“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."”

Source: Reforming Education: The Opening of the American Mind (1990), p. 314

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?

Seeing things as they really are http://www.forbes.com/forbes/1997/0310/5905122a_7.html, Forbes (March 10, 1997)
1990s and later

Source: Life, Sex, and Ideas: The Good Life Without God (2002), Chapter 3, “Emancipation and Ethics” (p. 14)

Source: Philosophy of Education, p. 86.

King v. The College of Physicians (1797), 7 T. R. 288.

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

"Higher Education Under Siege: Implications for Public Intellectuals," Thought and Action (Fall 2006), p. 64

ACM Queue A Conversation with Alan Kay Vol. 2, No. 9 - Dec/Jan 2004-2005 http://queue.acm.org/detail.cfm?id=1039523
2000s, A Conversation with Alan Kay, 2004–05