“Now, surely, when we want to educate ourselves for the purpose of citizenship…If you can clear the mind of cant and detect the fallacy, whatever guise it may be wearing, I think you have made a long step forward in the education that every citizen in a democracy that may hope to endure must have. I think that we all of us realise to-day that no civilised community is bound necessarily and by an inscrutable fate to progress, and there are such things in civilisation as checks, that there is such a thing as retrogression, and that the mere existence of a civilised community is no guarantee either for its continuance or for its progress— in other words, that unless we are the faithful guardians of such civilisation as we have already attained to, we run the risk of seeing the whole of the progress that has been made with such infinite labour up to our own time gradually slipping back and back and back.”

— Stanley Baldwin

Speech at the Philip Scott College (27 September 1923), quoted in On England, and Other Addresses (1926), pp. 150-151.
1923

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Stanley Baldwin 225

Former Prime Minister of the United Kingdom 1867–1947

Henry Kuttner (1915–1958) American author

Source: The Time Axis (1949), Ch. 14 : Vega-Born

“And for us in this country to think of having, for example, a dictatorship—a popular form of government in many countries to-day—would, on our part, be an act of consummate cowardice, an act of surrender, of throwing in our hands, a confession that we were unable to govern ourselves…In this country we do not want what I call the "get-rich-quick" mind. Speed and efficiency are very good things, and they are, perhaps, the idols of this generation. But they do not necessarily go together. Acceleration, as I have often said, is not a synonym for civilisation. It is quite true the State coach of this country may be going through heavy ground, the wheels may be creaking; but are you quite sure that the wheels of the State coach are not creaking to-day in Moscow, in Berlin, in Vienna? Are you quite certain that they are not creaking even in the United States of America?”

Stanley Baldwin (1867–1947) Former Prime Minister of the United Kingdom

Broadcast from London (6 March 1934); published in This Torch of Freedom (1935), p. 21.
1934

“I think you can do whatever you want. In the end, we all live the life we choose for ourselves.”

Nicholas Sparks book See Me

Source: See Me

“Too often people think education is boring. Well, it’s not boring! And particularly, if you have people who can communicate with you and also, sometimes, information that experts can provide you. That’s why I always go with biologists or people who can educate me. I want to be educated all the time.”

Jean-Michel Cousteau (1938) French explorer and environmentalist; son of Jacques-Yves Cousteau

An Interview with Jean-Michel Cousteau https://kerdowney.com/2017/05/jean-michel-cousteau-part-two/ (May 17, 2017)

“The greatest hope I have for our country is in the widespread kindling of that real desire for education which I regard as almost the only fruit of the war on which I can look with satisfaction…we are apt to lose sight of the importance of education as an end in itself. If you regard education solely from the point of view of enabling you to earn a salary, useful as that may be, you miss one of the best things for which education stands.”

Stanley Baldwin (1867–1947) Former Prime Minister of the United Kingdom

Speech to the Canadian Club in Toronto (6 August 1927), quoted in Our Inheritance (London: Hodder and Stoughton, 1938), pp. 76-77.
1927

“…The subjects we study at school can be divided roughly into two groups—the sciences and the arts. The sciences include mathematics, geography, chemistry, physics, and so on. Among the arts are drawing, painting, modelling, needlework, drama, music, literature. The purpose of education is to fit us for life in a civilised community, and it seems to follow from the subjects we study that the two most important things in civilised life are Art and Science.”

Anthony Burgess (1917–1993) English writer

Non-Fiction, English Literature: A Survey for Students (1958, revised 1974)

“I think uh…we lost everyday Vietnamese life in fighting the Communists, you know, and and no progress, we have to do something else, you can, we cannot have a more of the same, you know, every, every day, so we, we must change, yes.”

Nguyen Khanh (1927–2013) South Vietnamese soldier

Ngo Dinh Diem versus the drive to reform
1980s, Interview with Nguyen Khanh (1981)

“I want make sure that our products are used for good. At the end of the day, other people blaming us or not is actually not the thing that matters to me. It’s not that every single thing that happens on Facebook is gonna be good. This is humanity. People use tools for good and bad, but I think that we have a clear responsibility to make sure that the good is amplified and to do everything we can to mitigate the bad.”

Mark Zuckerberg (1984) American internet entrepreneur

In an interview with Kara Swisher as quoted in Zuckerberg: The Recode interview https://www.recode.net/2018/7/18/17575156/mark-zuckerberg-interview-facebook-recode-kara-swisher (July 18, 2018), Recode.

“We have carried our quest for peace to many nations and peoples because we share this planet with others whose future, in large measure, is tied to our own action, and whose counsel is necessary to our own hopes. We have found understanding and support. And we know they wait with us tonight for some response that could lead to peace. I wish tonight that I could give you a blueprint for the course of this conflict over the coming months, but we just cannot know what the future may require. We may have to face long, hard combat or a long, hard conference, or even both at once. Until peace comes, or if it does not come, our course is clear. We will act as we must to help protect the independence of the valiant people of South Vietnam. We will strive to limit the conflict, for we wish neither increased destruction nor do we want to invite increased danger. But we will give our fighting men what they must have: every gun, and every dollar, and every decision—whatever the cost or whatever the challenge. And we will continue to help the people of South Vietnam care for those that are ravaged by battle, create progress in the villages, and carry forward the healing hopes of peace as best they can amidst the uncertain terrors of war. And let me be absolutely clear: The days may become months, and the months may become years, but we will stay as long as aggression commands us to battle. There may be some who do not want peace, whose ambitions stretch so far that war in Vietnam is but a welcome and convenient episode in an immense design to subdue history to their will. But for others it must now be clear—the choice is not between peace and victory, it lies between peace and the ravages of a conflict from which they can only lose.”

Lyndon B. Johnson (1908–1973) American politician, 36th president of the United States (in office from 1963 to 1969)

1960s, State of the Union Address (1966)

“There are two types of education: education for livelihood and education for life. When we study in college, it helps us to get a job so that we can earn a living. We can become a doctor, a scientist, an engineer or whatever we want. We may go on to attain wealth, possession and fame. All of this comes from education for livelihood. But this alone will never make our life full and complete. Education is not only to help us live a comfortable life of plenty. When our plans fall apart, when we face failure and loss, when we are knocked down, education should help us get back on our feet. Education should help us regain our mental equipoise, self-confidence and positive attitude, so that we can continue forward. This is why education for life is as important as education for livelihood. Education for life is spirituality.”

Mata Amritanandamayi (1953) Hindu spiritual leader and guru

Amritanandamayi's Address Upon Receiving an Honorary Doctorate of Humane Letters from the State University of New York (2010)

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Stanley Baldwin 225

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