“And what have our unions done? What do they aim to do? To improve the standard of life, to uproot ignorance and foster education, to instill character, manhood and independent spirit among our people; to bring about a recognition of the interdependence of man upon his fellow man. We aim to establish a normal work-day, to take the children from the factory and workshop and give them the opportunity of the school and the play-ground. In a word, our unions strive to lighten toil, educate their members, make their homes more cheerful, and in every way contribute an earnest effort toward making life the better worth living.”

“The willfully idle man, like the willfully barren woman, has no place in a sane, healthy, and vigorous community. Moreover, the gross and hideous selfishness for which each stands defeats even its own miserable aims. Exactly as infinitely the happiest woman is she who has borne and brought up many healthy children, so infinitely the happiest man is he who has toiled hard and successfully in his life-work. The work may be done in a thousand different ways —with the brain or the hands, in the study, the field, or the workshop—if it is honest work, honestly done and well worth doing, that is all we have a right to ask. Every father and mother here, if they are wise, will bring up their children not to shirk difficulties, but to meet them and overcome them; not to strive after a life of ignoble ease, but to strive to do their duty, first to themselves and their families, and then to the whole state; and this duty must inevitably take the shape of work in some form or other.”

“We speak of educating our children. Do we know that our children also educate us?”

“You imply our education is of no use to you in after life. But no education is. We are not an employment agency; all we can do is to give you a grounding in the art of mixing with your fellow men, to tell you what to expect from life and give you an outward manner and inward poise, an old prescription from the eighteenth century which we call a classical education, an education which confers the infrequent virtues of good sense and good taste and the benefit of dual nationality, English and Mediterranean, and which, taking into account the difficulties of modern life, we find the philosophy best able to overcome them.”

“But at power or wealth, for the sake of which wars, and all kinds of strife, arise among mankind, we do not aim; we desire only our liberty, which no honorable man relinquishes but with his life.”
At nos non imperium neque divitias petimus, quarum rerum causa bella atque certamina omnia inter mortales sunt, sed libertatem, quam nemo bonus nisi cum anima simul amittit.

“What is news is that in the United States over the last few decades these differences in educational success between high- and lower-income students have grown substantially. We are still talking about this despite decades of clucking about the crisis in American education and wave after wave of school reform. Whatever we’ve been doing in our schools, it hasn’t reduced educational inequality between children from upper- and lower-income families. Part of knowing what we should do about this is understanding how and why these educational disparities are growing.”

“The media mob, which controls which information is told and tells people how to think about it, are effectively re-educating our population, while communists woke teacher’s unions are brainwashing our children...”

“We are now at a point where we must educate our children in what no one knew yesterday, and prepare our schools for what no one knows yet.”

“Because our time is struggling toward the word with which it may express its spirit, many names come to the fore and all make claim to being the right one. […] Without our assistance, time will not bring the right word to light; we must all work together on it. If, however, so much depends on us, we may reasonably ask what they have made of us and what they propose to make of us; we ask about the education through which they seek to make us creators of that word. Do they conscientiously cultivate our predisposition to become creators or do they treat us only as creatures whose nature simply permits training? […] Therefore we are concerned above all with what they make of us in the time of our plasticity; the school question is a life question.”

“Every election we hear about the trouble with our public education systems. Despite all of the attention and lip service this critically important issue receives, we continue to see vast opportunity for improvement. I have personally seen the devastating effects of failing schools. They impact our children in profound ways.”