“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

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

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Muhammad Asad 35

Austro-Hungarian writer and academic 1900–1992

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“Dharampal, the noted Gandhian, used British data during the colonial period to show that in the ninetheenth century, the shudras comprised a larger student body than any other community did. … Besides the large number of schools at that time, there were also approximately a hundred institutions of higher learning in each district of Bengal and Bihar. Unfortunately, these numbers rapidly dwindled all across India during the nineteenth century under British rule. The British also noted that Sanskrit books were being widely used to teach grammar, lexicology, mathematics, medical science, logic, law and philosophy. …. Furthermore, in the early British period in India, British officials noted that education for the masses was more advanced and widespread in India than it was in England. …. According to Dharampal, the British later replaced this Sanskrit-based system with their own English-based one, the goal being to produce low-level clerks for the British administration.”

Dharampal (1922–2006) Indian historian

Rajiv Malhotra, The Battle for Sanskrit

“Macaulay's policy was implemented and became a resounding success. The pre-Macaulayan vernacular system of education was destroyed, even though British surveys had found it more effective and more democratic than the then-existing education system in Britain. The rivalling educationist party, the so-called Orientalists, had proposed a Sanskrit-based system of education, in which Indian graduates would not have been as estranged from their mother civilization as they became through English education, and in which they could have selectively adopted the useful elements of Western modernity, more or less the way Japan modernized itself.”

Koenraad Elst (1959) orientalist, writer

2000s, Decolonizing the Hindu Mind (2001)

“Corporations are properly associated with mercantilism, rather than capitalism. Mercantilism is a system under which government grants special status to one or more company at the expense of its competitors. The British East India Company, for example, possessed an exclusive, royally-granted 'right' to conduct trade between India and China, on the one hand, and the British Empire for more than 250 years.
Private capitalism, by contrast, is a system under which various enterprises compete in the marketplace by offering the highest quality goods and services they can, at the lowest possible prices. Progress occurs as individuals and companies strive to raise quality and lower prices.”

L. Neil Smith (1946) American writer

"Corporations, Mercantilism, and Capitalism," http://www.ncc-1776.org/tle2010/tle576-20100627-02.html 27 June 2010.

“English: "… the transformation of the educational system which is already ongoing. All prima— precary schools will be eliminated."”

Carlos Menem (1930) Argentine politician who was President of Argentina from 1989 to 1999

"… la transformación del sistema educativo que ya está en marcha. Se eliminarán totalmente las escuelas prima— precarias."
Actos fallidos de Políticos en YouTube http://www.youtube.com/watch?v=SkuoHwqcldA.

“I have spent the greater part of my life in immediate contemplation of the most grotesque and horrible of the English innovations for the debasement of Ireland. I mean their education system. The English once proposed in their Dublin Parliament a measure for the castration of all Irish priests who refused to quit Ireland. The proposal was so filthy than although it duly passed the House and was transmitted to England with the warm recommendation at the Viceroy. it was not eventually adopted. But the English have actually carried out an even filthier thing. They have planned and established an education system which more wickedly does violence to the elemental human rights of Irish children than would an edict for the general castration of Irish males. The system has aimed at the substitution for men and women of mere Things. It has not been an entire success. There are still a great many thousand men and women in Ireland. But a great many thousand of what, by way of courtesy, we call men and women, are simply Things. Men and women. however depraved, have kindly human allegiances. But these Things have no allegiance. Like other Things. they are For sale. When one uses the term education system as the name of the system of schools. colleges, universities, and whatnot which the English have established in Ireland, one uses it as a convenient label, just as one uses the term government as a convenient label for the system of administration by police which obtains in Ireland instead of a government. There is no education system in Ireland. The English have established the simulacrum of an education system, but its object is the precise contrary of the object of an education system. Education should foster; this education is meant to repress. Education should inspire; this education is meant to tame. Education should harden; this education is meant to enervate. The English are too wise a people to attempt to educate the Irish in any worthy sense. As well expect them to arm us. [https://en.wikipedia.org/wiki/Eoin_MacNeill Professor Eoin MacNeill] has compared the English education system in Ireland to the systems of slave education which existed in the ancient pagan republics side by side with the systems intended for the education of freemen. To the children of the free were taught all noble and goodly things which would tend to make them strong and proud and valiant; from the children of the slaves all such dangerous knowledge was hidden.”

Patrick Pearse (1879–1916) Irish revolutionary, shot by the British Army in 1916

The Murder Machine

“The British arrived with no intention of conquest: the East India Company had set up trading posts on the western seaboard, and its officers were called on by the native sultans to help with the putting down of rapacious river barons. The parallel with India is exact, and Stamford Raffles is a perfect analogue of Robert Clive. First came trade, then the amateur protective army, finally the flag….”

Anthony Burgess (1917–1993) English writer

Non-Fiction, Homage to QWERT YUIOP: Selected Journalism 1978-1985 (1986)

“Shri Dharampal has documented from old British archives, particularly those in Madras, that the indigenous system of education compared more than favourably with the system obtaining in England at about the same time. The Indian system was admittedly in a state of decay when it was surveyed by the British Collectors in Bengal, Bombay and Madras. Yet, as the data brought up by them proved conclusively, the Indian system was better than the English in terms of (1) the number of schools and colleges proportionately to the population, (2) the number of students attending these institutions, (3) the duration of time spent in school by the students, (4) the quality of teachers, (5) the diligence as well as intelligence of the students, (6) the financial support needed to see the students through school and college, (7) the high percentage of lower class (Sudra and other castes) students attending these schools as compared to the upper class (Brahmin, Kshatriya and Vaisya) students, and (8) in terms of subjects taught.”

Dharampal (1922–2006) Indian historian

Goel, S. R. (2015). Hindu society under siege. (Ch. 3. The Residue of Christianism)

“The system is that there is no system. That doesn't mean we don't have process. Apple is a very disciplined company, and we have great processes. But that's not what it's about.”

Steve Jobs (1955–2011) American entrepreneur and co-founder of Apple Inc.

As quoted in "The Seed of Apple's Innovation" in BusinessWeek (12 October 2004)
2000-04
Context: The system is that there is no system. That doesn't mean we don't have process. Apple is a very disciplined company, and we have great processes. But that's not what it's about. Process makes you more efficient.
But innovation comes from people meeting up in the hallways or calling each other at 10:30 at night with a new idea, or because they realized something that shoots holes in how we've been thinking about a problem. It's ad hoc meetings of six people called by someone who thinks he has figured out the coolest new thing ever and who wants to know what other people think of his idea.
And it comes from saying no to 1,000 things to make sure we don't get on the wrong track or try to do too much. We're always thinking about new markets we could enter, but it's only by saying no that you can concentrate on the things that are really important.

“The ROK Army military schools system was patterned exactly after ours, as was their naval training system. The ROKs during the war developed a Korean West Point and a Korean Annapolis. They created their own war college to give their officers more education as they showed capacity for higher command. All the senior instructors and most of the junior instructors have been through our schools as well as their own. They taught by our American methods, with our American weapons and from translated versions of our American military texts and manuals.”

Mark W. Clark (1896–1984) American general

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

“The practice of creating chartered joint-stock companies of a modern type seems to have begun at the commencement of the seventeenth century; and the formation of the East India Company is one of the earliest, if not the very earliest, examples. At first, it appears, the 'joint stock' of the company was separately made up for each ship; perhaps for each voyage. But, in the year 1612 the Company made the momentous resolve to have one joint stock for the whole of its affairs, and thus inaugurated a new epoch. The East India Company, or Companies, (for there were two of them), were followed by the Hudson's Bay Company (1670), the existence of which was recognized by statute in 1707, and by the Bank of England and the notorious South Sea Company.”

Edward Jenks (1861–1939) British legal scholar

Source: A Short History Of The English Law (First Edition) (1912), Chapter XVI, New Forms Of Personal Property, p. 287

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