“In just the measure that education aims to develop the individual with independence of judgment rather than to indoctrinate him with tradition and custom and official dogma, to that degree it separates him from the mass and is successful insofar as it emancipates his mind from the tyranny of herd opinion.”

— Everett Dean Martin

Source: The Conflict of the Individual and the Mass in the Modern World (1932), p. 17

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Everett Dean Martin 58

1880–1941

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“Education aims at independence of judgment. Propaganda offers ready-made opinions for the unthinking herd.”

Everett Dean Martin (1880–1941)

Source: Are We Victims of Propaganda, Our Invisible Masters: A Debate with Edward Bernays (1929), p. 145

“Education is emancipation from herd opinion, self-mastery, capacity for self-criticism, suspended judgment, and urbanity.”

Everett Dean Martin (1880–1941)

Preface p. vii
The Meaning of a Liberal Education (1926)

“A primary function of art and thought is to liberate the individual from the tyranny of his culture in the environmental sense and to permit him to stand beyond it in an autonomy of perception and judgment.”

Beverly Sills (1929–2007) opera soprano

Lionel Trilling, in his introducton to Beyond Culture (1976) by Edward T. Hall
Misattributed

“The problem in our society and in our schools is to inclulcate, without overdoing it, the notion of education, as in the Latin educere--to lead, to bring out what is in someone rather than merely to indoctrinate him/her from the outside. (89)”

Joseph Campbell (1904–1987) American mythologist, writer and lecturer

Source: Thou Art That: Transforming Religious Metaphor

“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.”

Everett Dean Martin (1880–1941)

Source: Are We Victims of Propaganda, Our Invisible Masters: A Debate with Edward Bernays (1929), p. 145

“That is the central idea of our current tradition. It is the idealization of the mass and the negation of the individual; its panacea, its method of realization, is political direction; its goal, as always, is the undefined Good Society… The aim of pedagogy today is not to prepare the individual for his own enjoyment of life, but to enable him to better serve the mass machine; the psychologist makes adjustment to mass-thought the measure of healthy thinking and living; jurisprudence puts social responsibility ahead of individual responsibility; the concern of the scientist in the discovery of principles is secondary to his preoccupation with mass production; the economist studies institutions, not people; and philosophy rejects speculation as to the nature of man or the purpose of life as effort that might better be put to the practical problems of society. Ours is the culture of ‘the all,’ rather than ‘the one.”

Frank Chodorov (1887–1966) American libertarian thinker

Source: One is A Crowd: Reflections of An Individualist (1952), pp. 36-37

“Meditation on any theme, if positive and honest, inevitably separates him who does the meditating from the opinion prevailing around him, from that which … can be called “public” or “popular” opinion.”

José Ortega Y Gasset (1883–1955) Spanish liberal philosopher and essayist

Source: What is Philosophy? (1964), p. 15

“Without any censorship, in the West fashionable trends of thought and ideas are carefully separated from those which are not fashionable; nothing is forbidden, but what is not fashionable will hardly ever find its way into periodicals or books or be heard in colleges. Legally your researchers are free, but they are conditioned by the fashion of the day. There is no open violence such as in the East; however, a selection dictated by fashion and the need to match mass standards frequently prevent independent-minded people from giving their contribution to public life. There is a dangerous tendency to form a herd, shutting off successful development.”

Aleksandr Solzhenitsyn (1918–2008) Russian writer

Harvard University address (1978)

“On entering life, then, young people meet with various collective opinions, more or less narrow-minded. The more the individual has it in him to become a real personality, the more he will resist following a herd. But even if an inner voice says to him; “Become thyself! Be thyself!” he hears its appeal with despondency. Has he a self? He does not know; he is not yet aware of it. He therefore looks about for a teacher, an educator, one who will teach him, not something foreign, but how to become his own individual self.
We had in Denmark a great man who with impressive force exhorted his contemporaries to become individuals. But Søren Kierkegaard’s appeal was not intended to be taken so unconditionally as it sounded. For the goal was fixed. They were to become individuals, not in order to develop into free personalities, but in order by this means to become true Christians. Their freedom was only apparent; above them was suspended a “Thou shalt believe!” and a “Thou shalt obey!” Even as individuals they had a halter round their necks, and on the farther side of the narrow passage of individualism, through which the herd was driven, the herd awaited them again one flock, one shepherd.
It is not with this idea of immediately resigning his personality again that the young man in our day desires to become himself and seeks an educator. He will not have a dogma set up before him, at which he is expected to arrive.”

Georg Brandes (1842–1927) Danish literature critic and scholar

Source: An Essay on Aristocratic Radicalism (1889), pp. 9-10

“One of the serious results of propaganda is that it has caused the public to think that education and propaganda are the same thing, and thus to make an ignorant multitude believe it is being educated when it is only being manipulated. Education aims at independence of judgement. Propaganda offers ready-made opinions for the unthinking herd.”

Everett Dean Martin (1880–1941)

Source: Are We Victims of Propaganda, Our Invisible Masters: A Debate with Edward Bernays (1929), p. 145

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Everett Dean Martin 58

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