— Carter G. Woodson African-American historian and writer 1875 - 1950
Context: The average Negro has not been sufficiently mis-educated to become hopeless. Our minds must become sufficiently developed to use segregation to kill segregation, and thus bring to pass that ancient and yet modern prophecy, "The wrath of man shall praise thee." If the Negro in the ghetto must eternally be fed by the hand that pushes him into the ghetto, he will never become strong enough to get out of the ghetto. This assumption of Negro leadership in the ghetto, then, must not be confined to matters of religion, education, and social uplift; it must deal with such fundamental forces in life as make these things possible. If the Negro area, however, is to continue as a district supported wholly from without, the inept dwellers therein will merit and will receive only the contempt of those who may occasionally catch glimpses of them in their plight. Chapter X: The Loss of Vision<!-- p. 84 -->
— Carter G. Woodson African-American historian and writer 1875 - 1950
„A system of education under government control, separation of school and church, universal free education — all these are great achievements of social progress. But everything has a reverse side.“
— Andrei Sakharov Soviet nuclear physicist and human rights activist 1921 - 1989
Context: A system of education under government control, separation of school and church, universal free education — all these are great achievements of social progress. But everything has a reverse side. In this case it is excessive standardization, extending to the teaching process itself, to the curriculum, especially in literature, history, civics, geography, and to the system of examinations. One cannot but see a danger in excessive reference to authority and in the limitation of discussion and intellectual boldness at an age when personal convictions are beginning to be formed. In the old China, the systems of examinations for official positions led to mental stagnation and to the canonizing of the reactionary aspects of Confucianism. It is highly undesirable to have anything like that in a modern society.
„For all their incoherence and senseless rage, their message is attractive to those layers of the population who yearn for some order in their lives. If the fanatics promise to feed them and educate their children they are prepared to forgo the delights of CNN and BBC World.“
— Tariq Ali British Pakistani writer, journalist, and historian 1943
Referring to the Taliban. The Clash of Fundamentalisms , pg. 200.
„The Atlanteans had no educational system as we understand the term. The kings and priests intuited; the masses obeyed.“
— Alice A. Bailey esoteric, theosophist, writer 1880 - 1949
„Wherever was found what was called a paternal government was found a state education. It had been discovered that the best way to insure implicit obedience was to commence tyranny in the nursery.“
— Benjamin Disraeli British Conservative politician, writer, aristocrat and Prime Minister 1804 - 1881
Context: [It appears to me that] the Society of Education, that school of philosophers, were, with all their vaunted intellect and learning, fast returning to the system of a barbarous age, the system of a paternal government. Wherever was found what was called a paternal government was found a state education. It had been discovered that the best way to insure implicit obedience was to commence tyranny in the nursery. There was a country in which education formed the only qualification for office. That was, therefore, a country which might be considered as a normal school and pattern society for the intended scheme of education. That country was China. These paternal governments were rather to be found in the east than in the west, and if the hon. Member for Waterford asked [me] for the most perfect programme of public education, if he asked [me] to point out a system at once the most profound and the most comprehensive, [I] must give him the system of education which obtained in Persia. Leaving China and Persia and coming to Europe, [I] found a perfect system of national education in Austria, the China of Europe, and under the paternal government of Prussia. The truth was, that wherever everything was left to the government the subject became a machine. Speech in House of Commons, as recorded (in third person) in the | minutes of 20 June, 1839 http://hansard.millbanksystems.com/commons/1839/jun/20/education-adjourned-debate#S3V0048P0_18390620_HOC_4.
— Isabel Paterson author and editor 1886 - 1961
— Alex Salmond Scottish National Party politician and former First Minister of Scotland 1954
Context: The foundation of Scotland's success - our great intellectual, social and economic flourishing - was our commitment to education. To free education for all.... We seek to build an education system that is open to all. A system that will not just benefit our economy - but will help to strengthen Scotland's entire civic and intellectual life. That is why we place such strong emphasis on ethics and values.
„It is a testimony to the power of education that classical mechanics could operate for so long under a mistaken conception. Teaching and research concentrated on integrable systems, each feeding the other, until in the end we had no longer the tools nor the interest for studying nonintegrable systems.“
— Ivar Ekeland French mathematician 1944
Chapter 4, From Computation To Geometry, p. 84.
„The aim of totalitarian education has never been to instill convictions but to destroy the capacity to form any.“
— Hannah Arendt Jewish-American political theorist 1906 - 1975
„I have discovered, in fact, that a man, whatever may have been his origin, his education, and his habits, is governed, under certain circumstances, much more by his stomach than by his intelligence and his heart.“
— François Arago French mathematician, physicist, astronomer and politician 1786 - 1853
Context: I was often humiliated to see men disputing for a piece of bread, just as animals might have done. My feelings on this subject have very much altered since I have been personally exposed to the tortures of hunger. I have discovered, in fact, that a man, whatever may have been his origin, his education, and his habits, is governed, under certain circumstances, much more by his stomach than by his intelligence and his heart. "The History of My Youth", p. 55.
„Big business, then, was behind the existence and curriculum of the public educational system, explicitly to teach young minds to submit and obey, to pay homage to the ‘corporate liberal’ system which the politicians, a multitude of intellectuals and many big businessmen created.“
— Roy A. Childs, Jr. American libertarian essayist and critic 1949 - 1992
„No one, however smart, however well educated, however experienced, is the suppository of all wisdom.“
— Tony Abbott Australian politician 1957
Liberal Party Campaign launch, 12/08/2013 ( "Tony Abbott declares 'no one can be a suppository of all wisdom'" http://www.news.com.au/national-news/federal-election/tony-abbott-declares-8216no-one-can-be-a-suppository-of-all-wisdom8217/story-fnho52ip-1226695541167#ixzz2dV4byg55). A linguistic mix up/gaffe, confusing "suppository" with "repository"
„I prefer the company of peasants because they have not been educated sufficiently to reason incorrectly.“
— Michel De Montaigne (1533-1592) French-Occitan author, humanistic philosopher, statesman 1533 - 1592
„I have spent the greater part of my life in immediate contemplation of the most grotesque and horrible of the English innovations for the debasement of Ireland. I mean their education system. The English once proposed in their Dublin Parliament a measure for the castration of all Irish priests who refused to quit Ireland. The proposal was so filthy than although it duly passed the House and was transmitted to England with the warm recommendation at the Viceroy. it was not eventually adopted. But the English have actually carried out an even filthier thing. They have planned and established an education system which more wickedly does violence to the elemental human rights of Irish children than would an edict for the general castration of Irish males. The system has aimed at the substitution for men and women of mere Things. It has not been an entire success. There are still a great many thousand men and women in Ireland. But a great many thousand of what, by way of courtesy, we call men and women, are simply Things. Men and women. however depraved, have kindly human allegiances. But these Things have no allegiance. Like other Things. they are For sale. When one uses the term education system as the name of the system of schools. colleges, universities, and whatnot which the English have established in Ireland, one uses it as a convenient label, just as one uses the term government as a convenient label for the system of administration by police which obtains in Ireland instead of a government. There is no education system in Ireland. The English have established the simulacrum of an education system, but its object is the precise contrary of the object of an education system. Education should foster; this education is meant to repress. Education should inspire; this education is meant to tame. Education should harden; this education is meant to enervate. The English are too wise a people to attempt to educate the Irish in any worthy sense. As well expect them to arm us. Professor Eoin MacNeill has compared the English education system in Ireland to the systems of slave education which existed in the ancient pagan republics side by side with the systems intended for the education of freemen. To the children of the free were taught all noble and goodly things which would tend to make them strong and proud and valiant; from the children of the slaves all such dangerous knowledge was hidden.“
— Patrick Pearse Irish revolutionary, shot by the British Army in 1916 1879 - 1916
„Every system of law is a system of education, and, in extending legal sanction to the scientific torture of animals, the State educates the nation in a false view of the relations of man to the lower creatures, encourages selfishness and cruelty and the disregard of the rights of the weak by the strong.“
— Frances Power Cobbe Irish writer, social reformer, anti-vivisection activist and leading suffragette 1822 - 1904
Ch. XV: Four Reasons for Total Prohibition of Vivisection, pp. 223-224