“School is universal. That means, on the street – when you talk about these things with people at the grocer's; the school is at the grocer's at that moment.”

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.

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

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.

God Dies (1931)

Attributed in George Wallace: Settin' the Woods on Fire.
Attributed

How to Get an Education at Home (1991)

Source: Anna Karenina

Source: Thief of Time

Io…vorrei che il giovane quando si mette a scrivere, non pensasse mai ad essere né melodista, né realista, né idealista, né avvenirista, né tutti i diavoli che si portino queste pedanterie. La melodia e l’armonia non devono essere che mezzi nella mano dell'artista per fare della Musica, e se verrà un giorno in cui non si parlerà più né di melodia né di armonia né di scuole tedesche, italiane, né di passato né di avvenire ecc. ecc. ecc. allora forse comincierà il regno dell'arte.
Letter to Opprandino Arrivabene, July 14, 1875, cited from Julian Budden Le opere di Verdi (Torino: E.D.T., 1986) vol. 2, p. 60; translation from Josiah Fisk and Jeff Nichols (eds.) Composers on Music (Boston: Northeastern University Press, 1997) p. 126