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|  Lord Acton | Liberty is the prevention of control by others. This requires self-control and, therefore, religious and spiritual influences; education, knowledge, well-being. | |
| Lord Acton | Learn as much by writing as by reading. | |
| Abigail Adams | Learning is not attained by chance, it must be sought for with ardor and attended to with diligence. | |
| Franklin P. Adams | Nothing is more responsible for the good old days than a bad memory. | |
| Franklin P. Adams | I find that a great part of the information I have was acquired by looking up something and finding something else on the way. | |
| Henry Brooks Adams | Nothing in education is so astonishing as the amount of ignorance it accumulates in the form of inert facts. | |
| John Adams | Laws for the liberal education of the youth, especially of the lower class of the people, are so extremely wise and useful, that, to a humane and generous mind, no expense for this purpose would be thought extravagant. | |
| John Adams | A native American who cannot read or write is as rare an appearance...as a comet or an earthquake. | |
| John Adams | Wisdom and knowledge, as well as virtue, diffused generally among the body of the people, being necessary for the preservation of their rights and liberties, and as these depend on spreading the opportunities and advantages of education in the various parts of the country, and among the different orders of people, it shall be the duty of legislators and magistrates... to cherish the interest of literature and the sciences, and all seminaries of them. | |
| John Adams | Wisdom and knowledge, as well as virtue, diffused generally among the body of the people, being necessary for the preservation of their rights and liberties, and as these depend on spreading the opportunities and advantages of education in the various parts of the country, and among the different orders of people, it shall be the duty of legislators and magistrates… to cherish the interest of literature and the sciences, and all seminaries of them. | |
| John Adams | It should be your care, therefore, and mine, to elevate the minds of our children and exalt their courage; to accelerate and animate their industry and activity; to excite in them an habitual contempt of meanness, abhorrence of injustice and inhumanity, and an ambition to excel in every capacity, faculty, and virtue. If we suffer their minds to grovel and creep in infancy, they will grovel all their lives. | |
| John Adams | Laws for the liberal education of the youth, especially of the lower class of the people, are so extremely wise and useful, that, to a humane and generous mind, no expense for this purpose would be thought extravagant. | |
| John Adams | Children should be educated and instructed in the principles of freedom. | |
| Saul Alinksy | How to create a socialist state by Saul Alinsky:\\
There are 8 levels of control that must be obtained before you are able to create a socialist state. The first is the most important.\\\\
1) Healthcare — Control healthcare and you control the people.\\
2) Poverty — Increase the Poverty level as high as possible, poor people are easier to control and will not fight back if you are providing everything for them to live.\\
3) Debt — Increase the debt to an unsustainable level. That way you are able to increase taxes, and this will produce more poverty.\\
4) Gun Control — Remove the ability to defend themselves from the Government. That way you are able to create a police state.\\
5) Welfare — Take control of every aspect of their lives (Food, Housing, and Income).\\
6) Education — Take control of what people read and listen to — take control of what children learn in school.\\
7) Religion — Remove the belief in the God from the Government and schools.\\
8) Class Warfare — Divide the people into the wealthy and the poor. This will cause more discontent and it will be easier to take (Tax) the wealthy with the support of the poor.\\ | |
| American Library Association | Intellectual freedom is the right of every individual to both seek and receive information from all points of view without restriction. It provides for free access of all expressions of ideas through which any and all sides of a question, cause or movement may be explored. | |
| Henri-Frédéric Amiel | The test of every religious, political, or educational system is the man that it forms. | |
| Henri Frederic Amiel | The test of every religious, political, or educational system, is the man which it forms. If a system injures the intelligence it is bad. If it injures the character it is vicious. If it injures the conscience it is criminal. | |
| William M. Anderson, Jr. | The intellectually stifling results of censorship -- while deplorable in any setting -- would be all the more abominable if allowed to exist within the college environment. | |
| Marcus Aurelius Antoninus | Men exist for the sake of one another. Teach them then or bear with them. | |
| Richard Arens | Thus far of the leadership of the National Council of Churches of Christ in America, we have found over 100 persons in leadership capacity with either communist-front records or records of service to communist causes. The aggregate affiliations of the leadership, instead of being in the hundreds as first indicated, is now, according to the latest count, into the thousands, and we have yet to complete our check, which would certainly suggest, on the basis of authoritative sources of this committee, that the statement that there is infiltration of fellow travelers in churches and educational institutions is a complete understatement. | |
| Aristotle | Education is the best provision for old age. | |
| Aristotle | It is the mark of an educated man to be able to entertain a thought without accepting it. | |
| Larry P. Arnn | Hillsdale [College] forgoes government money in order to spare our students, faculty and administrators the bureaucratic interference that is the price of accepting federal financial support. | |
| Stephen Arons | Why is it that millions of children who are pushouts or dropouts amount to business as usual in the public schools, while one family educating a child at home becomes a major threat to universal public education and the survival of democracy? | |
| Association of California School Administrators | 'Parent choice' proceeds from the belief that the purpose of education is to provide individual students with an education. In fact, educating the individual is but a means to the true end of education, which is to create a viable social order to which individuals contribute and by which they are sustained. 'Family choice' is, therefore, basically selfish and anti-social in that it focuses on the 'wants' of a single family rather than the 'needs' of society. | |
| Sir Francis Bacon | Knowledge and human power are synonymous. | |
| Roger Bacon | There are in fact four very significant stumblingblocks in the way of grasping the truth, which hinder every man however learned, and scarcely allow anyone to win a clear title to wisdom, namely, the example of weak and unworthy authority, longstanding custom, the feeling of the ignorant crowd, and the hiding of our own ignorance while making a display of our apparent knowledge. | |
| Alan Barth | The notion that the church, the press, and the universities should serve the state is essentially a Communist notion. In a free society these institutions must be wholly free – which is to say that their function is to serve as checks upon the state. | |
| Frederic Bastiat | Legal plunder can be committed in an infinite number of ways; hence, there are an infinite number of plans for organizing it: tariffs, protection, bonuses, subsidies, incentives, the progressive income tax, free education, the right to employment, the right to profit, the right to wages, the right to relief, the right to the tools of production, interest free credit, etc., etc. And it the aggregate of all these plans, in respect to what they have in common, legal plunder, that goes under the name of socialism. | |
| Frédéric Bastiat | Socialism, like the ancient ideas from which it springs, confuses the distinction between government and society. As a result of this, every time we object to a thing being done by government, the socialists conclude that we object to its being done at all. We disapprove of state education. Then the socialists say that we are opposed to any education. We object to a state religion. Then the socialists say that we want no religion at all. We object to a state-enforced equality. Then they say that we are against equality. And so on, and so on. It is as if the socialists were to accuse us of not wanting persons to eat because we do not want the state to raise grain. | |
| Frederic Bastiat | And what is this liberty, whose very name makes the heart beat faster and shakes the world? Is it not the union of all liberties -- liberty of conscience, of education, of association, of the press, of travel, of labor, of trade? | |
| Rev. Henry Ward Beecher | There are three schoolmasters for everybody that will employ them - the senses, intelligent companions, and books. | |
| Max Victor Belz | I don't want my children fed or clothed by the state, but if I had to choose, I would prefer that to their being educated by the state. | |
| Sir William Berkeley | I thank God, we have not free schools nor printing; and I hope we shall not have these hundred years. For learning has brought disobedience, and heresy and sects into the world; and printing has divulged them and libels against the government. God keep us from both! | |
| Daniel Joseph Berrigan | But how shall we educate men to goodness, to a sense of one another, to a love of truth? And more urgently,
how shall we do this in a bad time? | |
| Catherine Bertini | Let's have no illusions. We can't easily change the underlying beliefs and prejudices that do so much damage to women worldwide. We cannot quickly change attitudes, but we can change behaviour. At the World Food Programme we have recognized what a valuable tool food aid can be in changing behaviour. In so many poorer countries food is money, food is power. In some of our most successful food aid projects, we literally pay families who do not believe in educating their daughters to send those girls to school. A little free cooking oil can go a long way. We trade a 5 litre can of oil for 30 days of school attendance by a young girl. Yes, it's bribery. We don't apologize for that. We are changing behaviour, we are giving hope and opportunity to young girls and that is all that counts. Each small change in behaviour will one day pay off in a change in attitude. | |
| Steve Biko | The most potent weapon in the hands of the oppressor is the mind of the oppressed. | |
| Josh Billings | The trouble with most folks isn't so much their ignorance, as knowing so many things that ain't so. | |
| Paul Blanchard | I think the most important factor moving us toward a secular society has been the educational factor. Our schools may not teach Johnny to read properly, but the fact that Johnny is in school until he is 16 tends to lead toward the elimination of religious superstition. The average high school child acquires a high school education, and this militates against Adam and Eve and all other myths of alleged history. When I was one of the editors of The Nation in the twenties, I wrote an editorial explaining that golf and intelligence were the two primary reasons that men did not attend church. Perhaps today I would say golf and a high school diploma. | |
| Samuel L. Blumenfeld | What is so mind boggling is that all of this is being financed by the American people themselves through their own taxes. In other words, the American people are underwriting the destruction of their own freedom and way of life by lavishly financing through federal and state grants the very social scientists who are undermining our national sovereignty and preparing our children to become the dumbed-down vassals of the new world order. | |
| David Boaz | Maybe that's because guns are sold at a profit, while schools are provided by the government. | |
| David Boaz | American [public] schools are failing because they are organized according to a bureaucratic, monopolistic model; their organizing principle is basically the same as that of a socialist economy. | |
| Daniel Boorstin | We must abandon the prevalent belief in the superior wisdom of the ignorant. | |
| Neal Boortz | Government schools will teach children that government is wonderful. | |
| Neal Boortz | THE most widespread form of child abuse in the United States is parents' sending children to the government to be educated. | |
| Neal Boortz | How many Catholic schools do you think teach the students to question the authority of the Pope? Do you believe Christian schools teach students to question or challenge the authority of Jesus Christ? Do military schools teach the cadets to challenge the authority of superior officers? Well, why should we then expect government schools to teach children to question the authority of government? | |
| Robert Bork | I don't think the Constitution is studied almost anywhere, including law schools. In law schools, what they study is what the court said about the Constitution. They study the opinions. They don't study the Constitution itself. | |
| Linda Bowles | The task of weaning various people and groups from the national nipple will not be easy. The sound of whines, bawls, screams and invective will fill the air as the agony of withdrawal pangs finds voice. | |
| Dr. Paul F. Brandwein | As teachers, we enter the minds of others; thus we live in eternity. We help others live better lives, thus teaching remains a mercy. | |
| Dr. Paul F. Brandwein | Every child who believes in God is mentally ill. | |
| Kingman Brewster | Universities should be safe havens where ruthless examination of realities will not be distorted by the aim to please or inhibited by the risk of displeasure. | |
| Jacob Bronowski | There is no absolute knowledge. And those who claim it, whether they are scientists or dogmatists, open the door to tragedy. All information is imperfect. We have to treat it with humility. | |
| Jerry Brown | As we all learned from the sorry experience of state-sanctioned bureaucracies in Eastern Europe and the Soviet Union, decentralization [in education] is crucial to both freedom and excellence. | |
| Harry Browne | The press is hostile to the idea of liberty. Most people in the press are for big government. Most people think that the solution to anything, whether it's health care problems, education, whatever it is -- it's got to be more government. | |
| Patrick J. Buchanan | The village atheist has the right to be heard; he has no right to be heeded. While he has a right not to have his own children indoctrinated in what he believes are false and foolish teachings, he has no right to dictate what other children may be taught. | |
| Buddha | Do not believe what your teacher tells you merely out of respect for the teacher. | |
| Buddha | Believe nothing merely because you have been told it. Do not believe what your teacher tells you merely out of respect for the teacher. But whatsoever, after due examination and analysis, you find to be kind, conducive to the good, the benefit, the welfare of all beings -- that doctrine believe and cling to, and take it as your guide. | |
| Edmund Burke | Example is the school of mankind, and they will learn at no other. | |
| Samuel Butler | There should be some schools
called deformatories
to which people are sent
if they are too good
to be practical. | |
| John Cage | I can't understand why people are frightened of new ideas. I'm frightened of the old ones. | |
| G. R. Capp | You cannot become a truly effective advocate unless you know all sides of your subject thoroughly, opposing arguments as well as your own. | |
| Orson Scott Card | It is time for our school systems to stop accepting the gospel of that false religion and start doing their due diligence. Our children should be taught about the demonstrable solar cycles; and the whole human-caused Global Warming theory, along with the Hockey Stick Hoax, should be taught only as another example, after Piltdown Man and pre-Copernican theories of planetary movement, of how science can be corrupted when ideology gets ahead of the data. | |
| Andrew Carnegie | I choose free libraries as the best agencies for improving the masses of the people, because they give nothing for nothing. They only help those who help themselves. They never pauperize. They reach the aspiring and open to these chief treasures of the world -- those stored up in books. A taste for reading drives out lower tastes. | |
| James Carville | The Democratic constituency is just like a herd of cows. All you have to do is lay out enough silage and they come running. That’s why I became an operative working with Democrats. With Democrats all you have to do is make a lot of noise, lay out the hay, and be ready to use the ole cattle prod in case a few want to bolt the herd. | |
| W. H. Chamberlin | One of the most insidious consequences of the present burden of personal income tax is that it strips many middle class families of financial reserves & seems to lend support to campaigns for socialized medicine, socialized housing, socialized food, socialized every thing. The personal income tax has made the individual vastly more dependent on the State & more avid for state hand-outs. It has shifted the balance in America from an individual-centered to a State-centered economic & social system. | |
| Gilbert Keith Chesterton | What is education? Properly speaking, there is no such thing as education. Education is simply the soul of a society as it passes from one generation to another. Whatever the soul is like, it will have to be passed on somehow, consciously or unconsciously, and that transition may be called education. ... What we need is to have a culture before we hand it down. In other words, it is a truth, however sad and strange, that we cannot give what we have not got, and cannot teach to other people what we do not know ourselves. | |
| Frank Chodorov | The more subsidized it is, the less free it is. What is known as "free education" is the least free of all, for it is a state-owned institution; it is socialized education - just like socialized medicine or the socialized post office - and cannot possibly be separated from political control. | |
| Agatha Christie | I suppose it is because nearly all children go to school nowadays and have things arranged for them that they seem so forlornly unable to produce their own ideas. | |
| Sir Winston Churchill | Schools have not necessarily much to do with education... they are mainly institutions of control, where basic habits must be inculcated in the young. Education is quite different and has little place in school. | |
| Marcus Tullius Cicero | Natural ability without education has more often raised a man to glory and virtue than education without natural ability. | |
| Bill Clinton | Nothing in the First Amendment converts our public schools into religion-free zones or requires all religious expression to be left behind at the schoolhouse door. … Government’s schools also may not discriminate against private religious expression during the school day. | |
| Bill Clinton | The First Amendment does not require students to leave their religion at the schoolhouse door. … If students can wear T-shirts advertising sports teams, rock groups or politicians, they can also wear T-shirts that promote religion. … Religion is too important to our history and our heritage for us to keep it out of our schools. | |
| George Clinton | Think! It ain't illegal 'yet.' | |
| Communist Party Education Workers Congress | We must create out of the younger generation a generation of Communists. We must turn children, who can be shaped like wax, into real, good Communists.... We must remove the children from the crude influence of their families. We must take them over and, to speak frankly, nationalize them. From the first days of their lives they will be under the healthy influence of Communist children's nurseries and schools. There they will grow up to be real Communists. | |
| Joseph Conrad | Of all the inanimate objects, of all men’s creations, books are the nearest to us, for they contain our very thoughts, our ambitions, our indignations, our illusions, our fidelity to truth, and our persistent leaning toward error. | |
| Andrew J. Coulson | In education markets, like the Asian tutoring industry, top teachers are superstars who get to design curricula for thousands or even millions of students and train scores or hundreds of other teachers to use their effective methods. Quality providers expand and are emulated by competitors, and there is a powerful incentive for meaningful innovation. ... One teacher in Korea’s private tutoring sector made $2 million last year because his web-based employer has profit sharing and he’s brilliant at what he does, so he gets tons of students. That’s what should have happened to [Jaime] Escalante. That’s the sort of success that should greet excellence in education at all levels. It doesn’t because we don’t have a market. | |
| Council on Foreign Relations | The sovereignty fetish is still so strong in the public mind, that there would appear to be little chance of winning popular assent to American membership in anything approaching a super-state organization. Much will depend on the kind of approach which is used in further popular education. | |
| Noel Coward | I've over-educated myself in all the things I shouldn't have known. | |
| Stephen Cox | The more profound problem, however, is the degree to which many academic intellectuals, especially in the humanities, have lost their ability to distinguish the 'state' from 'society'. | |
| Davy Crockett | I want people to be able to get what they need to live: enough food, a place to live, and an education for their children. Government does not provide these as well as private charities and businesses. | |
| Ellwood P. Cubberley | Our schools are, in a sense, factories, in which the raw products (children) are to be shaped and fashioned into products to meet the various demands of life. The specifications for manufacturing come from the demands of twentieth-century civilization, and it is the business of the school to build its pupils according to the specifications laid down. | |
| e. e. cummings | To be nobody but yourself -- in a world which is doing it's best, night and day, to make you like everybody else -- means to fight the hardest battle which any human being can fight, and never stop fighting. | |
| Leonardo da Vinci | The desire to know is natural to good men. | |
| Leonardo da Vinci | One can have no smaller or greater mastery than mastery of oneself. | |
| Leonardo da Vinci | Anyone who argues by referring to authority is not using his mind but rather his memory. | |
| Leonardo da Vinci | I know very well that because I am unlettered some presumptuous people will think they have the right to criticize me, saying that I am an uncultured man. What stupid fools! Do they not know that I could reply to them as Marius did to the Roman patricians: "Do those who pride themselves on the works of other men claim to challenge mine? | |
| William Damon | There has never in the history of the civilized world been a cohort of kids that is so little affected by adult guidance and so attuned to a peer world. We have removed grown-up wisdom and allowed them to drift into a self-constructed, highly relativistic world of friendship and peers. | |
| Charles Darwin | The school as a means of education to me was simply a blank. | |
| Charles Darwin | The evolution of the human race will not be accomplished in the ten thousand years of tame animals, but in the million years of wild animals, because man is and will always be a wild animal. | |
| Steve Dasbach | Government schools can't teach reading, writing, and arithmetic -- why should we trust them to teach morality, respect, and character? If public education does for ethics what it's done for learning, we'll end up with a generation of immoral, disrespectful, and characterless students. | |
| Louis-René de Caradeuc de La Chalotais | I claim for the nation an education that depends only on the State, because children of the State must be raised by members of the State. | |
| Michel de Montaigne | I prefer the company of peasants because they have not been educated sufficiently to reason incorrectly. | |
| Graceanne A. Decandido | If librarianship is the connecting of people to ideas – and I believe that is the truest definition of what we do – it is crucial to remember that we must keep and make available, not just good ideas and noble ideas, but bad ideas, silly ideas, and yes, even dangerous or wicked ideas. | |
| Dr. Jose Delgado | We need a program of psychosurgery for political control of our society. The purpose is physical control of the mind. Everyone who deviates from the given norm can be surgically mutilated. ... The individual may think that the most important reality is his own existence, but this is only his personal point of view. This lacks historical perspective. Man does not have the right to develop his own mind. This kind of liberal orientation has great appeal. We must electronically control the brain. Someday armies and generals will be controlled by electric stimulation of the brain. | |
| Democratic National Platform of 1892 | We are opposed to state interference with parental rights and rights of conscience in the education of children as an infringement of the fundamental Democratic doctrine that the largest individual liberty consistent with the rights of others insures the highest type of American citizenship and the best government. | |
| Democratic Party Platform of 1996 | Today's Democratic Party knows our children's education is not complete unless they learn good values. We applaud the efforts of the Clinton-Gore Administration to promote character education in our schools. Teaching good values, strong character, and the responsibilities of citizenship must be an essential part of American education. | |
| John Dewey | Children who know how to think for themselves spoil the harmony of the collective society which is coming where everyone is interdependent. | |
| John Dewey | The teacher is engaged not simply in the training of individuals, but in the formation of the proper social life.... In this way, the teacher always is the prophet of the true God and the usherer-in of the true Kingdom of God. | |
| John Dewey | Mankind likes to think in terms of extreme opposites. It is given to formulating its beliefs in terms of Either/Ors, between which it recognizes no intermediate possibilities. | |
| Diogenes | The foundation of every state is the education of its youth. | |
| Benjamin Disraeli | Wherever is found what is called a paternal government, there is found state education. It has been discovered that the best way to insure implicit obedience is to commence tyranny in the nursery. | |
| Benjamin Disraeli | It has been discovered that the best way to insure implicit obedience is to commence tyranny in the nursery. | |
| Benjamin Disraeli | Upon the education of the people of this country, the fate of this country depends. | |
| Norman Dorsen | Free speech is essential to education, especially to a liberal education, which encourages the search for truths in art and science. If expression is restricted, the range of inquiry is also curtailed... The beneficiaries of a free society have a duty to pursue the truth and to protect the freedom of expression that makes possible the search for a new enlightenment. | |
| Robert Doty | The head of the powerful Jesuit Order (Father Pedro Arrupe) charged today (Sept. 27) that atheism constitutes a conspiracy that has infiltrated even the Roman Catholic Church and virtually controls international organizations, finance, and mass communications. … [Father Pedro Arrupe said that] “the new godless society operates in an extremely efficient manner, at least in its higher levels of leadership. It makes use of every possible means at its disposal, be they scientific, technical, social, or economic. It follows a perfectly mapped-out strategy. It holds almost complete sway in international organizations, in financial circles, in the field of mass communications: press, cinema, radio, and television.” … Father Arrupe, as head of the 36,000-member Jesuit Order, is considered to be one of the half-dozen most influential churchmen in the world, as indicated by his informal title of “Black Pope.” | |
| William O. Douglas | Where suspicion fills the air and holds scholars in line for fear of their jobs, there can be no exercise of the free intellect. Supineness and dogmatism take the place of inquiry. A problem can no longer be pursued to its edges. Fear stalks the classroom. The teacher is no longer a stimulant to adventurous thinking; she becomes instead a pipe line for safe and sound information. A deadening dogma takes the place of free inquiry. Instruction tends to become sterile; pursuit of knowledge is discouraged; discussion often leaves off where it should begin. | |
| Frederick Douglass | To educate a man is to unfit him to be a slave. | |
| John J. Dunphy | I am convinced that the battle for humankind's future
must be waged and won in the public school classroom
by teachers that correctly perceive their role as proselytizers of a new faith:
a religion of humanity that recognizes and respects the spark
of what theologians call divinity in every human being...
The classroom must and will become an arena of conflict between the old and new --
the rotting corpse of Christianity, together with all its adjacent evils and misery,
and the new faith of humanism, resplendent with the promise of a world
in which the never-realized Christian ideal of 'love thy neighbor' will finally be achieved. | |
| Richard M. Ebeling | In the hands of the state, compulsory public education becomes a tool for political control and manipulation -- a prime instrument for the thought police of the society. And precisely because every child passes through the same indoctrination process -- learning the same "official history," the same "civic virtues," the same lessons of obedience and loyalty to the state -- it becomes extremely difficult for the independent soul to free himself from the straightjacket of the ideology and values the political authorities wish to imprint upon the population under its jurisdiction. For the communists, it was the class struggle and obedience to the Party and Comrade Stalin; for the fascists, it was worship of the nation -- state and obedience to the Duce; for the Nazis, it was race purity and obedience to the Fuhrer. The content has varied, but the form has remained the same. Through the institution of compulsory state education, the child is to be molded like wax into the shape desired by the state and its educational elite. We should not believe that because ours is a freer, more democratic society, the same imprinting procedure has not occurred even here, in America. Every generation of school-age children has imprinted upon it a politically correct ideology concerning America's past and the sanctity of the role of the state in society. Practically every child in the public school system learns that the "robber barons" of the 19th century exploited the common working man; that unregulated capitalism needed to be harnessed by enlightened government regulation beginning in the Progressive era at the turn of the century; that wild Wall Street speculation was a primary cause of the Great Depression; that only Franklin Roosevelt's New Deal saved America from catastrophe; and that American intervention in foreign wars has been necessary and inevitable, with the United States government required to be a global leader and an occasional world policeman. | |
| Communist Party Education Workers Congress | We must create out of the younger generation a generation of Communists. We must turn children, who can be shaped like wax, into real, good Communists. ... We must remove the children from the crude influence of their families. We must take them over and, to speak frankly, nationalize them. From the first days of their lives they will be under the healthy influence of Communist children's nurseries and schools. There they will grow up to be real Communists. | |
| Albert Einstein | The ruling class has the schools and press under its thumb. This enables it to sway the emotions of the masses. | |
| Albert Einstein | The restriction of knowledge to an elite group destroys the spirit of the society and leads to its intellectual impoverishment. | |
| Albert Einstein | Imagination is more important than knowledge. | |
| Michael Ellner | Everything is backwards;\\
everything is upside down.\\
Doctors destroy health,\\
lawyers destroy justice,\\
universities destroy knowledge,\\
governments destroy freedom,\\
the major media destroy information,\\
and religions destroy spirituality. | |
| Ralph Waldo Emerson | We are students of words; we are shut up in schools, and colleges, and recitation rooms, for ten or fifteen years, and come out at last with a bag of wind, a memory of words, and do not know a thing. | |
| Epictetus | Only the educated are free. | |
| Epictetus | We must not believe the many, who say that only free people ought to be educated, but we should rather believe the philosophers who say that only the educated are free. | |
| Equal Access Act | It shall be unlawful for any public secondary school which receives Federal financial assistance and which has a limited open forum, to deny equal access or a fair opportunity to, or discriminate against, any students who wish to conduct a meeting within that limited open forum on the basis of the religious, political, philosophical, or other content of the speech at such meeting. | |
| Robert B. Everhart | [P]ublic schooling often ends up to be little more than majoritarian domination of minority viewpoints. | |
| Cat Farmer | If you suppose that good intentions justify intruding on the lives and properties of your fellow citizens: Do you appreciate being the target of somebody else's good intentions, or haven't you had that particular dubious pleasure yet? | |
| Felson | To steal ideas from one person is plagiarism; to steal from many is research. | |
| Francisco Ferrer | Governments have ever been known to hold a high hand over the education of the people. They know, better than anyone else, that their power is based almost entirely on the school. Hence, they monopolize it more and more. | |
| Johann Gottlieb Fichte | Education should aim at destroying free will so that after pupils are thus schooled they will be incapable throughout the rest of their lives of thinking or acting otherwise than as their school masters would have wished ... The social psychologist of the future will have a number of classes of school children on whom they will try different methods of producing an unshakable conviction that snow is black. When the technique has been perfected, every government that has been in charge of education for more than one generation will be able to control its subjects securely without the need of armies or policemen. | |
| Martin H. Fischer | A good teacher must know the rules; a good pupil, the exceptions. | |
| Irving Fisher | I believe [that William Graham Sumner] was one of the greatest professors we ever had at Yale, but I have drawn far away from his point of view, that of the old laissez faire doctrine. I remember he said in his classroom: 'Gentlemen, the time is coming when there will be two great classes, Socialists, and Anarchists. The Anarchists want the government to be nothing, and the Socialists want government to be everything. There can be no greater contrast. Well, the time will come when there will be only these two great parties, the Anarchists representing the laissez faire doctrine and the Socialists representing the extreme view on the other side, and when that time comes I am an Anarchist.' That amused his class very much, for he was as far from a revolutionary as you could expect. But I would like to say that if that time comes when there are two great parties, Anarchists and Socialists, then I am a Socialist. | |
| Malcolm S. Forbes | Education's purpose
is to replace an empty mind
with an open one. | |
| Henry Ford | It is well enough that people of the nation do not understand our banking and monetary system, for if they did, I believe there would be a revolution before tomorrow morning. | |
| Benjamin Franklin | A Bible and a newspaper in every house, a good school in every district - all studied and appreciated as they merit - are the principal support of virtue, morality, and civil liberty. | |
| Benjamin Franklin | A nation of well informed men who have been taught to know and prize the rights which God has given them cannot be enslaved. It is in the region of ignorance that tyranny begins. | |
| Benjamin Franklin | History will also give Occasion to expatiate on the Advantage of Civil Orders and Constitutions, how Men and their Properties are protected by joining in Societies and establishing Government; their Industry encouraged and rewarded, Arts invented, and Life made more comfortable: The Advantages of Liberty, Mischiefs of Licentiousness, Benefits arising from good Laws and a due Execution of Justice, &c. Thus may the first Principles of sound Politicks be fix'd in the Minds of Youth. | |
| Frederick the Great | I begin by taking.
I shall find scholars later
to demonstrate my perfect right. | |
| Milton Friedman | If the only motive was to help people who could not afford education, advocates of government involvement would have simply proposed tuition subsidies. | |
| Milton Friedman | With respect to teachers' salaries .... Poor teachers are grossly overpaid and good teachers grossly underpaid. Salary schedules tend to be uniform and determined far more by seniority. | |
| Marshall Fritz | Some want prayer in school, some want condoms. Printing prayers on condoms satisfies nobody. | |
| Marshall Fritz | In all countries, in all centuries, the primary reason for government to set up schools is to undermine the politically weak by convincing their children that the leaders are good and their policies are wise. The core is religious intolerance. The sides simply change between the Atheists, Catholics, Protestants, Unitarians, etc., depending whether you are talking about the Soviet Union, the Austro-Hungarian Empire, America, etc. A common second reason is to prepare the boys to go to war and the girls to cheer them on. | |
| Marshall Fritz | Charter schools are just public schools on a slightly longer leash. A dog on a long leash is still a dog on a leash. | |
| John Kenneth Galbraith | The conventional view serves to protect us from the painful job of thinking. | |
| Galileo Galilei | You cannot teach a man anything; you can only help him to find it within himself. | |
| Mahatma Mohandas K. Gandhi | From my experience of hundreds of children, I know that they have perhaps a finer sense of honour than you or I have. The greatest lessons in life, if we would but stoop and humble ourselves, we would learn not from grown-up learned men, but from the so-called ignorant children. | |
| Mahatma Mohandas K. Gandhi | If we are to reach real peace in this world,
and if we are to carry on a real war against war,
we shall have to begin with the children. | |
| James A. Garfield | Next in importance to freedom and justice is popular education, without which neither freedom nor justice can be permanently maintained. | |
| Stanley Garn | If the aborigine drafted an IQ test, all of Western civilization would presumably flunk it. | |
| John Taylor Gatto | The shocking possibility that dumb people don’t exist in sufficient numbers to warrant the millions of careers devoted to tending them will seem incredible to you. Yet that is my central proposition: the mass dumbness which justifies official schooling first had to be dreamed of; it isn’t real. | |
| John Taylor Gatto | School is the first impression children get of organized society. Like most first impressions it is the lasting one. Life is dull and stupid, only Coke provides relief. And other products, too, of course. | |
| John Taylor Gatto | Government schooling is the most radical adventure in history. It kills the family by monopolizing the best times of childhood and by teaching disrespect for home and parents.... | |
| John Taylor Gatto | Growth and mastery come only to those who vigorously self-direct. Initiating, creating, doing, reflecting, freely associating, enjoying privacy—these are precisely what the structures of schooling are set up to prevent, on one pretext or another. | |
| John Taylor Gatto | Who besides a degraded rabble would voluntarily present itself to be graded and classified like meat? No wonder school is compulsory. | |
| William Glasser | There are only two places in the world where time takes precedence over the job to be done. School and prison. | |
| William Godwin | Make men wise, and by that very operation you make them free. Civil liberty follows as a consequence of this; no usurped power can stand against the artillery of opinion. | |
| William Godwin | Government will not fail to employ education to strengthen its hands and perpetuate its institutions. | |
| Johann Wolfgang von Goethe | None are more hopelessly enslaved than those who falsely believe they are free. | |
| Johann Wolfgang von Goethe | Talent develops in tranquillity, character in the full current of human life. | |
| Johann Wolfgang von Goethe | The best of all government is that which teaches us to govern ourselves. | |
| Johann Wolfgang von Goethe | The main thing is to have a soul that loves the truth and harbours it where he finds it. And another thing: truth requires constant repetition, because error is being preached about us all the time, and not only by isolated individuals but by the masses. In the newspapers and encyclopedias, in schools and universities, everywhere error rides high and basks in the consciousness of having the majority on its side. | |
| Johann Wolfgang von Goethe | Nothing is as terrible to see as ignorance in action. | |
| Barry Goldwater | The Trilateralist Commission is international...(and)...is intended to be the vehicle for multinational consolidation of the commercial and banking interests by seizing control of the political government of the United States. The Trilateralist Commission represents a skillful, coordinated effort to seize control and consolidate the four centers of power - political, monetary, intellectual, and ecclesiastical. | |
| Rosalie M. Gordon | You can't make socialists out of individualists. Children who know how to think for themselves spoil the harmony of the collective society which is coming where everyone is interdependent. | |
| Antonio Gramsci | Socialism is precisely the religion that must overwhelm Christianity. … In the new order, Socialism will triumph by first capturing the culture via infiltration of schools, universities, churches and the media by transforming the consciousness of society. | |
| Jennifer A. Grossman | [A]ny provider that commands 90 percent of the market—whether we’re talking about software, phone service, or heating oil—is, by definition, a monopoly. Our government employs thousands of bureaucrats to track down and break up monopolies on the grounds that monopolies stifle competition and thereby produce bad products at high prices. Doesn’t it strike anyone as strange that the same government protects its own monopoly in education? And stranger still, that nearly everyone accepts this state of affairs as normal—as something that has always been and must always be? ... [C]ompetition forces public schools into making long-overdue repairs. And it offers poor parents the choices they desperately desire. | |
| Bernhard Haisch | Advances are made by answering questions. Discoveries are made by questioning answers. | |
| Alexander Hamilton | The safety of a republic depends essentially on the energy of a common national sentiment; on a uniformity of principles and habits; on the exemption of the citizens from foreign bias and prejudice, and on the love of country which will almost invariably be found to be closely connected with birth, education, and family. The opinion advanced in Notes on Virginia [by Thomas Jefferson] is undoubtedly correct, that foreigners will generally be apt to bring with them attachments to the persons they have left behind; to the country of their nativity, and to its particular customs and manners. They will also entertain opinions on government congenial with those under which they have lived; or, if they should be led hither from a preference to ours, how extremely unlikely is it that they will bring with them that temperate love of liberty, so essential to real republicanism? | |
| William T. Harris | Our schools have been scientifically designed to prevent over-education from happening. The average American [should be] content with their humble role in life, because they're not tempted to think about any other role. | |
| William Havard | The greatest Glory of a free-born People, Is to transmit that Freedom to their Children. | |
| Friedrich August von Hayek | We shall not grow wiser before we learn that much that we have done was very foolish. | |
| Friedrich August von Hayek | Compared with the totality of knowledge which is continually utilized in the evolution of a dynamic civilization, the difference between the knowledge that the wisest and that which the most ignorant individual can deliberately employ is comparatively insignificant. | |
| Friedrich August von Hayek | It is largely because civilization enables us constantly to profit from knowledge which we individually do not possess and because each individual's use of his particular knowledge may serve to assist others unknown to him in achieving their ends that men as members of civilized society can pursue their individual ends so much more successfully than they could alone. | |
| Helen Hegener | The present homeschooling laws are, at best, a poor compromise between a highly structured, two hundred billion dollar a year industry and the principles and beliefs of a handful of parents. | |
| Helen Hegener | Our tightly controlled educational system mocks the promise of democracy. With a closed educational system we simply cannot have an open political system. The current situation allows the government and big business to manufacture and maintain our culture for us, and in turn, control remains in the hands of the experts and institutions. The ability to change this situation is in the hands of the individuals and families who understand why change is necessary. | |
| Robert A. Heinlein | ...[A] fool cannot be protected from his folly. If you attempt to do so, you will not only arouse his animosity but also you will be attempting to deprive him of whatever benefit he is capable of deriving from experience. Never attempt to teach a pig to sing; it wastes your time and annoys the pig. | |
| Albert S. Herlong, Jr. | [Communist Goals for America:]\\
- Eliminate prayer or any phase of religious expression in the schools on the ground that it violates the principle of “separation of church and state.”\\
- Control schools. Use them as transmission belts for socialism and current Communist propaganda.\\
- Soften curriculum. Get control of teachers’ associations. Put party line in textbooks.
Control student newspapers.\\
- Infiltrate churches and replace revealed religion with “social” religion (i.e. “social justice,” “liberation theology”).\\
- Discredit the Bible and emphasize the need for intellectual maturity which does not need a “religious crutch.”\\
- Discredit American culture.\\
- Discredit the family as an institution. Encourage promiscuity and divorce.\\
- Present homosexuality, degeneracy and promiscuity as “normal, natural, healthy.\\ | |
| Adolf Hitler | In relation to the political decontamination of our public life, the government will embark upon a systematic campaign to restore the nation’s moral and material health. The whole educational system, theater, film, literature, the press and broadcasting – all these will be used as a means to this end. | |
| Adolf Hitler | It is thus necessary that the individual should finally come to realize that his own ego is of no importance in comparison with the existence of the nation, that the position of the individual is conditioned solely by the interests of the nation as a whole. | |
| Adolf Hitler | When an opponent declares, ‘I will not come over to your side,’ I calmly say, ‘Your child belongs to us already. … What are you? You will pass on. Your descendants, however, now stand in the new camp. In a short time they will know nothing else but this new community.' | |
| Adolf Hitler | We have set before ourselves the task of inoculating our youth … at a very early age. … This new Reich will give its youth to no one, but will itself take youth and give to youth its own education and its own upbringing. | |
| Peter Hoagland | Fundamental, Bible believing people do not have the right to indoctrinate their children in their religious beliefs because we, the state, are preparing them for the year 2000, when America will be part of a one-world global society and their children will not fit in. | |
| Thomas Hodgskin | Men had better be without education than be educated by their rulers; for their education is but the mere breaking in of the steer to the yoke; the mere discipline of the hunting dog, which, by dint of severity, is made to forego the strongest impulse of his nature, and instead of devouring his prey, to hasten with it to the feet of his master. | |
| Eric Hoffer | To most of us nothing is so invisible as an unpleasant truth. Though it is held before our eyes, pushed under our noses, rammed down our throats -- we know it not. | |
| Eric Hoffer | The central task of education is to implant a will and facility for learning; it should produce not learned but learning people. The truly human society is a learning society, where grandparents, parents, and children are students together. | |
| Eric Hoffer | In a time of drastic change it is the learners who inherit the future. The learned usually find themselves equipped to live in a world that no longer exists. | |
| Richard Hofstadter | A university’s essential character is that of being a center of free inquiry and criticism – a thing not to be sacrificed for anything else. | |
| John Holt | It's not that I feel that school is a good idea gone wrong, but a wrong idea from the word go. It's a nutty notion that we can have a place where nothing but learning happens, cut off from the rest of life. | |
| John Holt | Education... now seems to me perhaps the most authoritarian and dangerous of all the social inventions of mankind. It is the deepest foundation of the modern slave state, in which most people feel themselves to be nothing but producers, consumers, spectators, and 'fans,' driven more and more, in all parts of their lives, by greed, envy, and fear. My concern is not to improve 'education' but to do away with it, to end the ugly and antihuman business of people-shaping and to allow and help people to shape themselves. | |
| John Holt | No use to shout at them to pay attention. If the situations, the materials, the problems before the child do not interest him, his attention will slip off to what does interest him, and no amount of exhortation of threats will bring it back. | |
| John Holt | Education -- compulsory schooling, compulsory learning -- is a tyranny and a crime against the human mind and spirit. Let all those escape it who can, any way they can. | |
| John Holt | What children need is not new and better curriculum but access to more of the real world; plenty of time and space to think over their experiences, and to use fantasy and play to make meaning out of them. | |
| John Holt | No one is more truly helpless, more completely a victim, than he who can neither choose nor change nor escape his protectors. | |
| John Holt | People who make careers out of helping others -- sometimes at great sacrifice, often not -- usually don't like to hear that those others might get along fine, might even get along better, without their help. | |
| John Holt | I believe that we learn best when we, not others are deciding what we are going to learn, and when we are choosing the people, materials, and experiences from which we will be learning. | |
| John Holt | The most important thing any teacher has to learn, not to be learned in any school of education I ever heard of, can be expressed in seven words: Learning is not the product of teaching. Learning is the product of the activity of learners. | |
| Horace | Suffering is but another name for the teaching of experience, which is the parent of instruction and the schoolmaster of life. | |
| Jacob G. Hornberger | We should not believe that because ours is a freer, more democratic society, the same imprinting procedure has not occurred even here, in America. Every generation of school-age children has imprinted upon it a politically correct ideology concerning America's past and the sanctity of the role of the state in society. Practically every child in the public school system learns that the "robber barons" of the 19th century exploited the common working man; that unregulated capitalism needed to be harnessed by enlightened government regulation beginning in the Progressive era at the turn of the century; that Wild Wall Street speculation was a primary cause of the Great Depression; that only Franklin Roosevelt's New Deal saved America from catastrophe; and that American intervention in foreign wars has been necessary and inevitable, with the United States government required to be a global leader and an occasional world policeman. | |
| Jacob G. Hornberger | Contrary to everything our rulers tell us, and everything that our schoolteachers are teaching the children of this nation, the biggest threat to the lives and well-being of the American people lies not with some foreign government. The biggest threat to the American people today lies with the United States government. And while gun ownership stands as a barrier to potential, Nazi-like behavior, the long-term solution is to dismantle, not reform, the iron fist of the welfare state and the controlled economy. This includes the end (not the reform) of the IRS, the DEA, the BATF, the SEC, the FDA, HUD, the departments of HHS, Labor, Agriculture, and Energy, and every other agency that takes money from some and gives it to others or interferes with peaceful behavior. It entails the repeal of all laws that permit such conduct. And it means the privatization of most of the bureaucrats who work for the U.S. government. | |
| Jack Hugh | Historically, much of the motivation for public schooling has been to stifle variety and institute social control. | |
| Jack Hugh | Historically, much of the motivation for public schooling has been to stifle variety and institute social control. | |
| Humanist Curriculum | It's OK to lie. It's OK to steal. It's OK to have premarital sex. It's OK to cheat or to kill if these things are part of your value system, and you clarified these values for yourself. The important thing is not what values you choose, but that you have chosen them for yourself and without coercion of parents, spouse, priest, friends, ministers or social pressure of any kind. | |
| Robert M. Hutchins | The policy of the repression of ideas cannot work and never has worked. The alternative to it is the long difficult road of education. To this the American people have committed. | |
| Robert M. Hutchins | Education is a kind of continuing dialogue, and a dialogue assumes different points of view. | |
| Robert M. Hutchins | Education is not to reform students or amuse them or to make them expert technicians. It is to unsettle their minds, widen their horizons, inflame their intellects, teach them to think straight, if possible. | |
| Aldous Huxley | A really efficient totalitarian state would be one in which the all-powerful executive of political bosses and their army of managers control a population of slaves who do not have to be coerced, because they love their servitude. To make them love it is the task assigned, in present-day totalitarian states, to ministries of propaganda, newspaper editors and schoolteachers.... The greatest triumphs of propaganda have been accomplished, not by doing something, but by refraining from doing. Great is truth, but still greater, from a practical point of view, is silence about truth. | |
| Aldous Huxley | Only a large-scale popular movement toward decentralization and self-help can arrest the present tendency toward statism... A really efficient totalitarian state would be one in which the all-powerful executive of political bosses and their army of managers control a population of slaves who do not have to be coerced, because they love their servitude. To make them love it is the task assigned, in present-day totalitarian states, to ministries of propaganda, newspaper editors and schoolteachers. | |
| Ivan Illich | School is the advertising agency which makes you believe that you need the society as it is. | |
| Ivan Illich | Together we have come to realize that for most men the right to learn is curtailed by the obligation to attend school. | |
| Robert G. Ingersoll | There is no slavery but ignorance.
Liberty is the child of intelligence. | |
| Thomas Jefferson | I have often thought that nothing would do more extensive good at small expense than the establishment of a small circulating library in every county, to consist of a few well-chosen books, to be lent to the people of the country under regulations as would secure their safe return in due time. | |
| Thomas Jefferson | The man who reads nothing at all is better educated than the man who reads nothing but newspapers. | |
| Thomas Jefferson | We shall have our follies without doubt. Some one or more of them will always be afloat. But ours will be the follies of enthusiasm, not of bigotry, not of Jesuitism. Bigotry is the disease of ignorance, of morbid minds; enthusiasm of the free and buoyant. Education and free discussion are the antidotes of both. | |
| Thomas Jefferson | I cannot live without books. | |
| Thomas Jefferson | If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be. | |
| Thomas Jefferson | I have indeed two great measures at heart,
without which no republic can maintain itself in strength:
1. That of general education, to enable every man to judge for himself
what will secure or endanger his freedom.
2. To divide every county into hundreds, of such size that all
the children of each will be within reach of a central school in it. | |
| Thomas Jefferson | I... [proposed] three distinct grades of education, reaching all classes.
1. Elementary schools for all children generally, rich and poor.
2. Colleges for a middle degree of instruction, calculated for the
common purposes of life and such as should be desirable for all who were
in easy circumstances.
And 3d. an ultimate grade for teaching the sciences generally and in
their highest degree...
The expenses of [the elementary] schools should be borne by the
inhabitants of the county, every one in proportion to his general
tax-rate. This would throw on wealth the education of the poor. | |
| Thomas Jefferson | And say, finally, whether peace is best preserved by giving energy to the government or information to the people. This last is the most legitimate engine of government. Educate and inform the whole mass of people. Enable them to see that it is their interest to preserve peace and order, and they will preserve them. And it requires no very high degree of education to convince them of this. They are the only sure reliance for the preservation of our liberty. | |
| Thomas Jefferson | I am not fully informed of the practices at Harvard, but there is one from which we shall certainly vary, although it has been copied, I believe, by nearly every college and academy in the United States. That is, the holding the students all to one prescribed course of reading, and disallowing exclusive application to those branches only which are to qualify them for the particular vocations to which they are destined. We shall, on the contrary, allow them uncontrolled choice in the lectures they shall choose to attend, and require elementary qualification only, and sufficient age. | |
| Thomas Jefferson | Whenever the people are well informed, they can be trusted with their own government; that whenever things get so far wrong as to attract their notice, they may be relied on to set them to rights. | |
| Thomas Jefferson | Where the press is free and every man able to read, all is safe. | |
| Thomas Jefferson | Is it a right or a duty in society to take care of their infant members in opposition to the will of the parent? How far does this right and duty extend? --to guard the life of the infant, his property, his instruction, his morals? The Roman father was supreme in all these: we draw a line, but where? --public sentiment does not seem to have traced it precisely... It is better to tolerate the rare instance of a parent refusing to let his child be educated, than to shock the common feelings and ideas by the forcible asportation and education of the infant against the will of the father... What is proposed... is to remove the objection of expense, by offering education gratis, and to strengthen parental excitement by the disfranchisement of his child while uneducated. Society has certainly a right to disavow him whom they offer, and are permitted to qualify for the duties of a citizen. If we do not force instruction, let us at least strengthen the motives to receive it when offered. | |
| Thomas Jefferson | I had rather be shut up in a very modest cottage with my books, my family and a few old friends, dining on simple bacon, and letting the world roll on as it liked, than to occupy the most splendid post, which any human power can give. | |
| Thomas Jefferson | Above all things I hope the education of the common people will be attended to, convinced that on their good sense we may rely with the most security for the preservation of a due degree of liberty. | |
| William Jenner | I want to make one thing clear. This war against our constitution is not being fought way off in Madagascar or in Mandalay. It is being fought here—in our schools, our colleges, our churches, our women’s clubs. It is being fought with our money, channeled through the State Department. It is being fought twenty-four hours a day—while we remain asleep. How many of you Senators know what the UN is doing to change the teaching of the children in your own home town? The UN is at work there, every day and night, changing the teachers, changing the teaching materials, changing the very words and tones—changing all the essential ideas which we imagine our schools are teaching to our young folks. How in the name of Heaven are we to sit here, approve these programs, appropriate our own people’s money—for such outrageous “orientation” of our own children, and of the men and women who teach our children, in this Nation’s schools? | |
| Paul Bede Johnson | The study of history is a powerful antidote to contemporary arrogance. It is humbling to discover how many of our glib assumptions, which seem to us novel and plausible, have been tested before, not once but many times and in innumerable guises; and discovered to be, at great human cost, wholly false. | |
| Dr. Samuel Johnson | Among the innumerable mortifications which waylay human arrogance on every side may well be reckoned our ignorance of the most common objects and effects, a defect of which we become more sensible by every attempt to supply it. Vulgar and inactive minds confound familiarity with knowledge and conceive themselves informed of the whole nature of things when they are shown their form or told their use; but the speculatist, who is not content with superficial views, harasses himself with fruitless curiosity, and still, as he inquires more, perceives only that he knows less. | |
| Chief Joseph | I believe much trouble and blood would be saved if we opened our hearts more. I will tell you in my way how the Indian sees things. The white man has more words to tell you how they look to him, but it does not require many words to speak the truth. If the white man wants to live in peace with the Indian... we can live in peace. There need be no trouble. Treat all men alike.... give them all the same law. Give them all an even chance to live and grow. You might as well expect the rivers to run backward as that any man who is born a free man should be contented when penned up and denied liberty to go where he pleases. We only ask an even chance to live as other men live. We ask to be recognized as men. Let me be a free man...free to travel... free to stop...free to work...free to choose my own teachers...free to follow the religion of my Fathers...free to think and talk and act for myself. | |
| Barbara Kay | Professionalism implies knowledge based in evidence, not in authority. Such lines are blurred in the era of identity politics and the normalization of pseudo-disciplines such as Gender Studies, Black Studies, Queer Studies, Fat Studies, Disability Studies, Chicano Studies and White Studies and Indigenous Studies, all of which are taught based on the “authority” of Marxism, and all of whose primary purpose is to demonize “oppressors” – the “patriarchy,” white “colonialists” and the U.S. in general – and to recruit activists for organized perpetuation of the identity grievance industry. | |
| Helen Keller | The highest result of education is tolerance. | |
| Helen Keller | College isn't the place to go for ideas. | |
| John F. Kennedy | Liberty without learning is always in peril and learning without liberty is always in vain. | |
| John F. Kennedy | I believe in an America where the separation of church and state is absolute -- where no Catholic prelate would tell the president (should he be Catholic) how to act, and no Protestant minister would tell his parishoners for whom to vote -- where no church or church school is granted any public funds or political preference -- and where no man is denied public office merely because his religion differs from the president who might appoint him or the people who might elect him. | |
| John F. Kennedy | Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our nation. | |
| Kevin Killion | Education is unique among consumer products -- when it fails to work as advertised, it's the customer that gets labelled as defective. | |
| Rev. Dr. Martin Luther King, Jr. | The Negro has no room to make any substantial compromises because his store of advantages is too small. He must press unrelentingly for quality, integrated education or his whole drive for freedom will be undermined by the absence of a most vital and indispensable element -- learning. | |
| Rev. Dr. Martin Luther King, Jr. | It is precisely because education is the road to equality and citizenship, that it has been made more elusive for Negroes than many other rights. The walling off of Negroes from equal education is part of the historical design to submerge him in second class status. Therefore, as Negroes have struggled to be free they have had to fight for the opportunity for a decent education. | |
| Rev. Dr. Martin Luther King, Jr. | The group consisting of mother, father and child is the main educational agency of mankind. | |
| Frank H. Knight | Knowledge is more a matter of learning
than of the exercise of absolute judgment.
Learning requires time, and in time the situation dealt with,
as well as the learner, undergoes change. | |
| Alan Charles Kors | It seems now that the place where you see the most obvious censorship is on college campuses --- the precise place where you would expect to see the least. | |
| Jonathan Kozol | The first goal and primary function of the U.S. public school is not to educate good people, but good citizens. It is the function which we call - in enemy nations - 'state indoctrination.' | |
| Late 16th Century Proverb | The road to hell is paved with good intentions. | |
| Latin Proverb | History is written by the victor. | |
| Bruce Lee | A teacher is never a giver of truth -- he is a guide, a pointer to the truth that each student must find for himself. A good teacher is merely a catalyst. | |
| Antonie van Leeuwenhoek | [M]y work, which I've done for a long time,
was not pursued in order to gain the praise I now enjoy,
but chiefly from a craving after knowledge,
which I notice resides in me more than in most other men.
And therewithal, whenever I found out anything remarkable,
I have thought it my duty to put down my discovery on paper,
so that all ingenious people might be informed thereof. | |
| Vladimir Ilyich Lenin | Give me four years to teach the children and the seed I have sown will never be uprooted. | |
| Vladimir Ilyich Lenin | Give me four years to teach the children and the seed I have sown will never be uprooted. | |
| Xavier Lerma | President Vladimir Putin could never have imagined anyone so ignorant or so willing to destroy their people like Obama much less seeing millions vote for someone like Obama. They read history in America don't they? Alas, the schools in the U.S. were conquered by the Communists long ago and history was revised thus paving the way for their Communist presidents. | |
| C. S. Lewis | To live his life in his own way, to call his house his castle, to enjoy the fruits of his own labour, to educate his children as his conscience directs, to save for their prosperity after his death --- these are wishes deeply ingrained in civilised man. Their realization is almost as necessary to our virtues as to our happiness. From their total frustration disastrous results both moral and psychological might follow. | |
| C. S. Lewis | Hitherto the plans of the educationalists have achieved very little of what they attempted, and indeed we may well thank the beneficent obstinacy of real mothers, real nurses, and (above all) real children for preserving the human race in such sanity as it still possesses. | |
| C. S. Lewis | What I want to fix your attention on is the vast overall movement towards the discrediting, and finally the elimination, of every kind of human excellence -- moral, cultural, social or intellectual. And is it not pretty to notice how 'democracy' (in the incantatory sense) is now doing for us the work that was once done by the most ancient dictatorships, and by the same methods? The basic proposal of the new education is to be that dunces and idlers must not be made to feel inferior to intelligent and industrious pupils. That would be 'undemocratic.' Children who are fit to proceed may be artifically kept back, because the others would get a trauma by being left behind. The bright pupil thus remains democratically fettered to his own age group throughout his school career, and a boy who would be capable of tackling Aeschylus or Dante sits listening to his coeval's attempts to spell out A CAT SAT ON A MAT. We may reasonably hope for the virtual abolition of education when 'I'm as good as you' has fully had its way. All incentives to learn and all penalties for not learning will vanish. The few who might want to learn will be prevented; who are they to overtop their fellows? And anyway, the teachers -- or should I say nurses? -- will be far too busy reassuring the dunces and patting them on the back to waste any time on real teaching. We shall no longer have to plan and toil to spread imperturbable conceit and incurable ignorance among men. | |
| C. S. Lewis | [C]lassical political theory, with its Stoical, Christian, and juristic key-conceptions (natural law, the value of the individual, the rights of man), has died. The modern State exists not to protect our rights but to do us good or make us good -- anyway, to do something to us or to make us something. Hence the new name 'leaders' for those who were once 'rulers'. We are less their subjects than their wards, pupils, or domestic animals. There is nothing left of which we can say to them, 'Mind your own business.' | |
| Abraham Lincoln | Let it [the Constitution] be taught in schools, seminaries and in colleges; let it be written in primers, in spelling books and in almanacs; let it be preached from the pulpit, proclaimed in legislative halls, enforced in courts of justice. In short, let it become the political religion of the nation. | |
| Abraham Lincoln | The philosophy of the classroom today will be the philosophy of government tomorrow. | |
| Carolyn Lochhead | Public educators, like Soviet farmers, lack any incentive to produce results, innovate, to be efficient, to make the kinds of difficult changes that private firms operating in a competitive market must make to survive. | |
| John Locke | The only fence against the world
is a thorough knowledge of it. | |
| James Russell Lowell | But it was in making education not only common to all, but in some sense compulsory on all, that the destiny of the free republics of America was practically settled. | |
| Robert Wilson Lynd | We welcome almost any break in the monotony of things, a man has only to murder a series of wives in a new way to become known to millions of people who have never heard of Homer. | |
| J. Gresham Machen | Place the lives of children in their formative years, despite the convictions of their parents, under the intimate control of experts appointed by the state, force them to attend schools where the higher aspirations of humanity are crushed out, and where the mind is filled with the materialism of the day, and it is difficult to see how even the remnants of liberty can subsist. | |
| James Madison | A popular government without popular information or the means of acquiring it is but a prologue to a farce or a tragedy, or perhaps both. Knowledge will forever govern ignorance: And a
people who mean to be their own Governors, must arm themselves
with the power which knowledge gives. | |
| James Madison | If Congress can employ money indefinitely to the general welfare, and are the sole and supreme judges of the general welfare, they may take the care of religion into their own hands; they may appoint teachers in every State, county and parish and pay them out of their public treasury; they may take into their own hands the education of children, establishing in like manner schools throughout the Union; they may assume the provision of the poor; they may undertake the regulation of all roads other than post-roads; in short, every thing, from the highest object of state legislation down to the most minute object of police, would be thrown under the power of Congress... Were the power of Congress to be established in the latitude contended for, it would subvert the very foundations, and transmute the very nature of the limited Government established by the people of America. | |
| James Madison | If Congress can employ money indefinitely to the general welfare, and are the sole and supreme judges of the general welfare, they may take the care of religion into their own hands; they may appoint teachers in every State, county and parish and pay them out of their public treasury; they may take into their own hands the education of children, establishing in like manner schools throughout the Union; they may assume the provision of the poor; they may undertake the regulation of all roads other than post-roads; in short, every thing, from the highest object of state legislation down to the most minute object of police, would be thrown under the power of Congress. ... Were the power of Congress to be established in the latitude contended for, it would subvert the very foundations, and transmute the very nature of the limited Government established by the people of America. | |
| James Madison | The advancement and diffusion of knowledge is the only guardian of true liberty. | |
| Norman Mailer | Reaching consensus in a group is often confused with finding the right answer. | |
| Marisa Manley | Consider compulsory school-attendance laws, for instance. They fill government schools with children who don't want to be there. Some students are violent, attacking -- and even killing -- teachers and other students. Teachers must lock their classrooms to keep hoodlums at bay in the hallways. Thus, compulsory attendance laws, alleged to promote education, can make it almost impossible. | |
| Horace Mann | We who are engaged in the sacred cause of education are entitled to look upon all parents as having given hostages to our cause. | |
| Everett Dean Martin | 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 | It is the trivial, the irrelevant, the sensational, the appeal to obsolete bigotry which naturally give it greatest publicity. In such publicity it becomes a mere vulgar caricature of itself. | |
| Everett Dean Martin | 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. | |
| Karl Marx | The education of all children, from the moment that they can get along without a mother's care, shall be in state institutions at state expense. | |
| Karl Marx | 1. Abolition of property in land and application of all rents of land to public purposes.
2. A heavy progressive or graduated income tax.
3. Abolition of all rights of inheritance.
4. Confiscation of the property of all emigrants and rebels.
5. Centralization of credit in the banks of the state, by means of a national bank with state capital and an exclusive monopoly.
6. Centralization of the means of communication and transport in the hands of the state.
7. Extension of factories and instruments of production owned by the state; the bringing into cultivation of waste lands, and the improvement of the soil generally in accordance with a common plan.
8. Equal obligation of all to work. Establishment of industrial armies, especially for agriculture.
9. Combination of agriculture with manufacturing industries; gradual abolition of all the distinction between town and country by a more equable distribution of the populace over the country.
10. Free education for all children in public schools. Abolition of children's factory labor in its present form. Combination of education with industrial production, etc. | |
| Robert K. Massie | One of the things that really bothers me is that Americans don't have any sense of history. The majority of Americans don't have any idea of where we've come from, so they naturally succumb to the kind of cliche version that Ronald Reagan represented. | |
| Al McGuire | I think the world is run by 'C' students. | |
| Peter McWilliams | The purpose of education is to make the choices clear to people, not to make the choices for people. | |
| Margaret Mead | Never doubt that a small group of thoughtful citizens can change the world. Indeed, it's the only thing that ever has. | |
| Margaret Mead | My grandmother wanted me to have an education, so she kept me out of school. | |
| Menander | It is not white hair that engenders wisdom. | |
| H. L. Mencken | And what is a good citizen? Simply one who never says, does or thinks anything that is unusual. Schools are maintained in order to bring this uniformity up to the highest possible point. A school is a hopper into which children are heaved while they are still young and tender; therein they are pressed into certain standard shapes and covered from head to heels with official rubber-stamps. | |
| H. L. Mencken | The aim of public education is not to spread enlightenment at all; it is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States, whatever the pretensions of politicians, pedagogues, and other such mountebanks, and that is its aim everywhere else...Their purpose, in brief, is to make docile and patriotic citizens, to pile up majorities, and to make John Doe and Richard Doe as nearly alike, in their everyday reactions and ways of thinking, as possible. | |
| H. L. Mencken | That erroneous assumption is to the effect that the aim of public education is to fill the young of the species with knowledge and awaken their intelligence, and so make them fit to discharge the duties of citizenship in an enlightened and independent manner. Nothing could be further from the truth. The aim of public education is not to spread enlightenment at all, it is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States, whatever the pretensions of politicians, pedagogues and other such mountebanks, and that is its aim everywhere else. | |
| H. L. Mencken | The urge to save humanity is almost always a false-face for the urge to rule it. | |
| John Stuart Mill | A general State education is a mere contrivance for moulding people to be exactly like one another; and as the mould in which it casts them is that which pleases the dominant power in the government, whether this be a monarch, an aristocracy, or a majority of the existing generation; in proportion as it is efficient and successful, it establishes a despotism over the mind, leading by a natural tendency to one over the body. | |
| John Stuart Mill | A general State education is a mere contrivance for molding people to be exactly like one another; and as the mold in which it casts them is that which pleases the dominant power in the government, whether this be a monarch, an aristocracy, or a majority of the existing generation; in proportion as it is efficient and successful, it establishes a despotism over the mind, leading by a natural tendency to one over the body. | |
| A. A. Milne | The third-rate mind is only happy when it is thinking with the majority. The second-rate mind is only happy when it is thinking with the minority. The first-rate mind is only happy when it is thinking. | |
| Charles Mingus | Making the simple complicated is commonplace; making the complicated simple, awesomely simple, that's creativity. | |
| The Mishnah | Say not, when I have leisure I will study; you may not have leisure. | |
| Richard Mitchell | There is only one remedy for ignorance and thoughtlessness, and that is literacy. Millions and millions of children would today stand in no need of sex education or consumer education or anti-racism education or any of those fake educations, if they had had in the first place 'an' education. | |
| Richard Mitchell | Far from failing in its intended task, our educational system is in fact succeeding magnificently, because its aim is to keep the American people thoughtless enough to go on supporting the system. | |
| Richard Mitchell | Where once a tyrant had to wish that his subjects had but one common neck that he might strangle them all at once, all he has to do now is to 'educate the people' so that they will have but one common mind to delude. | |
| Richard Mitchell | Rousseau had it backwards. We are NOT born free. We are born in the chains of the random and the reflexive, and are ignorant and unreasonable by simple nature. We must learn to be free, to organize the random and detect the reflexive, to acquire the knowledge of particulars and the powers of reason. The examined life is impossible if we cannot examine, order, classify, define, distinguish, always in minute particulars. | |
| Mohammed | The ink of a scholar is more sacred than the blood of the martyr. | |
| James Monroe | Let us by wise and constitutional measures promote intelligence among the people as the best means of preserving our liberties. | |
| Archibald D. Murphey | It is important therefore that in these schools the precepts of morality and religion should be inculcated, and habits of subordination and obedience formed. One of the greatest blessings which the State can confer upon her children is to instill into their minds at an early period moral and religious truths. ... Thousands of unfortunate children are growing up in perfect ignorance of their moral and religious duties. Their parents equally unfortunate know not how to instruct them, and have not the opportunity or ability of placing them under the care of those who could give them instruction. The State, in the warmth of her affection and solicitude for their welfare, must take charge of those children and place them in schools where their minds can be enlightened and their hearts can be trained to virtue. | |
| Benito Mussolini | The Fascist State lays claim to rule in the economic field no less than in others; it makes its action felt throughout the length and breadth of the country by means of its corporate, social, and educational institutions, and all the political, economic, and spiritual forces of the nation, organised in their respective associations, circulate within the State. | |
| Benito Mussolini | It is the State which educates its citizens in civic virtue, gives them a consciousness of their mission, and welds them into unity. | |
| Benito Mussolini | At every hour of every day, I can tell you on which page of which book each school child in Italy is studying. | |
| National Education Association Resolution | The National Education Association believes that home schooling programs based on parental choice cannot provide the student with a comprehensive education experience. | |
| National Socialist Party of Germany (NAZI) | We ask that government undertake the obligation above all of providing citizens with adequate opportunity for employment and earning a living. The activities of the individual must not be allowed to clash with the interests of the community, but must take place within the confines and be for the good of all. Therefore, we demand: ... an end to the power of financial interest. We demand profit sharing in big business. We demand a broad extension of care for the aged. We demand ... the greatest possible consideration of small business in the purchases of the national, state, and municipal governments. In order to make possible to every capable and industrious [citizen] the attainment of higher education and thus the achievement of a post of leadership, the government must provide an all-around enlargement of our system of public education.... We demand the education at government expense of gifted children of poor parents.... The government must undertake the improvement of public health -- by protecting mother and child, by prohibiting child labor -- by the greatest possible support for all groups concerned with the physical education of youth. [W]e combat the ... materialistic spirit within and without us, and are convinced that a permanent recovery of our people can only proceed from within on the foundation of The Common Good Before the Individual Good. | |
| Friedrich Nietzsche | What is the task of higher education? To make a man into a machine. What are the means employed? He is taught how to suffer being bored. | |
| Friedrich Nietzsche | The governments of the great States have two instruments for keeping the people dependent, in fear and obedience: a coarser, the army; and a more refined, the school. | |
| Lyn Nofziger | The reason this country continues its drift toward socialism and big nanny government is because too many people vote in the expectation of getting something for nothing, not because they have a concern for what is good for the country. A better educated electorate might change the reason many persons vote. If children were forced to learn about the Constitution, about how government works, about how this nation came into being, about taxes and about how government forever threatens the cause of liberty perhaps we wouldn't see so many foolish ideas coming out of the mouths of silly old men. | |
| Northwest Ordinance, Article III, 1787 | Religion, morality, and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged. | |
| P. J. O'Rourke | Freedom is not empowerment. Empowerment is what the Serbs have in Bosnia. Anybody can grab a gun and be empowered. It's not entitlement. An entitlement is what people on welfare get, and how free are they? It's not an endlessly expanding list of rights -- the "right" to education, the "right" to health care, the "right" to food and housing. That's not freedom, that's dependency. Those aren't rights, those are rations of slavery -- hay and a barn for human cattle. There's only one basic human right, the right to do as you damn well please. And with it comes the only basic human duty, the duty to take the consequences. | |
| George Orwell | Freedom is Slavery | |
| James R. Otteson | If it would be wrong for the government to adopt an official religion, then, for the same reasons, it would be wrong for the government to adopt official education policies. The moral case for freedom of religion stands or falls with that for freedom of education. A society that champions freedom of religion but at the same time countenances state regulation of education has a great deal of explaining to do. | |
| Candace Owens | Can anybody point me to that one time in history where the side that was demanding censorship, segregation, propaganda, radical education, papers to move freely in society, plus government forces going door to door to demand compliance were the good guys? | |
| Seymour Papert | Nothing enrages me more than when people criticize my criticism of school by telling me that schools are not just places to learn math and spelling, they are places where children learn a vaguely defined thing called socialization. I know. I think schools generally do an effective and terribly damaging job of teaching children to be infantile, dependent, intellectually dishonest, passive and disrespectful to their own developmental capacities. | |
| Francis W. Parker | The end and aim of all education is the development of character. | |
| Isabel Paterson | A tax supported, compulsory educational system is the complete model of the totalitarian state. | |
| Isabel Paterson | Do you think nobody would willingly entrust his children to you or pay you for teaching them? Why do you have to extort your fees and collect your pupils by compulsion? | |
| Isabel Paterson | Most of the harm in the world is done by good people, and not by accident, lapse, or omission. It is the result of their deliberate actions, long persevered in, which they hold to be motivated by high ideals toward virtuous ends. | |
| Pope John Paul II | Those in society who are in charge of schools must never forget that the parents have been appointed by God himself as the first and principal educators of their children and that their right is completely inalienable. | |
| Cesare Pavese | To know the world one must construct it. | |
| Dr. Chester Pierce | Every child in America who enters school at the age of five is
mentally ill, because he comes to school with an allegiance toward
our elected officials, toward our founding fathers, toward our
institutions, toward the preservation of this form of government that
we have. Patriotism, nationalism, and sovereignty, all that proves that
children are sick because a truly well individual is one who has
rejected all of those things, and is truly the international child of
the future. | |
| Plato | Bodily exercise, when compulsory, does no harm to the body; but knowledge which is acquired under compulsion obtains no hold on the mind. | |
| Plato | Kings … will … take possession of the children, who will be unaffected by the habits of their parents; these they will train in their own habits and laws. | |
| Plutarch | The mind is not a vessel to be filled, but a fire to be kindled. | |
| Dennis Prager | To the students and faculty of our high school:
I am your new principal, and honored to be so. There is no greater calling than to teach young people.
I would like to apprise you of some important changes coming to our school. I am making these changes because I am convinced that most of the ideas that have dominated public education in America have worked against you, against your teachers and against our country.
First, this school will no longer honor race or ethnicity. I could not care less if your racial makeup is black, brown, red, yellow or white. I could not care less if your origins are African, Latin American, Asian or European, or if your ancestors arrived here on the Mayflower or on slave ships.
The only identity I care about, the only one this school will recognize, is your individual identity -- your character, your scholarship, your humanity. And the only national identity this school will care about is American. This is an American public school, and American public schools were created to make better Americans.
If you wish to affirm an ethnic, racial or religious identity through school, you will have to go elsewhere. We will end all ethnicity-, race- and non-American nationality-based celebrations. They undermine the motto of America, one of its three central values -- e pluribus unum, "from many, one." And this school will be guided by America's values.
This includes all after-school clubs. I will not authorize clubs that divide students based on any identities. This includes race, language, religion, sexual orientation or whatever else may become in vogue in a society divided by political correctness.
Your clubs will be based on interests and passions, not blood, ethnic, racial or other physically defined ties. Those clubs just cultivate narcissism -- an unhealthy preoccupation with the self -- while the purpose of education is to get you to think beyond yourself. So we will have clubs that transport you to the wonders and glories of art, music, astronomy, languages you do not already speak, carpentry and more. If the only extracurricular activities you can imagine being interesting in are those based on ethnic, racial or sexual identity, that means that little outside of yourself really interests you.
Second, I am uninterested in whether English is your native language. My only interest in terms of language is that you leave this school speaking and writing English as fluently as possible. The English language has united America's citizens for over 200 years, and it will unite us at this school. It is one of the indispensable reasons this country of immigrants has always come to be one country. And if you leave this school without excellent English language skills, I would be remiss in my duty to ensure that you will be prepared to successfully compete in the American job market. We will learn other languages here -- it is deplorable that most Americans only speak English -- but if you want classes taught in your native language rather than in English, this is not your school.
Third, because I regard learning as a sacred endeavor, everything in this school will reflect learning's elevated status. This means, among other things, that you and your teachers will dress accordingly. Many people in our society dress more formally for Hollywood events than for church or school. These people have their priorities backward. Therefore, there will be a formal dress code at this school.
Fourth, no obscene language will be tolerated anywhere on this school's property -- whether in class, in the hallways or at athletic events. If you can't speak without using the f-word, you can't speak. By obscene language I mean the words banned by the Federal Communications Commission, plus epithets such as [the 'N' word], even when used by one black student to address another black, or 'bitch,' even when addressed by a girl to a girlfriend. It is my intent that by the time you leave this school, you will be among the few your age to instinctively distinguish between the elevated and the degraded, the holy and the obscene.
Fifth, we will end all self-esteem programs. In this school, self-esteem will be attained in only one way -- the way people attained it until decided otherwise a generation ago -- by earning it. One immediate consequence is that there will be one valedictorian, not eight.
Sixth, and last, I am reorienting the school toward academics and away from politics and propaganda. No more time will be devoted to scaring you about smoking and caffeine, or terrifying you about sexual harassment or global warming. No more semesters will be devoted to condom wearing and teaching you to regard sexual relations as only or primarily a health issue. There will be no more attempts to convince you that you are a victim because you are not white, or not male, or not heterosexual or not Christian. We will have failed if any one of you graduates this school and does not consider him or herself inordinately lucky -- to be alive and to be an American.
Now, please stand and join me in the Pledge of Allegiance to the flag of our country. As many of you do not know the words, your teachers will hand them out to you. | |
| Ayn Rand | Let anyone who believes that a high standard of living is the achievement of labor unions and government controls ask himself the following question: If one had a “time machine” and transported the united labor chieftains of America, plus three million government bureaucrats, back to the tenth century—would they be able to provide the medieval serf with electric light, refrigerators, automobiles, and television sets? | |
| Ronald Reagan | Our coins bear the words 'In God We Trust'. We take the oath of office asking His help in keeping that oath. And we proclaim that we are a nation under God when we pledge allegiance to the flag. But we can't mention His name in a public school or even sing religious hymns that are nondenominational. Christmas can be celebrated in the school room with pine trees, tinsel and reindeers, but there must be no mention of the man whose birthday is being celebrated. One wonders how a teacher would answer if a student asked why it was called Christmas. | |
| Ronald Reagan | We developed at the local school district level probably the best public school system in the world. Or it was until the Federal government added Federal interference to Federal financial aid and eroded educational quality in the process. | |
| Ronald Reagan | It would seem that not only is religion lacking in the schools -- so is common sense. I wonder what a teacher is supposed to say if a kid asks about those four words on a dime -- 'In God We Trust.' Or maybe that's why they aren't being taught how to read these days. | |
| Ronald Reagan | We've got to teach history based not on what's in fashion but what's important. If we forget what we did, we won't know who we are. I'm warning of an eradication of the American memory that could result, ultimately, in an erosion of the American spirit. | |
| Ronald Reagan | Former Supreme Court Justice Potter Stewart noted (in his dissent of Abington Township, 1963) ‘if religious exercises are held to be impermissible activity in schools, religion is placed at an artificial and state-created disadvantage. Permission for such exercises for those who want them is necessary if the schools are truly to be neutral in the matter of religion. And a refusal to permit them is seen not as the realization of state neutrality, but rather as the establishment of a religion of secularism.' | |
| Ronald Reagan | We even had to pass a special law in the Congress just a few weeks ago to allow student prayer groups the same access to school rooms after classes that a Young Marxist Society … would already enjoy. | |
| Dr. Lawrence W. Reed | It constantly amazes me that defenders of the free market are expected to offer certainty and perfection while government has only to make promises and express good intentions. Many times, for instance, I’ve heard people say, "A free market in education is a bad idea because some child somewhere might fall through the cracks," even though in today’s government school, millions of children are falling through the cracks every day. | |
| Charley Reese | If Americans wish to preserve a country they will recognize, then the first step is to recognize the enemy. Public education is the enemy. The entertainment industry is the enemy. The corporate culture is the enemy. The advertising industry is the enemy. And most of the politicians in both parties are the enemy. An enemy is defined as anybody, or any organization, which is attacking the traditional beliefs of Americans. | |
| Sheldon Richman | Perhaps the deterioration of American education is illustrated by the high correlation between the number of years a person has attended school and his inability to understand the words "the right of the people to keep and bear arms shall not be infringed." It is more likely, though, that those who interpret the Second Amendment to preclude an individual right to own guns are driven by their political agenda. Whichever the case, they do themselves no credit when they tell us that a simple, elegant sentence means the opposite of what it clearly says. | |
| John D. Rockefeller, Sr. | In our dreams, people yield themselves with perfect docility to our molding hands. The present education conventions of intellectual and character education fade from their minds, and, unhampered by tradition, we work our own good will upon a grateful and responsive folk.
We shall not try to make these people, or any of their children, into philosophers, or men of science. We have not to raise up from them authors, educators, poets or men of letters. We shall not search for great artists, painters, musicians nor lawyers, doctors, preachers, politicians, statesmen -- of whom we have an ample supply.
The task is simple. We will organize children and teach them in a perfect way the things their fathers and mothers are doing in an imperfect way. | |
| Carl Rogers | I believe that the testing of the student's achievements in order to see if he meets some criterion held by the teacher, is directly contrary to the implications of therapy for significant learning. | |
| Will Rogers | One of these days they are going to remove so much of the 'hooey' and the thousands of things the schools have become clogged up with, and we will find that we can educate our broods for about one-tenth of the price and learn 'em something that they might accidentally use after they escape. | |
| Eleanor Roosevelt | Anyone who knows history, particularly the history of Europe, will, I think, recognize that the domination of education or of government by any one particular religious faith is never a happy arrangement for the people. | |
| Eleanor Roosevelt | Those of us who believe in the right of any human being to belong to whatever church he sees fit, and to worship God in his own way, cannot be accused of prejudice when we do not want to see public education connected with religious control of the schools, which are paid for by taxpayers' money. | |
| Franklin D. Roosevelt | A man who has never gone to school may steal from a freight car, but if he has a university education he may steal the whole railroad. | |
| Franklin D. Roosevelt | Knowledge -- that is, education in its true sense -- is our best protection against unreasoning prejudice and panic-making fear, whether engendered by special interest, illiberal minorities, or panic-stricken leaders. | |
| Theodore Roosevelt | To educate a man in mind, and not in morals, is to educate a menace to society. | |
| Theodore Roosevelt | To educate a man in mind and not in morals is to educate a menace to society. | |
| Lyle H. Rossiter, Jr. | The roots of liberalism – and its associated madness – can be clearly identified by understanding how children develop from infancy to adulthood and how distorted development produces the irrational beliefs of the liberal mind. When the modern liberal mind whines about imaginary victims, rages against imaginary villains and seeks above all else to run the lives of persons competent to run their own lives, the neurosis of the liberal mind becomes painfully obvious. | |
| Dr. Benjamin Rush | Freedom can exist only in the society of knowledge. Without learning, men are incapable of knowing their rights | |
| Dr. Benjamin Rush | Let our pupil be taught that he does not belong to himself, but that he is public property. Let him be taught to love his family, but let him be taught, at the same time, that he must forsake, and even forget them, when the welfare of his country requires it. | |
| John Ruskin | To make your children capable of honesty is the beginning of education. | |
| John Ruskin | Let us reform our schools, and we shall find little reform needed in our prisons. | |
| Bertrand Russell | Every man, wherever he goes, is encompassed by a cloud of comforting convictions, which move with him like flies on a summer day. | |
| Bertrand Russell | The trouble with the world is that the stupid are cocksure and the intelligent are full of doubt. | |
| Bertrand Russell | What's the difference between a bright, inquisitive five-year-old, and a dull, stupid nineteen-year-old? Fourteen years of the British educational system. | |
| Bertrand Russell | The earth becomes more crowded, and our dependence upon our neighbours becomes more intimate. In these circumstances life cannot remain tolerable unless we learn to let each other alone in all matters that are not of immediate and obvious concern to the community. We must learn to respect each other's privacy, and not to impose our moral standards upon each other. The Puritan imagines that his moral standard is the moral standard; he does not realize that other ages and other countries, and even other groups in his own country, have moral standards different from his, to which they have as good a right as he has to his. Unfortunately, the love of power which is the natural outcome of Puritan self-denial makes the Puritan more executive than other people, and makes it difficult for others to resist him. Let us hope that a broader education and a wider knowledge of mankind may gradually weaken the ardour of our too virtuous masters. | |
| Bernhard Rust | Teachers are directed to instruct their pupils... and to awaken in them a sense of their responsibility toward the community of the nation. | |
| Richard Salant | Our job is to give people not what they want, but what we decide they ought to have. | |
| Robert C. Savage | Most people are willing to pay more to be amused than to be educated. | |
| Eric Schaub | Can we truly expect those who aim to exploit us to be trusted to educate us? | |
| Felix E. Schelling | True education makes for inequality; the inequality of individuality, the inequality of success, the glorious inequality of talent, of genius; for inequality, not mediocrity, individual superiority, not standardization, is the measure of the progress of the world. | |
| Lucius Annaeus Seneca | Just as we suffer from excess in all things, so we suffer from excess in literature; thus we learn our lessons, not for life, but for the lecture room. | |
| Butler D. Shaffer | Our lack of constant awareness has also permitted us to accept definitions of freedom that are not necessarily consistent with the actuality of being free. Because we have learned to confuse the word with the reality the word seeks to describe, our vocabulary has become riddled with distorted and contradictory meanings smuggled into the language. | |
| Albert Shanker | When school children start paying union dues,
that's when I'll start representing the interests of school children. | |
| Albert Shanker | It is time to admit that public education operates like a planned economy. It's a bureaucratic system where everybody's role is spelled out in advance, and there are few incentives for innovation and productivity. It's not a surprise when a school system doesn't improve. It more resembles a Communist economy than our own market economy. | |
| George Bernard Shaw | Socialism means equality of income or nothing... under socialism you would not be allowed to be poor. You would be forcibly fed, clothed, lodged, taught, and employed whether you like it or not. If it were discovered that you had not character enough to be worth all this trouble, you might possibly be executed in a kindly manner; but whilst you were permitted to live you would have to live well. | |
| George Bernard Shaw | The only time my education was interrupted was when I was in school. | |
| George Bernard Shaw | My schooling not only failed to teach me what it professed to be teaching, but prevented me from being educated to an extent which infuriates me when I think of all I might have learned at home by myself. | |
| George Bernard Shaw | I also made it quite clear that Socialism means equality of income or nothing, and that under socialism you would not be allowed to be poor. You would be forcibly fed, clothed, lodged, taught, and employed whether you like it or not. If it were discovered that you had not character enough to be worth all this trouble, you might possibly be executed in a kindly manner; but whilst you were permitted to live you would have to live well. | |
| George Bernard Shaw | A fool's brain digests philosophy into folly, science into superstition, and art into pedantry. Hence University education. | |
| Ignazio Silone | Liberty is the possibility of doubting, the possibility of making a mistake, the possibility of searching and experimenting, the possibility of saying “No” to any authority -- literary, artistic, philosophic, religious, social and even political. | |
| Dr. Sidney Simon | We do not need any more preaching about right or wrong. The old 'thou shall nots' simply are not relevant... Values clarification is a method for teachers to change the values of children without getting caught. | |
| B. F. Skinner | Society attacks early when the individual is helpless. | |
| Craig R. Smith | Protection of political speech advanced two important democratic goals:\\1) an informed citizenry that would be capable of making educated decisions on matters of public concern, and \\2) a free and open marketplace of ideas wherein the truth would ultimately prevail… Only through a vigorous and spirited public debate could citizens be educated about the actions of their government and react responsibly. | |
| Lillian Smith | Education is a private matter between the person and the world of knowledge and experience, and has little to do with school or college. | |
| Joseph Sobran | In 100 years we have gone from teaching Latin and Greek in high school to teaching Remedial English in college. | |
| Aleksandr Solzhenitsyn | Woe to that nation whose literature is disturbed by the intervention of power. Because that is not just a violation against "freedom of print", it is the closing down of the heart of the nation, a slashing to pieces of its memory. The nation ceases to be mindful of itself, it is deprived of its spiritual unity, and despite a supposedly common language, compatriots suddenly cease to understand one another. | |
| Dr. Thomas Sowell | Just as any moron can destroy a priceless Ming vase, so the shallow and ill-educated people who run our schools can undermine and destroy from within a great civilization that took centuries of dedicated effort to create and maintain. | |
| Thomas Sowell | Socialism in general has a record of failure so blatant that only an intellectual could ignore or evade it. | |
| Thomas Sowell | We seem to be getting closer and closer to a situation where nobody is responsible for what they did but we are all responsible for what somebody else did. | |
| Thomas Sowell | Whenever people talk glibly of a need to achieve educational "excellence," I think of what an improvement it would be if our public schools could just achieve mediocrity. | |
| Thomas Sowell | With all the pious talk about "tolerance" in the media and in academia, there is virtually none for those who challenge the dogmas of political correctness in most of our colleges and universities. | |
| Herbert Spencer | For what is meant by saying that a government ought to educate the people? Why should they be educated? What is the education for? Clearly, to fit the people for social life -- to make them good citizens. And who is to say what are good citizens? The government: there is no other judge. And who is to say how these good citizens may be made? The government: there is no other judge. Hence the proposition is convertible into this -- a government ought to mold children into good citizens, using its own discretion in settling what a good citizen is and how the child may be molded into one. | |
| Baruch Spinoza | Academies that are founded at public expense are instituted not so much to cultivate men's natural abilities as to restrain them. | |
| Josef Stalin | Education is a weapon, whose effect depends on who holds it in his hands and at whom it is aimed. | |
| Josef Stalin | World dictatorship can be established only when the victory of socialism has been achieved in certain countries or groups of countries … [and] when these federation of republics have finally grown into a world union of Soviet Socialist Republics uniting the whole of mankind under the hegemony of the international proletariat organized as a state. | |
| Philip Dormer Stanhope | The knowledge of the world is only to be acquired in the world, and not in a closet. | |
| Justice Joseph Story | Republics are created by the virtue, public spirit, and
intelligence of the citizens. They fall, when the wise are banished
from the public councils, because they dare to be honest, and
the profligate are rewarded, because they flatter the people,
in order to betray them. | |
| John Swett | [T]he child should be taught to consider his instructor... superior to the parent in point of authority.... The vulgar impression that parents have a legal right to dictate to teachers is entirely erroneous.... Parents have no remedy as against the teacher. | |
| John Swett | As a general thing the only persons who have a legal right to give orders to the teacher are his employers, namely, the committee in some States, and in others the directors or trustees. If his conduct is approved by his employers the parents have no remedy as against him or them. | |
| John Swett | The vulgar impression that parents have a legal right to dictate to teachers is entirely erroneous. | |
| Charlie Sykes | The public expects too much from teachers because educationists have led it to believe teachers could be substitute parents, psychotherapists, cops, social workers, dieticians, nursemaids, babysitters, and nose wipers and still do a decent job teaching kids to read, write, and do math. Instead of saying no, educationists have added courses in environmental education, death education, personal hygiene, self-esteem, driver's ed, job readiness, sexual harassment, radon studies, yoga, yogurt awareness, and god-knows-what-else. | |
| A. J. P. Taylor | Freedom does not always win. This is one of the bitterest lessons of history. | |
| Dr. Augustus O. Thomas | If there are those who think we are to jump immediately into a new world order, actuated by complete understanding and brotherly love, they are doomed to disappointment. If we are ever to approach that time, it will be after patient and persistent effort of long duration. The present international situation of mistrust and fear can only be corrected by a formula of equal status, continuously applied, to every phase of international contacts, until the cobwebs of the old order are brushed out of the minds of the people of all lands. | |
| Norman Thomas | The American people will never knowingly adopt Socialism. But under the name of 'liberalism' they will adopt every fragment of the Socialist program, until one day America will be a Socialist nation, without knowing how it happened. | |
| Henry David Thoreau | To be awake is to be alive. | |
| Alvin Toffler | The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. | |
| Leo Nikolaevich Tolstoi | I know that most men -- not only those considered clever, but even those who are very clever and capable of understanding most difficult scientific, mathematical, or philosophic, problems -- can seldom discern even the simplest and most obvious truth if it be such as obliges them to admit the falsity of conclusions they have formed, perhaps with much difficulty -- conclusions of which they are proud, which they have taught to others, and on which they have built their lives. | |
| Harriet Tubman | I freed thousands of slaves. I could have freed thousands more if they had known they were slaves. | |
| Mark Twain | Education consists mainly of what we have unlearned. | |
| Mark Twain | Often, the less there is to justify a traditional custom, the harder it is to get rid of it. | |
| Mark Twain | I am aware that when even the brightest mind in our world has been trained up from childhood in a superstition of any kind, it will never be possible for that mind, in its maturity, to examine sincerely, dispassionately, and conscientiously any evidence or any circumstance which shall seem to cast a doubt upon the validity of that superstition... (more) | |
| Mark Twain | I have never let my schooling interfere with my education. | |
| Mark Twain | The mania for giving the Government power to meddle with the private affairs of cities or citizens is likely to cause endless trouble, through the rivaly of schools and creeds that are anxious to obtain official recognition, and there is great danger that our people will lose our independence of thought and action which is the cause of much of our greatness, and sink into the helplessness of the Frenchman or German who expects his government to feed him when hungry, clothe him when naked, to prescribe when his child may be born and when he may die, and, in time, to regulate every act of humanity from the cradle to the tomb, including the manner in which he may seek future admission to paradise. | |
| Mark Twain | Loyalty to petrified opinion never yet broke a chain or freed a human soul. | |
| Mark Twain | God made the Idiot for practice, and then He made the School Board. | |
| Unknown | Most non-Catholics know that the Catholic schools are rendering a greater service to our nation than the public schools in which subversive textbooks have been used, in which Communist-minded teachers have taught, and from whose classrooms Christ and even God Himself are barred. | |
| Unknown | If we keep on the way we're going, we're going to wind up where we're headed. | |
| US Supreme Court | If a State refused to let religious groups use facilities open to others, then it would demonstrate not neutrality but hostility toward religion. The Establishment Clause does not license government to treat religion and those who teach or practice it … as subversive of American ideals. | |
| Paul Valéry | Liberty is the hardest test that one can inflict on a people. To know how to be free is not given equally to all men and all nations. | |
| Mark Van Doren | Respect for the truth is an acquired taste. | |
| Hendrik van Loon | Any formal attack on ignorance is bound to fail because the masses are always ready to defend their most precious possession -- their ignorance. | |
| Royce Van Norman | Is it not ironical that in a planned society of controlled workers given compulsory assignments, where religious expression is suppressed, the press controlled, and all media of communication censored, where a puppet government is encouraged but denied any real authority, where great attention is given to efficiency and character reports, and attendance at cultural assemblies is mandatory, where it is avowed that all will be administered to each according to his needs and performance required from each according to his abilities, and where those who flee are tracked down, returned, and punished for trying to escape - in short in the milieu of the typical large American secondary school - we attempt to teach 'the democratic system'? | |
| Ludwig von Mises | Education rears disciples, imitators, and routinists, not pioneers of new ideas and creative geniuses. The schools are not nurseries of progress and improvement, but conservatories of tradition and unvarying modes of thought. | |
| Malcolm Wallop | Today government touches everything in America and harms almost everything it touches. Federal, state, and local governments together spend 42 out of every 100 dollars we earn. Those who do the taxing and spending have long since ceased to work for the people as a whole. Rather, they work for themselves and for their clients—the education industry, the welfare culture, public-employee unions, etc.. | |
| Lester Frank Ward | The secret of the superiority of state over private education lies in the fact that in the former the teacher is responsible to society ... [T]he result desired by the state is a wholly different one from that desired by parents, guardians, and pupils. | |
| Amy Wax | Remind students that one of the central missions of the university, which justifies its existence, is to get at the truth. That requires honest debate, patience, intellectual honesty, investigation, and a lot of hard work. But it also is not for the faint of heart. And that is a lesson that is almost never transmitted today. That offense, bruising thoughts, and unpleasant facts simply go with the territory. They are an intrinsic feature of an open society, and they never can be entirely avoided. | |
| Adam Weishaupt | By establishing reading societies, and subscription libraries, and taking these under our direction, and supplying them through our labors, we may turn the public mind which way we will. | |
| Adam Weishaupt | We must win the common people in every corner. This will be obtained chiefly by means of the schools; and by open, hearty behavior, show condescension, popularity, and toleration of their prejudices, which we shall at leisure root out and dispel. | |
| T. H. White | The most difficult thing in the world is to know how to do a thing and to watch somebody else doing it wrong, without comment. | |
| Albert Edward Wiggin | Intelligence appears to be the thing that enables a man to get along without education. Education enables a man to get along without the use of his intelligence. | |
| Oscar Wilde | Society produces rogues, and education makes one rogue cleverer than another. | |
| George Will | The cultivation -- even celebration -- of victimhood by intellectuals, tort lawyers, politicians and the media is both cause and effect of today's culture of complaint. | |
| Juan Williams | I am not a conservative but I have spoken out for years against the staggering amount of blind hatred directed at black conservatives by liberals.
Liberals are shockingly quick to demean and dismiss brilliant black people like Rice, Carson, Supreme Court Justice Clarence Thomas, U.S. Senator Tim Scott (R-SC), Professor Walter E. Williams and economist Thomas Sowell because they don’t fit into the role they have carved out for a black person in America.
Black Americans must be obedient liberals on all things or risk being called a race traitor or an Uncle Tom. | |
| Walter E. Williams | Communism and socialism is [sic] seductive. It promises us that people will contribute according to ability and receive according to needs. Everybody is equal. Everybody has a right to decent housing, decent food and affordable medical care. History should have taught us that when we hear people talk this stuff -- watch out! | |
| Walter E. Williams | Liberalism is a moral manipulation that exaggerates inequity and unfairness in American life in order to justify overreaching public policies and programs. Liberalism undermines the spirit of self-help and individual responsibility. For liberals in academia, the fact that black college students earn lower grades and have a higher dropout rate than any group besides reservation Indians means that blacks remain stymied and victimized by white racism. Thus, their push for affirmative action and other race-based programs is to assuage their guilt and shame for America’s past by having people around with black skin color. The heck with the human being inside that skin. | |
| Walter E. Williams | Experts and the educated elite have replaced what worked with what sounded good. Society was far more civilized before they took over our schools, prisons, welfare programs, police departments and courts. It's high time we ran these people out of our lives and went back to common sense. | |
| John Wilson | The benefits of the reading, writing and math does [sic] not outweigh the need for [black and white] children to learn to work and play together. | |
| Francis Xavier | Give me the children until they are seven and anyone may have them afterwards. | |
| Yale University | Academic freedom means the right, long accepted in the academic world, to study, discuss, and write about facts and ideas without restrictions, other than those imposed by conscience and morality. | |
| Frank Zappa | Drop out of school before your mind rots from exposure to our mediocre educational system.
Forget about the Senior Prom and go to the library and educate yourself if you've got any guts.
Some of you like pep rallies and plastic robots who tell you what to read.
Forget I mentioned it... Rise for the flag salute. | |
| Edward Zehr | I wouldn't call it fascism exactly, but a political system nominally controlled by an irresponsible, dumbed down electorate who are manipulated by dishonest, cynical, controlled mass media that dispense the propaganda of a corrupt political establishment can hardly be described as democracy either. | |
| Manfred B. Zysk | A family member asked my wife, "Aren't you concerned about his (our son's) socialization with other kids?" My wife gave this response: "Go to your local middle school, junior high, or high school, walk down the hallways, and tell me which behavior you see that you think our son should emulate. | |
| zzeducation | | |
| zzzEducation NWO | | |
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