. Then and always, the boy insisted that this reasoning justified his apparent submission; but the old man did not stop, and the boy saw all his strategical points turned, one after another, until he found himself seated inside the school, and obviously the centre of curious if not malevolent criticism. Not till then did the President release his hand and depart.”

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

The Education of Henry Adams (1907)

Way, Boy, Nature, Effort

“As professor in the Polytechnic School [autumn of 1858] in Zurich I found myself for the first time obliged to lecture upon the elements of the differential calculus and felt, more keenly than ever before, the lack of a really scientific foundation for arithmetic. In discussing the notion of the approach of a variable magnitude to a fixed limiting value, and especially in proving the theorem that every magnitude which grows continually, but not beyond all limits, must certainly approach a limiting value, I had recourse to geometric evidences. Even now such resort to geometric intuition in a first presentation of the differential calculus, I regard as exceedingly useful, from the didactic standpoint, and indeed indispensable, if one does not wish to lose too much time. But that this form of introduction into the differential calculus can make no claim to being scientific, no one will deny. For myself this feeling of dissatisfaction was so overpowering that I made the fixed resolve to keep meditating on the question till I should find a purely arithmetic and perfectly rigorous foundation for the principles of infinitesimal analysis.”

Richard Dedekind (1831–1916) German mathematician

p, 125
Stetigkeit und irrationale Zahlen (1872)

Feeling, Question, Autumn, Time

“I joined the Corps not because I couldn't make it elsewhere or because I needed money to go to school. No signing bonus was going to turn me into a soldier. I became a Marine because I wanted to be among the best, just as I applied to Columbia because I wanted to be among the brightest. I knew both required a high price.”

Matt Sanchez (1970) writer, journalist

[Patterson, Robert, War Crimes, Three Rivers Press, February 26, 2008, 39, 0307338274]

Money

“I’ve lived on my own since I was 13 and not been to school and brought a son up who’s now 18 and run theatre companies and bought a butcher’s shop, learnt guitar by myself, taught myself to sing and that sort of stuff.”

Stella Vine (1969) English artist

Billen, Andrew. "I Made More Money As A Stripper..." http://www.timesonline.co.uk/tol/life_and_style/article445303.ece?token=null&offset=12&page=2, (2004-06-15) On teaching herself to paint.

Singing

Quotes about school and education page 6

Quotes about school and education
page 6