“The intensity of a national culture should be represented by… the general education level and… the exceptional merit of a small elite of pioneers.”
Preface.
A History of Science Vol.2 Hellenistic Science and Culture in the Last Three Centuries B.C. (1959)
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George Sarton 33
American historian of science 1884–1956Related quotes

Preface.
A History of Science Vol.2 Hellenistic Science and Culture in the Last Three Centuries B.C. (1959)

Source: The Role of Education in Global Security (2007), p.105

Source: Reforming Education: The Opening of the American Mind (1990), p. 314

Source: Learning by knowledge‐intensive firms," 1992, p. 716
Context: In deciding whether a firm is knowledge-intensive, one ought to weigh its emphasis on esoteric expertise instead of widely shared knowledge. Everybody has knowledge, most of it widely shared, but some idiosyncratic and personal. If one defines knowledge broadly to encompass what everybody knows, every firm can appear knowledge-intensive. One loses the value of focusing on a special category of firms. Similarly, every firm has some unusual expertise. To make the knowledge-intensive firm a useful category, one has to require that exceptional expertise make important contributions. One should not label a firm as knowledge-intensive unless exceptional and valuable expertise dominates commonplace knowledge.

“Religious education is demanded by the nation generally and by the instincts of human nature.”
Source: Speech to the Conservatives of Manchester (3 April 1872), quoted in Selected Speeches of the Late Right Honourable the Earl of Beaconsfield, Volume II, ed. T. E. Kebbel (1882), p. 505

Introduction, in Hirst (1909), p. 312
The National System of Political Economy (1841)
Source: Culture's consequences: International differences in work-related values (1980), p. 32; As cited in Low Sui Pheng & Shi Yuquan. "An exploratory study of Hofstede’s cross-cultural dimensions in construction projects." Management Decision 40.1 (2002): 7-16.

Report of the Independent Expert on the promotion and protection of all human rights, civil, political, economic, social and cultural rights, including the right to development https://documents-dds-ny.un.org/doc/UNDOC/GEN/G16/151/19/PDF/G1615119.pdf?OpenElement.
2016, Report submitted to the UN Human Rights Council

Source: Reforming Education: The Schooling of a People and Their Education Beyond Schooling (1977), p. 255