“The educator aims at a slow process of development; the propagandist, at quick results. The educator tries to tell people how to think; the propagandist, what to think. The educator strives to develop individual responsibility; the propagandist, mass effects. The educator wants thinking; the propagandist, action. The educator fails unless he achieves an open mind; the propagandist, unless he achieves a closed mind.”

Source: Are We Victims of Propaganda, Our Invisible Masters: A Debate with Edward Bernays (1929), p. 144

Source: Vamps and Tramps (1994), "No Law in the Arena: A Pagan Theory of Sexuality", p. 39

Source: The Art of Thinking (1928), p. 61

Source: What is to be Done? (1902), Chapter Three, Section E, Essential Works of Lenin (1966)

The Olive Tree (1936)

Source: Philosophy of Education, p. 86.

Part II. Ch. 2 : Mathematical Definitions and Education, p. 128
Variant translation: The chief aim of mathematics teaching is to develop certain faculties of the mind, and among these intuition is by no means the least valuable.
Science and Method (1908)
Context: The principal aim of mathematical education is to develop certain faculties of the mind, and among these intuition is not the least precious. It is through it that the mathematical world remains in touch with the real world, and even if pure mathematics could do without it, we should still have to have recourse to it to fill up the gulf that separates the symbol from reality.

The Great Wall of Mars (p. 22)
Short fiction, Galactic North (2006)