“Without access to the varied forms of education suitable for every individual temperament and every class of worker, the potential for continued growth and securing an authentically functional democracy in the United States decreased considerably. More than a means to a substantial paycheck, both education and satisfying work were the means to a substantial character.”

Great Books: The Foundation of a Liberal Education (1954)

We the People interview (1996)
Context: The latent function of schooling, that is, the hidden curriculum, which forms individuals into needy people who know that they have now satisfied a little bit of their needs for education, is much more important... The idea that people are born with needs, that needs can be translated into rights, that these rights can be translated into entitlements, is a development of the modem world and it's reasonable, it's acceptable, it's obvious only for people who have had some of their educational needs awakened or created, then satisfied, and then learned that they have less than others. Schooling, which we engage in and which supposedly creates equal opportunities, has become the unique, never-before-attempted way of dividing the whole society into classes. Everybody knows at which level of his twelve or sixteen years of schooling he has dropped out, and in addition knows what price tag is attached to the higher schooling he has gotten. It's a history of degrading the majority of people.

Source: The Tragedy of Great Power Politics (2001), Chapter 10, Great Power Politics in the Twenty First Century, p. 398

The Spirit of Revolt (1880)
Context: How is it that men who only yesterday were complaining quietly of their lot as they smoked their pipes, and the next moment were humbly saluting the local guard and gendarme whom they had just been abusing, — how is it that these same men a few days later were capable of seizing their scythes and their iron-shod pikes and attacking in his castle the lord who only yesterday was so formidable? By what miracle were these men, whose wives justly called them cowards, transformed in a day into heroes, marching through bullets and cannon balls to the conquest of their rights? How was it that words, so often spoken and lost in the air like the empty chiming of bells, were changed into actions?
The answer is easy.
Action, the continuous action, ceaselessly renewed, of minorities brings about this transformation. Courage, devotion, the spirit of sacrifice, are as contagious as cowardice, submission, and panic.
What forms will this action take? All forms, — indeed, the most varied forms, dictated by circumstances, temperament, and the means at disposal. Sometimes tragic, sometimes humorous, but always daring; sometimes collective, sometimes purely individual, this policy of action will neglect none of the means at hand, no event of public life, in order to keep the spirit alive, to propagate and find expression for dissatisfaction, to excite hatred against exploiters, to ridicule the government and expose its weakness, and above all and always, by actual example, to awaken courage and fan the spirit of revolt.

Source: No Apology: The Case for American Greatness, 2010, Chapter 8, pg. 196

Source: 1930s- 1950s, Landmarks of Tomorrow: A Report on the New 'Post-Modern' World (1959), p. 121

An Old Man's Thoughts on Many Things, Of Education I

Source: An American Dilemma (1944), p. 879

Speech given to the Unitarian Radio Hour, reprinted in [McKanan, Dan, A Documentary History of Unitarian Universalism, Volume Two: From 1900 to the Present, https://books.google.com/books?id=4FBUDwAAQBAJ, 3 July 2018, 2017, Skinner House Books, 978-1-55896-791-5, 105-7]