“The school system should be used purely for academia and not for social experiments.”

June 5, 1936 Fire
Diary entries (1914 - 1974)

The Adolescent Society (1961), p. 337. New York: Free Press.

Part III, ch. 19 (unnamed student)
Up the Down Staircase (1965)

Letter to a General Pinto<!-- (perhaps ?) late 1840s-->, as quoted in ‪Captain of the Andes : The Life of José de San Martín, Liberator of Argentina, Chile and Peru (1943) b‬y Margaret Hayne Harrison, p. 196
Context: One should be under no illusions as to the future of the Old World. The real contest in the present day is purely social. In a word the struggle lies between him who has nothing and him who has. Figure out the consequences of such a principle, infiltrated in the masses by the harangues of the clubs and the reading of millions of pamphlets.

Source: Speech in Shrewsbury (9 May 1843), quoted in Selected Speeches of the Late Right Honourable the Earl of Beaconsfield, Volume I, ed. T. E. Kebbel (1882), p. 55

Context: The way of life that destroyed Hiroshima and Nagasaki and is reported to have roasted alive a million people in Tokyo overnight is international and dominates every nation of the world, but we live in the United States, so our struggle is here. With this way of life, death would be more appropriate. There could be no truce or quarter. The prejudices of patriotism, the pressures of our friends and fear of unpopularity and death should not hold us back any longer. It should be total war against the economic and political and social system which is dominant in this country. The American system has been destroying human life in peace and in war, at home and abroad for decades. Now it has produced the growing infamy of atom bombing. Besides these brutal facts, the tidbits of democracy mean nothing. Henceforth, no decent citizen owes one scrap of allegiance (if he ever did) to American law, American custom or American institutions.

This bill strikes at Israel’s heart http://www.theguardian.com/commentisfree/2014/nov/27/bill-israel-judaism-democracy-president-israel-jewishness-reuven-rivlin, 27 November 2014

Progress, Coexistence and Intellectual Freedom (1968), Dangers, The Threat to Intellectual Freedom
Context: A system of education under government control, separation of school and church, universal free education — all these are great achievements of social progress. But everything has a reverse side. In this case it is excessive standardization, extending to the teaching process itself, to the curriculum, especially in literature, history, civics, geography, and to the system of examinations.
One cannot but see a danger in excessive reference to authority and in the limitation of discussion and intellectual boldness at an age when personal convictions are beginning to be formed. In the old China, the systems of examinations for official positions led to mental stagnation and to the canonizing of the reactionary aspects of Confucianism. It is highly undesirable to have anything like that in a modern society.

1970's, Every Man an Artist: Talks at Documenta 5', 1972