“You cannot do anything without rousing the masses to action. A plenary meeting of the Soviet must be called to decide on mass searches in Petrograd and the goods stations. To carry out these searches, each factory and company must form contingents, not on a voluntary basis: it must be the duty of everyone to take part in these searches under the threat of being deprived of his bread card. We can't expect to get anywhere unless we resort to terrorism: speculators must be shot on the spot. Moreover, bandits must be dealt with just as resolutely: they must be shot on the spot.”

Also quoted as "Make mass searches and hold executions for found arms."
Letter to G. F. Fyodorov, August 9, 1918, Collected Works, vol. 35. 35 https://www.marxists.org/archive/lenin/works/cw/pdf/lenin-cw-vol-35.pdf
1910s

Greater than Sky, Vaster than Space, (2018), Part I

Source: "AP Interview: Yanukovych admits mistakes on Crimea" in Associated Press https://apnews.com/article/8b795952e78a47a3beff026800eb508a (2 April 2014)

Source: Science is Not Enough (1967), Ch. X : The Search for Understanding, p. 192
Context: That the threat is now intense is not a reason to abandon our quest for knowledge. It is a reason to hold it more tightly, in spite of the need for action to preserve our freedom, in spite of the distractions of living in turmoil, that it may not be lost or brushed aside by the demands of the hour. We would not neglect our duty to our country and our fellows to strive mightily to preserve our ways and our lives. There is an added duty, not inconsistent, not less. It is the duty to so live that there may be a reason for living, beyond the mere mechanisms of life. It is the duty to carry on, under stress, the search for understanding.

United Nations, General Debate of the 64th Session (2009), United States of America, H.E. Mr. Barack Obama, President p. 6 http://un.org/ga/64/generaldebate/pdf/US_en.pdf, 23 September 2009
2009

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.