Education

"I never lov’d a book of horn, Nor leaves that have their letters worn; Nor with a fescue to direct me, Where every puny shall correct me."

"When little children first are brought to schoole A Horne-booke is a necessarie toole."

"Inadventurous, unstirred by impulses of practical ambition, I was capable of sitting twenty years teaching infants the horn-book, turning silk dresses and making children’s frocks."

"Nor let them fall under Discouragement, Who at their Horn-book stick, and time hath spent Upon that A, B, C, while others do Into their Primer, or their Psalter go."

"…if I keep sinking from one abyss of ignorance to another, with a velocity proportionable to what I have letely done, I must soon turn back to the first foundation of all human learning, a horn-book."

"…walked abroad with ferule and horn-book"

"Sir W.—“Come, come, let’s see, Man! What’s this! Odd! this Law is a plaguy troublesome thing; for, now a days, it won’t let a Man give away his own, without repeating the Particulars 500 times over: When in former times, a Man might have held his Title to Twenty Thousand pound a year, in compass of an Horn book.”"

"None but imprison’d children now Are seen, where dames with angry brow Threaten each younker to his seat, Who through the window, eyes the street; Or from his horn-book turns away, To mourn for liberty and play."

"I have taught my little master to know his letters and spell a little, as well as I could, out of my Bible; for they have given him neither horn-book nor primmer."

"Neatly secured from being soil’d or torn, Beneath a pane of thin translucent horn, A book (to please us at a tender age ’Tis call’d a book, though but a single page) Presents the prayer the Saviour deign’d to teach, Which children use, and parsons—when they preach."

"He resolved therefore to answere his humble orator; but being himselfe not brought up to learning (for the divell can neither write nor reade) yet he has been to all the vniversities in Christendom, and thrown damnable heresies (like bones for dogges to gnaw upon) amongst the doctors themselves; but hauing no skill but in his owne Horne-booke, it troubled his mind where he should get a pen-man fit for his tooth to scribe for him."

"Here The letters may be read, through the horn, That make the story perfect."

"Potentially— As every christened rogue’s a child of God, Or those old hags, Christ’s brides—Think of your horn-book— The world, the flesh, and the devil—a goodly leash!"

"And yet God made all three."

"Methinks, you and I should have been born under the same roof, sucked the same milk, conned the same horn-book, thumbed the same Testament together; for we have been more than sisters, Maria!"

"What other books there are in English of the kind of those above-mentioned, fit to engage the liking of children, and tempt them to read, I do not know; but am apt to think that children, being generally delivered over to the method of schools, where the fear of the rod is to enforce, and not any pleasure of the employment to invite them to learn; this sort of useful books, amongst the number of silly ones that are of all sorts, have yet had the fate to be neglected; and nothing that I know has been considered of this kind out of the ordinary road of the horn-book, primer, psalter, Testament, and Bible."

"I come not here to learn the horn-book of war…"

"No wonder that the horn-book is the despair of mothers!"

"Quan a chyld to scole xal set be, A bok hym is browt, Naylyd on a brede of tre, That men callyt an abece Pratylych i-wrout."

"Hearkens after prophecies and dreams; And from the cross-row plucks the letter G, And says a wizard told him that by G His issue disinherited should be."

"Yes, yes, he teaches boys the Horne-booke: What is Ab speld backward with the horn on its head."

"Lo! now with State she utters the Command, Eftsoons the Urchins to their Tasks repair: Their Books of Stature small they take in Hand, Which with pellucid horn secured are, To save from finger wet the Letters fair…"

"One day was allowed the child wherein to learn his letters; and each of them did in that time know all its letters, great and small, except Molly and Nancy, who were a day and a half before they knew them perfectly, for which I thought them very dull, but since I have observed how long many children are learning the horn-book I have changed my opinion."

"Lenin, an 'innocent' and an autodidact in philosophy ... had the audacity to suggest the idea that a theory of philosophy is essential to a really conscious and responsible practice of philosophy."

"In hastening to solitude and exile, do not wait for world-loving souls, because the thief comes unexpectedly. In trying to save the careless and indolent along with themselves, many perish with them, because in course of time the fire goes out. As soon as the flame is burning within you, run; for you do not know when it will go out and leave you in darkness. Not all of us are required to save others. The divine Apostle says, ... "Thou therefore who teachest another, teachest thou not thyself?" This is like saying: I do not know whether we must teach others; but teach yourselves at all costs."

"One who knows little may explain that little with more ease and efficacy than one who has his head stuffed full of the prescribed bunch of official wisdom."

"For dear to gods and men is sacred song. Self-taught I sing; by Heaven and Heaven alone, The genuine seeds of poesy are sown."

"When brought to the proletariat from the capitalist class, science is invariably adapted to suit capitalist interests. What the proletariat needs is a scientific understanding of its own position in society. That kind of science a worker cannot obtain in the officially and socially approved manner. The proletarian himself must develop his own theory. For this reason he must be completely self-taught."

"When it came to formal classes, I was a slacker. But I’ve always been a diligent autodidact and can teach myself virtually any subject — if I have a serious interest in it."

"That man is intellectually of the mass who, in the face of any problem, is satisfied with thinking the first thing he finds in his head. On the contrary, the excellent man is he who condemns what he finds in his mind without previous effort, and only accepts as worthy of him what is still far above him and what requires a further effort in order to be reached."

"Institutions are not pretty. Show me a pretty government. Healing is wonderful, but the American Medical Association? Learning is wonderful, but universities? The same is true for religion... religion is institutionalized spirituality."

""Self-taught, are you?" Julian Castle asked Newt. "Isn't everybody?" Newt inquired. "Very good answer." Castle was respectful."

"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. This song has no message. Rise for the flag salute."

"If the religious leaders have influence [in Iran], they will not permit people's innocent daughters to be under the tutelage of young men at school; they will not permit women to teach at boys' schools and men to teach at girls' schools, with the resulting corruption."

"Scholarship, far from leading inexorably to a profession, may in fact preclude it. For it does not permit you to abandon it."

"ERUDITION, n. Dust shaken out of a book into an empty skull."

"Genitals are a great distraction to scholarship."

"And let a Scholler, all earths volumes carrie, He will be but a walking dictionarie."

"A scholar who cherishes the love of comfort is not fit to be deemed a scholar."

"We must distinguish between a man of polite learning and a meer schollar: the first is a gentleman and what a gentleman should be; the last is a meer bookcase, a bundle of letters, a head stufft with the jargon of languages, a man that understands every body but is understood by no body."

"A great scholar…is…not one who depends simply on an infinite memory, but also on an infinite and electrical power of combination; bringing together from the four winds, like the angel of the resurrection, what else were dust from dead men's bones, into the unity of breathing life."

"Hell is paved with the skulls of great scholars, and paled in with the bones of great men."

"Just as two knives are both sharpened by being rubbed one against the other, so scholars improve and increase in knowledge when in touch with one another."

"Scilicet ut vellem curvo dinoscere rectum atque inter silvas Academi quaerere verum."

"Exquisita lectio singulorum, doctissimum; cauta electio meliorum, optimum facit."

"There mark what Ills the Scholar's Life assail, Toil, Envy, Want, the Garret, and the Jail."

"For if hevene be on this erthe, and ese to any soule, It is in cloistre or in scole."

"Bourgeois scholars and publicists usually come out in defence of imperialism in a somewhat veiled form; they obscure its complete, domination and its deep-going roots, strive to push specific and secondary details into the forefront and do their very best to distract attention from essentials by means of absolutely ridiculous schemes for “reform”, such as police supervision of the trusts or banks, etc. Cynical and frank imperialists who are bold enough to admit the absurdity of the idea of reforming the fundamental characteristics of imperialism are a rarer phenomenon."

"You would think him a very foolish Fellow, that should not value a Vertuous, or a Wise Man, infinitely before a great Scholar."

"Morris read through the letter. Was it a shade too fulsome? No, that was another law of academic life: it is impossible to be excessive in flattery of one’s peers."

"True scholarship consists in knowing not what things exist, but what they mean; it is not memory but judgement."

"Some on commission, some for the love of learning, Some because they have nothing better to do Or because they hope these walls of books will deaden The drumming of the demon in their ears."

"The ink of scholars (used in writing) is weighed on the Day of Judgement with the blood of martyrs and the ink of scholars outweighs the blood of martyrs."

"One should observe our scholars closely: they have reached the point where they think only “reactively,” i.e. they must read before they can think."

"Let us explain Homer in no terms but his own, and our understanding of the work will be the fresher for it. Once the words are grasped with greater precision in their meaning and relevance, they will suddenly recover all their ancient splendour. The scholar too, like the restorer of an old painting, may yet in many places remove the dark coating of dust and varnish which the centuries have drawn over the picture, and thus give back to the colours their original brilliance."

"[A] society that consisted of nothing but scholars would soon starve to death, and it wouldn’t be very interesting while it lasted."

"The value of students' questions has been emphasized by several authors (e.g. Biddulph, Symington, & Osborne, 1986; Fisher, 1990; Penick, Crow, & Bonnsteter, 1996). Questions raised by students activate their prior knowledge, focus their learning efforts, and help them elaborate on their knowledge (Schmidt, 1993). The act of ‘composing questions’ focuses the attention of students on content, main ideas, and checking if content is understood (Rosenshine, Meister, & Chapman, 1996). The ability to ask good thinking questions is also an important component of scientific literacy, where the goal of making individuals critical consumers of scientific knowledge (Millar & Osborne, 1998) requires such a facility."

"Q:What’s the update on repatriated students from Ukraine?"

"It is necessary to be particularly on your guard with regard to the young ladies, into whose company you are introduced - it is perfectly well understood in society that ladies may shew to youths in the position of Private Pupils a sort of kindness and attention, which they would not think of shewing if these youths were a little older and more out of the world."

"Where should the scholar live? In solitude, or in society? in the green stillness of the country, where he can hear the heart of Nature beat, or in the dark, gray town where he can hear and feel the throbbing heart of man?"

"Here’s a fact that may not surprise you: the children of the rich perform better in school, on average, than children from middle-class or poor families. Students growing up in richer families have better grades and higher scores, on average, than poorer students; they also have higher rates of participation in extracurricular activities and school leadership positions, higher graduation rates and higher rates of college enrollment and completion. Whether you think it deeply unjust, lamentable but inevitable, or obvious and unproblematic, this is hardly news. It is true in most societies and has been true in the United States for at least as long as we have thought to ask the question and had sufficient data to verify the answer. What is news is that in the United States over the last few decades these differences in educational success between high- and lower-income students have grown substantially."

"And then the whining schoolboy, with his satchel And shining morning face, creeping like snail Unwillingly to school."

"He was a scholar, and a ripe and good one; Exceeding wise, fair-spoken, and persuading; Lofty and sour to them that lov'd him not; But to those men that sought him sweet as summer."

"And with unwearied fingers drawing out The lines of life, from living knowledge hid."

"When teaching beginners, you should always try to say the same thing several times in slightly different ways. Connections that are obvious to a pro might not come automatically to the beginner. And those students who see you belaboring the obvious won't mind. Very few people get offended when you make them feel clever."

"Rocking on a lazy billow With roaming eyes, Cushioned on a dreamy pillow, Thou art now wise. Wake the power within thee slumbering, Trim the plot that's in thy keeping, Thou wilt bless the task when reaping Sweet labour's prize."

"Strange to the world, he wore a bashful look, The fields his study, nature was his book."

"Experience is the best of schoolmasters, only the school-fees are heavy."

"The scholar who cherishes the love of comfort, is not fit to be deemed a scholar."

"The studious class are their own victims; they are thin and pale, their feet are cold, their heads are hot, the night is without sleep, the day a fear of interruption,—pallor, squalor, hunger, and egotism. If you come near them and see what conceits they entertain—they are abstractionists, and spend their days and nights in dreaming some dream; in expecting the homage of society to some precious scheme built on a truth, but destitute of proportion in its presentment, of justness in its application, and of all energy of will in the schemer to embody and vitalize it."

"The world's great men have not commonly been great scholars, nor its great scholars great men."

"Ah, pensive scholar, what is fame? A fitful tongue of leaping flame; A giddy whirlwind's fickle gust, That lifts a pinch of mortal dust; A few swift years, and who can show Which dust was Bill, and which was Joe?"

"You can think of the curriculum as the shadows cast on a wall by the light of education itself as it shines over, under, around, and through the myriad phases of our experience. It is a mistake to be sure to take these shadows for the reality, but they are something that helps us find or grasp or intuit that reality. The false notions that there is a fixed curriculum, that there is a list of things that an educated person ought to know, and that the shadow-exercises on the wall themselves are the content of education—these false notions all come from taking too seriously what was originally a wise recognition—the recognition that the shadows do in fact provide a starting point in our attempt to fully envision reality."

"Education doesn’t have aims. It is the aim of other things."

"Nothing in education is so astonishing as the amount of ignorance it accumulates in the form of inert facts."

"Education makes a greater difference between man and man, than nature has made between man and brute. The virtues and powers to which men may be trained, by early education and constant discipline, are truly sublime and astonishing. Newton and Locke are examples of the deep sagacity which may be acquired by long habits of thinking and study."

"The Science of Government it is my Duty to study, more than all other Sciences: the Art of Legislation and Administration and Negotiation, ought to take Place, indeed to exclude in a manner all other Arts.—I must study Politicks and War that my sons may have liberty to study Mathematicks and Philosophy. My sons ought to study Mathematicks and Philosophy, Geography, natural History, Naval Architecture, navigation, Commerce and Agriculture, in order to give their Children a right to study Painting, Poetry, Musick, Architecture, Statuary, Tapestry and Porcelaine."

"A native of America who cannot read and write is as rare an appearance as a Jacobite or a Roman Catholic, that is, as rare as a comet or an earthquake."

"The whole people must take upon themselves the education of the whole people and be willing to bear the expenses of it. There should not be a district of one mile square, without a school in it, not founded by a charitable individual, but maintained at the public expense of the people themselves."

"Buckminster Fuller, the twentieth century philosopher, described the Earth as a spaceship, and he wrote that all humans are really astronauts sharing residence on a planet travelling 60,000 miles an hour. He believed, "We are not going to be able to operate our Spaceship Earth successfully nor for much longer unless we see it as a whole spaceship and our fate as common. It has to be everybody or nobody." This is exactly the underlying philosophy that propels the United Nations. Unfortunately, modern educational systems were not built with such a global attitude. Instead, they have been designed first and foremost to develop loyal, national citizens. Certainly, there is nothing wrong with celebrating national heritages and traditions, however, there must also be significant attention devoted to sharing stories from other nations. Schools should help further national goals and interests, but they also must enable us to understand the whole world and our role in it..."

"Having a global education and being a world citizen is the key element for peace and for all elements of progress outlined in the UN Charter. Indeed, that is the foundation for the necessary new skill-set at the conference table. Being able to look at the problems through the eyes of others reduces fears and misunderstandings that breed conflict and confusion. We must learn to work together; we must learn more about each other; and we must come to the table with resolve to solve those problems no single country can address... Through global education, we must prepare world citizens who understand the interconnected nature of our planet and who are willing to act on behalf of people everywhere. We each must spend more time learning about other cultures and other lands. Schools and universities need to introduce more international lessons, expand language programmes, extend study-abroad opportunities, welcome international students, and encourage cross-cultural dialogues. Schools and universities also need to fully employ new technologies to connect students with others throughout the world and introduce different perspectives on the lessons being studied."

"The object of education is not merely to enable our children to gain their daily bread and to acquire pleasant means of recreation, but that they should know God and serve Him with earnestness and devotion."

"School helps young people if it manages to teach them critical thinking."

"The reproduction of labour power thus reveals as its sine qua non not only the reproduction of its ‘skills’ but also the reproduction of its subjection to the ruling ideology. ... It is in the forms and under the forms of ideological subjection that provision is made for the reproduction of the skills of labour power."

""Much knowledge of the right sort is a dangerous thing for the poor," might have been the motto put up over the door of the village school in my day. The less book-learning the labourer's lad got stuffed into him, the better for him and the safer for those above him, was what those in authority believed and acted up to. I daresay they made themselves think somehow or other - perhaps by not thinking - that they were doing their duty in that state of life to which it had pleased God to call them, when they tried to numb his brain, as a preliminary to stunting his body later on, as stunt it they did, by forcing him to work like a beast of burden for a pittance."

"[The educated differ from the uneducated] as much as the living from the dead."

"For rigorous teachers seized my youth, And purged its faith, and trimm’d its fire, Show’d me the high white star of Truth, There bade me gaze, and there aspire."

"From my grandfather's father, [I learned] to dispense with attendance at public schools, and to enjoy good teachers at home, and to recognize that on such things money should be eagerly spent."

"Our No. 1 enemy is ignorance. And I believe that is the No. 1 enemy for everyone — it's not understanding what actually is going on in the world."

"You have to start with the truth. The truth is the only way that we can get anywhere. Because any decision-making that is based upon lies or ignorance can't lead to a good conclusion."

"To spend too much time in studies is sloth; to use them too much for ornament, is affectation; to make judgment wholly by their rules, is the humour of a scholar."

"Travel, in the younger sort, is a part of education; in the elder, a part of experience. He that traveleth into a country before he hath some entrance into the language, goeth to school, and not to travel."

"The world itself is a great fusing pot, out of which the One Humanity is emerging. This necessitates a drastic change in our methods of presenting history and geography. Science has always been universal. Great art and literature have always belonged to the world. It is upon these facts that the education to be given to the children of the world must be built - upon our similarities, our creative achievements, our spiritual idealisms, and our points of contact. Unless this is done, the wounds of the nations will never be healed, and the barriers which have existed for centuries will never be removed... Two major ideas should be taught to the children of every country. They are: the value of the individual and the fact of the one humanity."

"One of our immediate educational objectives must be the elimination of the competitive spirit, and the substitution of the co-operative consciousness."

"A better educational system should, therefore, be worked out which will present the possibilities of human living in such a manner that barriers will be broken down, prejudices removed, and a training given to the developing child which will enable him, when grownup, to live with other men in harmony and goodwill. This can be done, if patience and understanding are developed and if educators realise that "where there is no vision, the people perish". p. 87"

"There is a risk of elevating, by an indiscriminating education, the minds of those doomed to the drudgery of daily labour above their condition, and thereby rendering them discontented and unhappy in their lot."

"The main difference is that nowadays all persons equally have those opportunities of higher education which in your day only an infinitesimal portion of the population enjoyed."

"To educate some to the highest degree, and leave the mass wholly uncultivated, as you did, made the gap between them almost like that between different natural species, which have no means of communication. What could be more inhuman than this consequence of a partial enjoyment of education!"

"The expense of educating ten thousand youth is not ten nor five times that of educating one thousand. The principle which makes all operations on a large scale proportionally cheaper than on a small scale holds as to education also. ** Edward Bellamy, Looking Backward: 2000–1887"

"EDUCATION, n. That which discloses to the wise and disguises from the foolish their lack of understanding."

"I have often observed, to my regret, that a widespread prejudice exists with regard to the educability of intelligence. The familiar proverb, "When one is stupid, it is for a long time," seems to be accepted indiscriminately by teachers with a stunted critical judgement. These teacher lose interest in students with low intelligence. Their lack of sympathy and respect is illustrated by their unrestrained comments in the presence of the children: "This child will never achieve anything... He is poorly endowed... He is not intelligent at all." I have heard such rash statements too often. They are repeated daily in primary schools, nor are secondary schools exempt from the charge."

"What is the real object of modern education? Is it to cultivate and develop the mind in the right direction; to teach the disinherited and hapless people to carry with fortitude the burden of life (allotted them by Karma); to strengthen their will; to inculcate in them the love of one’s neighbor and the feeling of mutual interdependence and brotherhood; and thus to train and form the character for practical life? Not a bit of it. And yet, these are undeniably the objects of all true education. No one denies it; all your educationalists admit it, and talk very big indeed on the subject. But what is the practical result of their action? Every young man and boy, nay, every one of the younger generation of schoolmasters will answer: “The object of modern education is to pass examinations,” a system not to develop right emulation, but to generate and breed jealousy, envy, hatred almost, in young people for one another, and thus train them for a life of ferocious selfishness and struggle for honors and emoluments instead of kindly feeling."

"Children should above all be taught self-reliance, love for all men, altruism, mutual charity, and more than anything else, to think and reason for themselves. We would reduce the purely mechanical work of the memory to an absolute minimum, and devote the time to the development and training of the inner senses, faculties and latent capacities. We would endeavour to deal with each child as a unit, and to educate it so as to produce the most harmonious and equal unfoldment of its powers, in order that its special aptitudes should find their full natural development. We should aim at creating free men and women, free intellectually, free morally, unprejudiced in all respects, and above all things, unselfish."

"Education is the taming or domestication of the soul’s raw passions—not suppressing or excising them, which would deprive the soul of its energy—but forming and informing them as art."

"Education is not sermonizing to children against their instincts and pleasures, but providing a natural continuity between what they feel and what they can and should be."

"Example has more followers than reason."

"Our schools may be wasting precious years by postponing the teaching of many important subjects on the ground that they are too difficult…the foundations of any subject may be taught to anybody at any age in some form."

"Every child should have mud pies, grasshoppers, water-bugs, tadpoles, frogs, mud-turtles, elderberries, wild strawberries, acorns, chestnuts, trees to climb, brooks to wade in, water-lilies, woodchucks, bats, bees, butterflies, various animals to pet, hay-fields, pine-cones, rocks to roll, sand, snakes, huckleberries and hornets and any child who has been deprived of these has been deprived of the best part of his education. By being well acquainted with all these they come into most intimate harmony with nature, whose lessons are, of course, natural and wholesome."

"Think about every problem, every challenge, we face. The solution to each starts with education."

"There's a reason some may say education sucks, and it's the same reason it will never be fixed. It's never going to get any better. Don't look for it. Be happy with what you've got... because the owners of this country don't want that. I'm talking about the real owners now... the real owners. The big wealthy business interests that control things and make all the important decisions. Forget the politicians. The politicians are put there to give you the idea that you have freedom of choice. You don't. You have no choice. You have owners. They own you. They own everything. They own all the important land. They own and control the corporations. They've long since bought and paid for the Senate, the Congress, the state houses, the city halls. They got the judges in their back pockets and they own all the big media companies, so they control just about all of the news and information you get to hear. They got you by the balls. They spend billions of dollars every year lobbying. Lobbying to get what they want. Well, we know what they want. They want more for themselves and less for everybody else, but I'll tell you what they don't want. They don't want a population of citizens capable of critical thinking. They don't want well-informed, well-educated people capable of critical thinking. They're not interested in that. That doesn't help them. That's against their interests. That's right."

"That there should one Man die ignorant who had capacity for Knowledge, this I call a tragedy."

"In the old Ages, when Universities and Schools were first instituted, this function of the schoolmaster, to teach mere speaking, was the natural one. In those healthy times, guided by silent instincts and the monition of Nature, men had from of old been used to teach themselves what it was essential to learn, by the one sure method of learning anything, practical apprenticeship to it. This was the rule for all classes; as it now is the rule, unluckily, for only one class."

"Education is the strongest weapon available for restricting the questions people ask, controlling what they think, and ensuring that they get their thoughts ‘from above’."

"Education must have two foundations — morality as a support for virtue, prudence as a defence for self against the vices of others. By letting the balance incline to the side of morality, you only make dupes or martyrs; by letting it incline to the other, you make calculating egoists. The one great social principle is to be just both to yourself and to others. If you must love your neighbour as yourself, it is at least as fair to love yourself as your neighbour."

"The common notion has been, that the mass of the people need no other culture than is necessary to fit them for their various trades; and, though this error is passing away, it is far from being exploded. But the ground of a man’s culture lies in his nature, not in his calling. His powers are to be unfolded on account of their inherent dignity, not their outward direction. He is to be educated, because he is a man, not because he is to make shoes, nails, or pins. A trade is plainly not the great end of his being, for his mind cannot be shut up in it; his force of thought cannot be exhausted on it. He has faculties to which it gives no action, and deep wants it cannot answer. Poems, and systems of theology and philosophy, which have made some noise in the world, have been wrought at the work-bench and amidst the toils of the field. How often, when the arms are mechanically plying a trade, does the mind, lost in reverie or day-dreams, escape to the ends of the earth! How often does the pious heart of woman mingle the greatest of all thoughts, that of God, with household drudgery! Undoubtedly a man is to perfect himself in his trade, for by it he is to earn his bread and to serve the community. But bread or subsistence is not his highest good; for, if it were, his lot would be harder than that of the inferior animals, for whom nature spreads a table and weaves a wardrobe, without a care of their own. Nor was he made chiefly to minister to the wants of the community. A rational, moral being cannot, without infinite wrong, be converted into a mere instrument of others’ gratification. He is necessarily an end, not a means. A mind, in which are sown the seeds of wisdom, disinterestedness, firmness of purpose, and piety, is worth more than all the outward material interests of a world. It exists for itself, for its own perfection, and must not be enslaved to its own or others’ animal wants."

"When I speak of the purpose of self-culture, I mean that it should be sincere. In other words, we must make self-culture really and truly our end, or choose it for its own sake, and not merely as a means or instrument of something else. And here I touch a common and very pernicious error. Not a few persons desire to improve themselves only to get property and to rise in the world; but such do not properly choose improvement, but something outward and foreign to themselves; and so low an impulse can produce only a stinted, partial, uncertain growth. A man, as I have said, is to cultivate himself because he is a man. He is to start with the conviction that there is something greater within him than in the whole material creation, than in all the worlds which press on the eye and ear; and that inward improvements have a worth and dignity in themselves quite distinct from the power they give over outward things. Undoubtedly a man is to labor to better his condition, but first to better himself. If he knows no higher use of his mind than to invent and drudge for his body, his case is desperate as far as culture is concerned."

"Without education, we are in a horrible and deadly danger of taking educated people seriously."

"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."

"In part, again, these changes are unconscious. Public opinion is formed and expressed by machinery. The newspapers do an immense amount of thinking for the average man and woman. In fact they supply them with such a continuous stream of standardized opinion, borne along upon an equally inexhaustible flood of news and sensation, collected from every part of the world every hour of the day, that there is neither the need nor the leisure for personal reflection. All this is but a part of a tremendous educating process. But it is an education which passes in at one ear and out at the other. It is an education at once universal and superficial. It produces enormous numbers of standardized citizens, all equipped with regulation opinions, prejudices and sentiments, according to their class or party. It may eventually lead to a reasonable, urbane and highly serviceable society. It may draw in its wake a mass culture enjoyed by countless millions to whom such pleasures were formerly unknown. We must not forget the enormous circulations at cheap prices of the greatest books of the world, which is a feature of modern life in civilized countries, and nowhere more than in the United States. But this great diffusion of knowledge, information and light reading of all kinds may, while it opens new pleasures to humanity and appreciably raises the general level of intelligence, be destructive of those conditions of personal stress and mental effort to which the masterpieces of the human mind are due."

"Neither the black boy nor the white will ever be educated in the best and broadest sense of the term who seeks an education merely to reach an office, for, as in nature a stream never rises higher than its source, so in life men never rise higher than their ideals. The education that merely seeks an office must of necessity be limited to the dimensions of that office."

"The place-seeker will resort to methods from which self-respecting men would shrink with as much aversion as the ancient Jew shrank from contact with the leper. The true purpose of education is not office. "The true purpose of education," says one, "is to cherish and unfold the seed of immortality already sown within us; to develop to their fullest extent the capacities of every kind with which the God who made us has endowed us." He, therefore, who fixes a limit of any kind to his intellectual attainments dwarfs himself, and cramps the growth of that mind given to us by the Creator, and capable of indefinite expansion."

"Just as eating contrary to the inclination is injurious to the health, study without desire spoils the memory, and it retains nothing that it takes in."

"If there is to be any permanent improvement in man and any better social order, it must come mainly from the education and humanizing of man. I am quite certain that the more the question of crime and its treatment is studied the less faith men have in punishment."

"If today you can take a thing like evolution and make it a crime to teach it in the public school, tomorrow you can make it a crime to teach it in the private schools, and the next year you can make it a crime to teach it to the hustings or in the church. At the next session you may ban books and the newspapers. Soon you may set Catholic against Protestant and Protestant against Protestant, and try to foist your own religion upon the minds of men. If you can do one you can do the other. Ignorance and fanaticism is ever busy and needs feeding. Always it is feeding and gloating for more. Today it is the public school teachers, tomorrow the private. The next day the preachers and the lectures, the magazines, the books, the newspapers. After a while, your honor, it is the setting of man against man and creed against creed until with flying banners and beating drums we are marching backward to the glorious ages of the sixteenth century when bigots lighted fagots to burn the men who dared to bring any intelligence and enlightenment and culture to the human mind."

"That we usually call education is making man stupid."

"Education, therefore, is a process of living and not a preparation for future living."

"Education is an ornament for the prosperous, a refuge for the unfortunate."

"In my opinion the prevailing systems of education are all wrong, from the first stage to the last stage. Education begins where it should terminate, and youth, instead of being led to the development of their faculties by the use of their senses, are made to acquire a great quantity of words, expressing the ideas of other men instead of comprehending their own faculties, or becoming acquainted with the words they are taught or the ideas the words should convey."

"I hope we still have some bright twelve-year-olds who are interested in science. We must be careful not to discourage our twelve-year-olds by making them waste the best years of their lives on preparing for examinations."

"With the proper understanding of the economic system, the workers will soon find means to end that system, and to raise on its ruins a development of society having for its goal the benefit of the whole, instead of a part, of the community."

"How does it happen that a properly endowed natural scientist comes to concern himself with epistemology? Is there no more valuable work in his specialty? I hear many of my colleagues saying, and I sense it from many more, that they feel this way. I cannot share this sentiment. When I think about the ablest students whom I have encountered in my teaching, that is, those who distinguish themselves by their independence of judgment and not merely their quick-wittedness, I can affirm that they had a vigorous interest in epistemology. They happily began discussions about the goals and methods of science, and they showed unequivocally, through their tenacity in defending their views, that the subject seemed important to them. Indeed, one should not be surprised at this."

"All religions, arts and sciences are branches of the same tree. All these aspirations are directed toward ennobling man's life, lifting it from the sphere of mere physical existence and leading the individual towards freedom. It is no mere chance that our older universities developed from clerical schools. Both churches and universities — insofar as they live up to their true function — serve the ennoblement of the individual. They seek to fulfill this great task by spreading moral and cultural understanding, renouncing the use of brute force."

"Most of the major states of history owed their existence to conquest. The conquering people... appointed a priesthood from among their own ranks. The priests, in control of education, made the class division of society into a permanent institution... production is carried on for profit, not for use.... The worker is constantly in fear of losing his job. Unlimited competition leads to a huge waste of labor, and to that crippling of the social consciousness... This crippling of individuals I consider the worst evil of capitalism. Our whole educational system suffers from this evil. An exaggerated competitive attitude is inculcated into the student, who is trained to worship acquisitive success... The education of the individual... would attempt to develop in him a sense of responsibility for his fellow men in place of the glorification of power and success..."

"It is, in fact, nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom; without this it goes to wreck and ruin without fail. It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty. To the contrary, I believe it would be possible to rob even a healthy beast of prey of its voraciousness, if it were possible, with the aid of a whip, to force the beast to devour continuously, even when not hungry, especially if the food, handed out under such coercion, were to be selected accordingly."

"The great object of Education should be commensurate with the object of life. It should be a moral one; to teach self-trust; to inspire the youthful man with an interest in himself; with a curiosity touching his own nature; to acquaint him with the resources of his mind, and to teach him that there is all his strength, and to inflame him with a piety towards the Grand Mind in which he lives."

"Parents thought it was enough to bring their children into the world and to shower them with riches, but had no interest in their education. There are severe laws against people who expose their children and abandon them in some forest to be devoured by wild animals. But is there any form of exposure more cruel than to abandon to bestial impulses children whom nature intended to be raised according to upright principles to live a good life? If there existed a Thessalian witch who had the power and the desire to transform your son into a swine or a wolf, would you not think that no punishment could be too severe for her? But what you find revolting in her, you eagerly practise yourself. Lust is a hideous brute; extravagance is a devouring and insatiable monster; drunkenness is a savage beast; anger is a fearful creature; and ambition is a ghastly animal. Anyone who fails to instil into his child, from his earliest years onwards, a love of good and a hatred of evil is, in fact, exposing him to these cruel monsters."

"Remarquez un grand défaut des éducations ordinaires: on met tout le plaisir d'un côté , et tout l'ennui de l'autre; tout l'ennui dans l'étude, tout le plaisir dans les divertissements."

"You’re out of your mind! ... Too much education is driving you crazy!"

"In a vibrant and emergent culture, rather than having conflicts between nations, the challenges we will face will be overcoming scarcity, restructuring damaged environments, creating innovative technologies, increasing agricultural yield, improving communications, building communications between nations, sharing technologies, and living a meaningful life... When education and resources are available to all without a price tag, there will be no limit to human potential. p.81"

"The great top pirates of the world, realizing that dull people were innocuous and that the only people who could contrive to displace the supreme pirates were the bright ones, set about to apply their grand strategy of anticipatory divide and conquer to solve that situation comprehensively. The Great Pirate came into each of the various lands where he either acquired or sold goods profitably and picked the strongest man there to be his local head man. The Pirate’s picked man became the Pirate’s general manager of the local realm. If the Great Pirate's local strong man in a given land had not already done so, the Great Pirate told him to proclaim himself king. Despite the local head man’s secret subservience to him, the Great Pirate allowed and counted upon his king-stooge to convince his countrymen that he, the local king, was indeed the head man of all men -the god—ordained ruler. To guarantee that sovereign claim the Pirates gave their stooge-kings secret lines of supplies which provided everything required to enforce the sovereign claim. The more massively bejewelled the king’s gold crown, and the more visible his court and castle, the less visible was his pirate master."

"The Great Pirates said to all their lieutenants around the world, “Any time bright young people show up, I’d like to know about it, be cause we need bright men.” So each time the Pirate came into port the local king-ruler would mention that he had some bright, young men whose capabilities and thinking shone out in the community. The Great Pirate would say to the king, "All right, you summon them and deal with them as follows: As each young man is brought forward you say to him, young man, you are very bright. I’m going to assign you to a great history tutor and in due course if you study well and learn enough I’m going to make you my Royal Historian, but you’ve got to pass many examinations by both your teacher and myself/ ” And when the next bright boy was brought before him the King was to say, “I’m going to make you my Royal Treasurer,” and so forth. Then the Pirate said to the king, “You will finally say to all of them: ‘But each of you must mind your own business or off go your heads. I’m the only one who minds every¬ body’s business ”"

"This is the way schools began—as the royal tutorial schools. You realize, I hope, that I am not being facetious. That is it. This is the beginning of schools and colleges and the beginning of intellectual specialization. Of course, it took great wealth to start schools, to have great teachers, and to house, clothe, feed, and cultivate both teachers and students."

"Most often people seek in life occasions for persisting in their opinions rather than for educating themselves."

"Teaching, as well as preaching, to which it is allied, is certainly a work belonging to the active life, but it derives in a way from the very fullness of contemplation"

"All pedagogy, when it matters, is contextual. Different kids come from different neighborhoods, they come from different experiences, they come from different classes, and they come from different backgrounds. Context always matters in an educational setting and matters of difference have to be addressed if you are going to connect with young people. In order for education to work, you have to make it meaningful, to make it critical, to make it transformative."

"Good teaching is one-fourth preparation and three-fourths theatre."

"As the true object of education is not to render the pupil the mere copy of his preceptor, it is rather to be rejoiced in, than lamented, that various reading should lead him into new trains of thinking."

"Nicht vor Irrthum zu bewahren, ist die Pflicht des Menschenerziehers, sondern den Irrenten zu leiten, ja, ihn seinen Irrthum aus vollen Bechern ausschlürfen zu lassen, das ist Weisheit der Lehrer. Wer seinen Irrthum nur kostet, hält lange damit Haus, er freuet sich dessen als eines seltenen Glücks; aber wer ihn ganz erschöpft, der muß ihn kennen lernen, wenn er nicht wahnsinnig ist."

"Even if the world progresses generally, youth will always begin at the beginning, and the epochs of the world's cultivation will be repeated in the individual."

"Education is all about business, not people. Not teachers, and not children. Testing companies rake in billions every year administering the mandatory testing program..."

"Everything is upside down. All scientific evidence points to a model of the most efficient human learning as being completely individual. Humans, from infants to the elderly, learn in their own style, in their own time, driven by curiosity. February tenth is not the day that every third-grader in the country is ready to learn their four times table, but that’s how it’s been taught for a hundred years. Without teachers’ unions, it was easy to replace teachers with teacher-technicians. They only know scripts; they don’t know anything about how children learn. They have a few layers of how to keep everyone on the same page; that’s all. If that doesn’t work, then they fail the children, hold them back to go through the same fruitless exercises. So one key move is to take education out of the hands of business and put it into the hands of kids and of educators, in that order."

"Elitism is repulsive when based upon external and artificial limitations like race, gender, or social class. Repulsive and utterly false—for that spark of genius is randomly distributed across all cruel barriers of our social prejudice. We therefore must grant access—and encouragement—to everyone; and must be increasingly vigilant, and tirelessly attentive, in providing such opportunities to all children. We will have no justice until this kind of equality can be attained. But if only a small minority respond, and these are our best and brightest of all races, classes, and genders, shall we deny them the pinnacle of their soul's striving because all their colleagues prefer passivity and flashing lights? Let them lift their eyes to hills of books, and at least a few museums that display the full magic of nature's variety. What is wrong with this truly democratic form of elistim?"

"The followers of Aristotle were called peripatetics because the "master of them that know" valued the linkage between cogitation and ambulation (the covered walk in Aristotle's Lyceum was a peripatos)."

"The history of education shows that every class which has sought to take power has prepared itself for power by an autonomous education. The first step in emancipating oneself from political and social slavery is that of freeing the mind. I put forward this new idea: popular schooling should be placed under the control of the great workers’ unions. The problem of education is the most important class problem."

"I have not the least doubt that school developed in me nothing but what was evil and left the good untouched."

"Education is the factory that turns animals into human beings. […] If women are educated, that means their children will be too. If the people of the world want to solve the hard problems in Afghanistan — kidnapping, beheadings, crime and even al-Qaeda — they should invest in [our] education."

"Education is a means of sharpening the mind of man both spiritually and intellectually. It is a two-edged sword that can be used either for the progress of mankind or for its destruction. That is why it has been Our constant desire and endeavor to develop our education for the benefit of mankind."

"The educated don't get that way by memorizing facts; they get that way by respecting them."

"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."

"The best education will not immunize a person against corruption by power. The best education does not automatically make people compassionate. We know this more clearly than any preceding generation. Our time has seen the best-educated society, situated in the heart of the most civilized part of the world, give birth to the most murderously vengeful government in history. Forty years ago the philosopher Alfred North Whitehead thought it self-evident that you would get a good government if you took power out of the hands of the acquisitive and gave it to the learned and the cultivated. At present, a child in kindergarten knows better than that."

"What we need is to justify coercion, paternalistic control, blame, scolding, and punishment - all of which are less evident in trigonometry class than in a fourth grade learning long division.(...) I have argued that blame, scolding, and punishment in public schools - what I have called "the ordeal" - can be successfully defended. Students have a duty to learn, and can be held responsible for violating whatever rules, policies, or instructions are enforced to ensure that they do so."

"Between the ages of five and nine I was almost perpetually at war with the educational system. ... As soon as I learned from my mother that there was a place called school that I must attend willy-nilly—a place where you were obliged to think about matters prescribed by a 'teacher,' not about matters decided by yourself—I was appalled."

"One purpose of education is to draw out the elements of our common human nature. These elements are the same in any time or place. The notion of educating a man to live in any particular time or place, to adjust him to any particular environment, is therefore foreign to a true conception of education. Education implies teaching. Teaching implies knowledge. Knowledge is truth. The truth is everywhere the same. Hence education should be everywhere the same."

"Even in kindergarten, children should learn – and experience – the fundamental human rights values of respect, equality and justice. From the earliest age, human rights education should be infused throughout the program of every school – in curricula and textbooks, policies, the training of teaching personnel, pedagogical methods and the overall learning environment. Children need to learn what bigotry and chauvinism are, and the evil they can produce. They need to learn that blind obedience can be exploited by authority figures for wicked ends. They should also learn that they are not exceptional because of where they were born, how they look, what passport they carry, or the social class, caste or creed of their parents; they should learn that no-one is intrinsically superior to her or his fellow human beings. Children can learn to recognise their own biases, and correct them. They can learn to redirect their own aggressive impulses and use non-violent means to resolve disputes. They can learn to be inspired by the courage of the pacifiers and by those who assist, not those who destroy. They can be guided by human rights education to make informed choices in life, to approach situations with critical and independent thought, and to empathise with other points of view."

"Why is it that in most children education seems to destroy the creative urge? Why do so many boys and girls leave school with blunted perceptions and a closed mind? A majority of young people seem to develop mental arteriosclerosis forty years before they get the physical kind. Another question: why do some people remain open and elastic into extreme old age, whereas others become rigid and unproductive before they're fifty? It's a problem in biochemistry and adult education."

"Within the next generation I believe that the world's leaders will discover that infant conditioning and narco-hypnosis are more efficient, as instruments of government, than clubs and prisons, and that the lust for power can be just as completely satisfied by suggesting people into loving their servitude as by flogging them and kicking them into obedience."

"Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue's responsibility until it engulfs his pupils' lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring. We hope to contribute concepts needed by those who conduct such counterfoil research on education — and also to those who seek alternatives to other established service industries."

"True education means fostering the ability to be interested in something."

"History does not relate any true revolution which came from power. All began with education and meant in essence a moral summons."

"How does this man have such a knowledge of the Scriptures when he has not studied at the schools?"

"Education is man's going forward from cocksure ignorance to thoughtful uncertainty."

"Plato is the first writer who distinctly says that education is to comprehend the whole of life, and to be a preparation for another in which education begins again... He has long given up the notion that virtue cannot be taught; and he is disposed to modify the thesis of the Protagoras, that the virtues are one and not many. He is not unwilling to admit the sensible world into his scheme of truth. Nor does he assert in the Republic the involuntariness of vice, which is maintained by him in the Timaeus, Sophist, and Laws... Still, we observe in him the remains of the old Socratic doctrine, that true knowledge must be elicited from within, and is to be sought for in ideas, not in particulars of sense. Education, as he says, will implant a principle of intelligence which is better than ten thousand eyes. The paradox that the virtues are one, and the kindred notion that all virtue is knowledge, are not entirely renounced; the first is seen in the supremacy given to justice over the rest; the second in the tendency to absorb the moral virtues in the intellectual, and to centre all goodness in the contemplation of the idea of good. The world of sense is still depreciated and identified with opinion, though omitted to be a shadow of the true. In the Republic he is evidently impressed with the conviction that vice arises chiefly from ignorance and may be cured by education; the multitude are hardly to be deemed responsible for what they do ... he only proposes to elicit from the mind that which is there already. Education is represented by him, not as the filling of a vessel, but as the turning the eye of the soul towards the light."

"As a rule the concept of education is associated with children or young people, and although the accent should primarily lie in this quarter, because of the need of preparing them for life's experiences, the wise man will recognize that his education can never be regarded as fully completed. The deeper truths of life can in fact only be learned after reaching maturity, and after gaining some measure of life experience based on earlier education."

"Effective education should lead to a sense of synthesis and of recognition of the bonds and relations stretching beyond family ties, to include the local community, then the nation, and eventually encompassing world relationships, and thus all of humanity. This training should begin by suitable preparation for parenthood and good citizenship, but should not end before the pupil has been brought to an evaluation of the position and responsibilities he carries in relation to the rest of the world of men. This training would basically be psychological, and should convey a reasonable understanding of man's own constitution and functioning, and how this relationship stretches beyond the self, eventually becoming all-inclusive. He should also be made aware that the main causes of disharmony are based on selfishness, possessiveness, intolerance, separativeness and the lack of love."

"One of the first educational objectives should be to eliminate the competitive spirit and its substitution with a spirit of loving cooperation... What is needed is to surround the child with an atmosphere which will foster a sense of responsibility and which will set him free from the inhibitions generated by a perpetual sense of fear of life, and which then becomes the stimulus for competition. These qualities of responsibility and goodwill will be encouraged by stressing a new approach in the child's education: (a) Surrounding him with an atmosphere of love and trust, which will suppress the causes of timidity and will largely contribute to cast out fear. This love must be based on true and deep compassion and tenderness and not on emotional demonstrations. It should lead to courteous treatment of the child, and the expectation of equal courtesy to others.... (b) An atmosphere of patience will contribute considerably towards engendering the rudiments of responsibility... (c) For the developing child an atmosphere of understanding is absolutely essential."

"So often older people, by their negative approach, are apt to foster, even from very early years, a sense of wrong-doing with children. The emphasis is constantly laid on petty little things, which may be annoying but are not basically wrong. To the child they are, however, being blown up and represented out of all proportion. Psychologically this must have an adverse effect on the child's character, developing a warped sense of values, and an attitude of defensive resistance towards its elders. Instead of a purely negative attitude, one should reason with a child, explaining relative values and the reasons for the state of affairs, and the natural consequence of actions. In this way the elementary principles of the Law of Cause and Effect should also be introduced, and it will be found that such explanations will inevitably evoke response and build self-respect, confidence and responsibility."

"Man must develop his tendency towards the good."

"It was imagined that experiments in education were not necessary; and that, whether any thing in it was good or bad, could be judged of by the reason. But this was a great mistake; experience shows very often that results are produced precisely the opposite to those which had been expected. We also see from experiment that one generation cannot work out a complete plan of education."

"When brought to the proletariat from the capitalist class, science is invariably adapted to suit capitalist interests. What the proletariat needs is a scientific understanding of its own position in society. That kind of science a worker cannot obtain in the officially and socially approved manner. The proletarian himself must develop his own theory. For this reason he must be completely self-taught."

"Liberty without learning is always in peril; learning without liberty is always in vain."

"Even though there are physical differences between men and women in their appearance – one is taller and has a deeper voice – they both possess infinite potential in terms of their intellectual and spiritual capabilities and aren’t different from each other in this."

"Education does have a great role to play in this period of transition. But it is not either education or legislation; it is both education and legislation. [...] We must depend on religion and education to change bad internal attitudes, but we need legislation to control the external effects of those bad internal attitudes."

"If you think education is expensive -- try ignorance."

"Give the children of the poor that portion of education which will enable them to know their own resources ; which will cultivate in them an onward-looking hope, and give them rational amusement in their leisure hours : this, and this only, will work out that moral revolution, which is the legislator's noblest purpose."

"She always said education didn’t belong to anyone other than the one who was willing to take it. She also said education was more than words and marks on paper."

"This is a school in which no pupil ever fails; every one must go on to the end."

"Education is the first step to empowerment."

"As educators, rather than raising your voices over the rustling of our chains, take them off, uncuff us, unencumbered by the lumbering weight of poverty and privilege, policy and ignorance. ... If you take the time to connect the dots, you can plot the true shape of their genius, shining in their darkest hour. ... Beneath their masks and their mischiefs exists an authentic frustration at enslavement to your standardized assessments. At the core, none of us were meant to be common. We were meant to comets, leaving our mark as we crash into everything. ... I’ve been the black hole in the classroom for far too long, absorbing everything without allowing my light to escape, but those days are done. I belong among the stars and so do you."

"The method of the Schools having allowed and encouraged men to oppose and resist evident truth till they are baffled, i.e. till they are reduced to contradict themselves, or some established principles: it is no wonder that they should not in civil conversation be ashamed of that which in the Schools is counted a virtue and a glory, viz. obstinately to maintain that side of the question they have chosen, whether true or false, to the last extremity; even after conviction. A strange way to attain truth and knowledge: and that which I think the rational part of mankind, not corrupted by education, could scare believe should ever be admitted amongst the lovers of truth, and students of religion or nature, or introduced into the seminaries of those who are to propegate the truths of religion or philosophy amongst the ignorant and unconvinced. How much such a way of learning is like to turn young men's minds from the sincere search and love of truth; nay, and to make them doubt whether there is any such thing, or, at least, worth the adhering to, I shall not now inquire. This I think, that, bating those places, which brought the Peripatetic Philosophy into their schools, where it continued many ages, without teaching the world anything but the art of wrangling, these maxims were nowhere thought the foundations on which the sciences were built, nor the great helps to the advancement of knowledge.]"

"I would advise no one to send his child where the Holy Scriptures are not supreme. Every institution that does not unceasingly pursue the study of God's word becomes corrupt. Because of this we can see what kind of people they become in the universities and what they are like now. Nobody is to blame for this except the pope, the bishops, and the prelates, who are all charged with training young people. The universities only ought to turn out men who are experts in the Holy Scriptures, men who can become bishops and priests, and stand in the front line against heretics, the devil, and all the world. But where do you find that? I greatly fear that the universities, unless they teach the Holy Scriptures diligently and impress them on the young students, are wide gates to hell."

"A lot of people must have told you by now that it's important to get a good education, so you can find a promising career that pays you a decent wage. But they may not have told you that in the long run, it's not just how much money you make that will determine your future prosperity. It's how much of that money you put to work by saving it and investing it."

"Socrates ... made all his philosophy subservient to morality, ... and took more pains to rectify the tempers than replenish the understandings of his pupils; and looked upon all knowledge as useless speculation that was not brought to this end, to make us wiser and better men. And, without doubt, if in the academy the youth has once happily learned the great art of managing his temper, governing his passions, and guarding his foibles, he will find a more solid advantage from it in afterlife, than he could expect from the best acquaintance with all the systems of ancient and modern philosophy."

"Whence is it that moral philosophy, which was so carefully cultivated in the ancient academy, should be forced in the modern to give place to natural, that was originally designed to be subservient to it? Which is to exalt the hand-maid into the place of mistress. This appears not only a preposterous, but a pernicious method of institution; for as the mind takes a turn of thought in future life, suitable to the tincture it hath received in youth, it will naturally conclude that there is no necessity to regard, or at least to lay any stress upon what was never inculcated upon it as a matter of importance then: and so will grow up in a neglect or disesteem of those things which are more necessary to make a person a wise and truly understanding man than all those rudiments of science he brought with him from the school or college."

"Surely a University is the very place where we should be able to overcome this tendency of men to become, as it were, granulated into small worlds, which are all the more worldly for their very smallness. We lose the advantage of having men of varied pursuits collected into one body, if we do not endeavour to imbibe some of the spirit even of those whose special branch of learning is different from our own."

"An uneducated population may be degraded; a population educated, but not in righteousness, will be ungovernable. The one may be slaves, the other must be tyrants."

"If the end of education is to foster the love of truth, this love cannot be presupposed in the means. The means must rather be based on a resourceful pedagogical rhetoric that, knowing how initially resistant or impervious we all are to philosophic truth, necessarily makes use of motives other than love of truth and of techniques other than “saying exactly what you mean.” That is why, for example, the earlier, classical tradition of rationalism recognized the inescapable need to speak in philosophical poems and dialogues as well as treatises."

"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 predominant power in the government, whether this be a monarch, a priesthood, an aristocracy, or the majority of the existing generation; in proportion as it is efficient and successful, it establishes a despotism over the mind, leading by natural tendency to one over the body."

"I prefer the company of peasants because they have not been educated sufficiently to reason incorrectly."

"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 a standard citizenry, to put down dissent and originality."

"Continued adherence to a policy of compulsory education is utterly incompatible with efforts to establish lasting peace."

"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."

"If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man's future."

"Show me the man who has enjoyed his schooldays and I will show you a bully and a bore."

"The Prophet said, "He who has a slave-girl and teaches her good manners and improves her education and then manumits and marries her, will get a double reward; and any slave who observes Allah's right and his master's right will get a double reward.""

"There is always the difficulty of difficulties, that of inducing the child to lend himself to all this endeavor, and to second the master, and not show himself recalcitrant to the efforts made on his behalf. For this reason the _moral_ education is the point of departure; before all things, it is necessary to _discipline_ the class. The pupils must be induced to _second_ the master's efforts, if not by love, then by force. Failing this point of departure, all education and instruction would be _impossible_, and the school _useless_."

"I think American education could be better — but not in the hands of many of the people who now teach it."

"The ruling clique approaches its task with a "what to think" program; the vanguard elements have much more difficult job of promoting "how to think.""

"That is the secret of all culture: it does not provide artificial limbs, wax noses or spectacles—that which can provide these things is, rather, only sham education. Culture is liberation, the removal of all the weeds, rubble and vermin that want to attack the tender buds of the plant."

"I always believed that at some time fate would take from me the terrible effort and duty of educating myself. I believed that, when the time came, I would discover a philosopher to educate me, a true philosopher whom one could follow without any misgiving because one would have more faith in him than one had in oneself. Then I asked myself: what would be the principles by which he would educate you?—and I reflected on what he might say about the two educational maxims which are being hatched in our time. One of them demands that the educator should quickly recognize the real strength of his pupil and then direct all his efforts and energy and heat at them so as to help that one virtue to attain true maturity and fruitfulness. The other maxim, on the contrary, requires that the educator should draw forth and nourish all the forces which exist in his pupil and bring them to a harmonious relationship with one another. ... But where do we discover a harmonious whole at all, a simultaneous sounding of many voices in one nature, if not in such men as Cellini, men in whom everything, knowledge, desire, love, hate, strives towards a central point, a root force, and where a harmonious system is constructed through the compelling domination of this living centre? And so perhaps these two maxims are not opposites at all? Perhaps the one simply says that man should have a center and the other than he should also have a periphery? That educating philosopher of whom I dreamed would, I came to think, not only discover the central force, he would also know how to prevent its acting destructively on the other forces: his educational task would, it seemed to me, be to mould the whole man into a living solar and planetary system and to understand its higher laws of motion."

"What are our schools for if not for indoctrination against communism?"

"Every stage of education begins with childhood. That is why the most educated person on earth so much resembles a child."

"We know from experience that nations are more successful when their women are successful. When girls go to school -- this is one of the most direct measures of whether a nation is going to develop effectively is how it treats its women. When a girl goes to school, it doesn’t just open up her young mind, it benefits all of us -- because maybe someday she’ll start her own business, or invent a new technology, or cure a disease. And when women are able to work, families are healthier, and communities are wealthier, and entire countries are more prosperous. And when young women are educated, then their children are going to be well educated and have more opportunity. So if nations really want to succeed in today’s global economy, they can’t simply ignore the talents of half their people."

"In the distant past, in India as in many other countries, all recognized branches of learning had had a religious and philosophic bias. Education was not merely a means for earning a living or an instrument for the acquisition of wealth. It was an initiation into the life of spirit, a training of the human soul in the pursuit of truth and the practice of virtue."

"A tax-supported, compulsory educational system is the complete model of the totalitarian state."

"Multis ne magistri veri essent magisterii falsum nomen obstitit: dum de se plus omnibus quam sibi dumque quod dicebantur, sed non erant, esse crediderunt, quod esse poterant non fuerunt."

"I believe that school makes complete fools of our young men, because they see and hear nothing of ordinary life there."

"The student will take his activity more to heart if his work supplies and, above all, the result of his efforts belong to him."

"We must encourage [each other] once we have grasped the basic points to interconnecting everything else on our own, to use memory to guide our original thinking, and to accept what someone else says as a starting point, a seed to be nourished and grown. For the correct analogy for the mind is not a vessel that needs filling but wood that needs igniting no more and then it motivates one towards originality and instills the desire for truth. Suppose someone were to go and ask his neighbors for fire and find a substantial blaze there, and just stay there continually warming himself: that is no different from someone who goes to someone else to get to some of his rationality, and fails to realize that he ought to ignite his own flame, his own intellect, but is happy to sit entranced by the lecture, and the words trigger only associative thinking and bring, as it were, only a flush to his cheeks and a glow to his limbs; but he has not dispelled or dispersed, in the warm light of philosophy, the internal dank gloom of his mind."

"It was a clever saying of Bion, the philosopher, that, just as the suitors, not being able to approach Penelope, consorted with her maid-servants, so also do those who are not able to attain to philosophy wear themselves to a shadow over the other kinds of education which have no value."

"Men must be taught as if you taught them not And things unknown proposed as things forgot."

"This education forms the common mind, Just as the twig is bent, the tree's inclined."

"One of the main things about teaching is not what you say but what you don't say. When you hear someone play, you have to work out the way they do things naturally and then leave them alone, because you want the naturalness to be there still."

"The mind is not a vessel to be filled, but a fire to be kindled."

"Formal education teaches how to stand, but to see the rainbow you must come out and walk many steps on your own."

"Education is beautification of the inner world and the outer world."

"Education is unfolding the wings of head and heart together. The job of a teacher is to push the students out of the nest to strengthen their wings."

"The more we do to ensure that all children have similar cognitively stimulating early childhood experiences, the less we will have to worry about failing schools. This in turn will enable us to let our schools focus on teaching the skills — how to solve complex problems, how to think critically and how to collaborate — essential to a growing economy and a lively democracy."

"Nobody can argue against the advantage of a good education for children. If from the earliest possible age they are taught to understand the various unfoldings of nature revealed before them, eventually they can discern the subtlest manifestations; verily, not in ignorance, but with full perception of all the necessary scientific conditions. All this is mentioned in the books of the Teaching. Besides, is not the whole Teaching directed toward the broadening of consciousness? But merely to concentrate on the tip of one's nose or on one's navel, without striving to spiritual synthesis... will lead to idiocy or obsession."

"The first task which faces women is to insist in all countries upon full rights and equal education with men; to try with all their might to develop their thinking faculties, and, above all, to learn to stand on their own feet without leaning altogether upon men. In the West there are many fields which are now available to women, and one must admit that they are quite successful..."

"It is not the comfort of youth that we should be concerned with, but with equipping them better for the life struggle which is an immutable cosmic law. That is why, in the structure of the New Epoch, the main factor of the national welfare will be the education and upbringing of people. It is urgently necessary to pay attention to the betterment and broadening of school programs, especially those of the elementary and high schools... From very childhood, respect for knowledge should be taught. In schools, this true and only propeller of evolution should be pointed out through concrete historical examples. It is necessary to reach a state where the aspiration to and respect for science enter our flesh and blood and become an inalienable part of our daily life. Only then will it be possible to say that the nations have entered the path of culture. Only then will the bearers of knowledge be considered as true treasures, not only of any one particular country but of the whole world. Then it will be possible to speak about the acceleration of evolution and bringing into life the dreams of communication with the far-off worlds. Thus, we may repeat the words of a thinker and leader who said, "First, all should learn; second, all should learn; third, all should learn; and then see that knowledge does not become a dead letter, but is applied in life.""

"Indeed, the most urgent, the most essential task is the education of children and youth... It is usually customary to confuse education with upbringing, but it is time to understand that school education, as it is established in most cases, not only does not contribute to the moral upbringing of youth, but acts inversely. In the Anglo-Saxon countries the schools are occupied mainly with the physical development of youth to the detriment of their mental development. But the excessive enthusiasm for sports leads to the coarsening of character, to mental degeneration, and to new diseases. True, not much better is the situation in home education under the conditions of the modern family. Therefore, it is time to pay most serious attention to the grave and derelict situation of children and youth from the moral point of view. Many lofty concepts are completely out of habitual use, having been replaced by everyday formulas for the easy achievement of the most vulgar comforts and status...The program of education is as broad as life itself. The possibilities for improvement are inexhaustible..."

"We are on the eve of a new approach to and reconstruction of the entire school education... The quantity and speed of new discoveries in all domains of science grow so rapidly that soon contemporary school education will not be able to walk in step with and respond to the new attainments and demands of the time; new methods in the entire system of education will have to be devised..."

"We keep countless men from being good citizens by the conditions of life by which we surround them. We need comprehensive workman’s compensation acts, both State and national laws to regulate child labor and work for women, and, especially, we need in our common schools not merely education in book-learning, but also practical training for daily life and work."

"It is very strange, that, ever since mankind have taken it into their heads to trouble themselves so much about the education of children, they should never have thought of any other instruments to effect their purpose than those of emulation, jealousy, envy, pride, covetousness, and servile fear—all passions the most dangerous, the most apt to ferment, and the most fit to corrupt the soul, even before the body is formed. With every premature instruction we instil into the head, we implant a vice in the bottom of the heart."

"Early socialists and latter-day mercantilists and interventionist were united in the battle for state-controlled education as a means of social control. The uncontrolled mind was a dangerous mind."

"I receive many letters from parents respecting the education of their children. In the mass of these letters I am always struck by the precedence which the idea of a “position in life” takes above all other thoughts in the parents’—more especially in the mothers’—minds. “The education befitting such and such a station in life”—this is the phrase, this the object, always. They never seek, as far as I can make out, an education good in itself, … but, an education … “which shall lead to advancement in life;—this we pray for on bent knees—and this is all we pray for.” It never seems to occur to the parents that there may be an education which, in itself, is advancement in life."

"There is only one thing that can kill the movies, and that is education."

"We are faced with the paradoxical fact that education has become one of the chief obstacles to intelligence and freedom of thought."

"I found one day in school a boy of medium size ill-treating a smaller boy. I expostulated, but he replied: 'The bigs hit me, so I hit the babies; that's fair.' In these words he epitomized the history of the human race."

"Men are born ignorant, not stupid; they are made stupid by education."

"Every uneducated person is a caricature of themselves."

"The greater part of humanity is too much harassed and fatigued by the struggle with want, to rally itself for a new and sterner struggle with error. Satisfied if they themselves can escape from the hard labour of thought, they willingly abandon to others the guardianship of their thoughts."

"Truth that has been merely learned is like an artificial limb, a false tooth, a waxen nose; at best, like a nose made out of another’s flesh; it adheres to us only because it is put on. But truth acquired by thinking of our own is like a natural limb; it alone really belongs to us. This is the fundamental difference between the thinker and the mere man of learning."

"If education or warning were of any avail, how could Seneca's pupil be a Nero?"

"Vast numbers of children and young people are still deprived of even rudimentary training and so many others lack a suitable education in which truth and love are developed together."

"The schools we go to are reflections of the society that created them. Nobody is going to give you the education you need to overthrow them. Nobody is going to teach you your true history, teach you your true heroes, if they know that that knowledge will help set you free. Schools in amerika are interested in brainwashing people with amerikanism, giving them a little bit of education, and training them in skills needed to fill the position the capitalist system requires. As long as we expect amerika's schools to educate us, we will remain ignorant."

"If you teach a man anything he will never learn it."

"Widespread ignorance bordering on idiocy is our new national goal. ... The ideal citizen of a politically corrupt state, such as the one we now have, is a gullible dolt unable to tell truth from bullshit. An educated, well-informed population, the kind that a functioning democracy requires, would be difficult to lie to, and could not be led by the nose by the various vested interests running amok in this country."

"Different views of the same truths are seldom disagreeable to men of taste, and are equally useful to beginners with the writings of different authors upon the same subject."

"A liberal education is that which aims to develop faculty without ulterior views of profession or other means of gaining a livelihood. It considers man an end in himself and not an instrument whereby something is to be wrought. Its ideal is human perfection."

"The education of the child must accord both in mode and arrangement with the education of mankind, considered historically. In other words, the genesis of knowledge in the individual, must follow the same course as the genesis of knowledge in the race. In strictness, this principle may be considered as already expressed by implication; since both being processes of evolution, must conform to those same general laws of evolution... and must therefore agree with each other. Nevertheless this particular parallelism is of value for the specific guidance it affords. To M. Comte we believe society owes the enunciation of it; and we may accept this item of his philosophy without at all committing ourselves to the rest."

"Education is a weapon the effect of which is determined by the hands which wield it, by who is to be stuck down."

"If there be an order in which the human race has mastered its various kinds of knowledge, there will arise in every child an aptitude to acquire these kinds of knowledge in the same order. So that even were the order intrinsically indifferent, it would facilitate education to lead the individual mind through the steps traversed by the general mind. But the order is not intrinsically indifferent; and hence the fundamental reason why education should be a repetition of civilization in little."

"It is provable both that the historical sequence was, in its main outlines, a necessary one; and that the causes which determined it apply to the child as to the race. ... As the mind of humanity placed in the midst of phenomena and striving to comprehend them has, after endless comparisons, speculations, experiments, and theories, reached its present knowledge of each subject by a specific route; it may rationally be inferred that the relationship between mind and phenomena is such as to prevent this knowledge from being reached by any other route; and that as each child's mind stands in this same relationship to phenomena, they can be accessible to it only through the same route. Hence in deciding upon the right method of education, an inquiry into the method of civilization will help to guide us."

"It is safer to try to understand the low in the light of the high than the high in the light of the low. In doing the latter one necessarily distorts the high, whereas in doing the former one does not deprive the low of the freedom to reveal itself as fully as what it is."

"Liberal education, which consists in the constant intercourse with the greatest minds, is a training in the highest form of modesty. … It is at the same time a training in boldness. … It demands from us the boldness implied in the resolve to regard the accepted views as mere opinions, or to regard the average opinions as extreme opinions which are at least as likely to be wrong as the most strange or least popular opinions."

"Liberal education is liberation from vulgarity. The Greeks had a beautiful word for “vulgarity”; they called it apeirokalia, lack of experience in things beautiful. Liberal education supplies us with experience in things beautiful."

"How strange it seems that education, in practice, so often means suppression: that instead of leading the mind outward to the light of day it crowds things in upon it that darken and weary it. Yet evidently the true object of education, now as ever, is to develop the capabilities of the head and of the heart."

"What are books but folly, and what is an education but an arrant hypocrisy, and what is art but a curse when they touch not the heart and impel it not to action?"

"Children arrived at the age of maturity belong, not to the parents, but to the State, to society, to the country."

"Why do [people] confuse probability and expectation, that is, probability [vs.] probability times payoff? Mainly because much... schooling comes from examples in symmetric environments... the... bell curve... is entirely symmetric."

"The best teachers are those who show you where to look, but don't tell you what to see."

"I had been to school most all the time and could spell and read and write just a little, and could say the multiplication table up to six times seven is thirty-five, and I don't reckon I could ever get any further than that if I was to live forever. I don't take no stock in mathematics anyway. At first I hated school, but by and by I got so I could stand it. Whenever I got uncommon tired I played hookey, and the hiding I got the next day done me good and cheered me up. So the longer I went to school the easier it got to be."

"Education consists mainly of what we have unlearned."

"I hated school so intensely. It interfered with my freedom. I avoided the discipline by an elaborate technique of being absent-minded during classes."

"Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select – doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors. I am going beyond my facts and I admit it, but so have the advocates of the contrary and they have been doing it for many thousands of years."

"If you give a man a fish he is hungry again in an hour. If you teach him to catch a fish you do him a good turn."

"The prevailing conception is that education must be such as will enable one to acquire enough wealth to live on the plane of the bourgeoisie. That kind of education does not develop the aristocratic virtues. It neither encourages reflection nor inspires reverence for the good."

"There is no difficulty in securing enough agreement for action on the point that education should serve the needs of the people. But all hinges on the interpretation of needs; if the primary need of man is to perfect his spiritual being … then education of the mind and the passions will take precedence over all else. The growth of materialism, however, has made this a consideration remote and even incomprehensible to the majority."

"Education is a process by which the individual is developed into something better than he would have been without it. … The very thought seems in a way the height of presumption. For one thing, it involves the premise that some human beings can be better than others."

"The development of the faculty of attention forms the real object and almost the sole interest of studies."

"A liberal Education ought to include both Permanent Studies which connect men with the culture of past generations, and Progressive Studies which make them feel their community with the present generation, its businesses, interests and prospects."

"In training a child to activity of thought, above all things we must beware of what I will call "inert ideas"-that is to say, ideas that are merely received into the mind without being utilised, or tested, or thrown into fresh combinations. In the history of education, the most striking phenomenon is that schools of learning, which at one epoch are alive with a ferment of genius, in a succeeding generation exhibit merely pedantry and routine. The reason is, that they are overladen with inert ideas. Education with inert ideas is not only useless: it is, above all things, harmful - Corruptio optimi, pessima [the corruption of the best is the worst]."

"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."

"We live in the age of the overworked, and the under-educated; the age in which people are so industrious that they become absolutely stupid."

"The thoroughly well-informed man—that is the modern ideal. And the mind of the thoroughly well-informed man is a dreadful thing. It is like a bric-à-brac shop, all monsters and dust, with everything priced above its proper value."

"The aim of life is self-development. To realize one’s nature perfectly—that is what each of us is here for. People are afraid of themselves, nowadays. They have forgotten the highest of all duties, the duty that one owes to one’s self. Of course, they are charitable. They feed the hungry and clothe the beggar. But their own souls starve, and are naked."

"Dorian ... never fell into the error of arresting his intellectual development by any formal acceptance of creed or system, or of mistaking, for a house in which to live, an inn that is but suitable for the sojourn of a night,"

"When you control a man's thinking you do not have to worry about his actions. You do not have to tell him not to stand here or go yonder. He will find his "proper place" and will stay in it. You do not need to send him to the back door. He will go without being told. In fact, if there is no back door, he will cut one for his special benefit. His education makes it necessary."

"The oppressor has always indoctrinated the weak with his interpretation of the crimes of the strong."

"Education is not a function of any church — or even of a city — or a state; it is a function of all mankind."

"Education is one of the blessings of life — and one of its necessities."

"It is said that heaven does not create one man above or below another man. Any existing distinction between the wise and the stupid, between the rich and the poor, comes down to a matter of education."

"Therefore, to teach them [women] at least an outline of economics and law is the first requirement after giving them a general education. Figuratively speaking, it will be like providing the women of civilized society with a pocket dagger for self-protection."

"Education is the cheap defence of nations."

"Upon the education of the people of this country the fate of this country depends."

"An education isn't how much you have committed to memory, or even how much you know. It's being able to differentiate between what you do know and what you don't. It's knowing where to go to find out what you need to know; and it's knowing how to use the information you get."

"By educating the young generation along the right lines, the People's State will have to see to it that a generation of mankind is formed which will be adequate to this supreme combat that will decide the destinies of the world."

"The benefits of education and of useful knowledge, generally diffused through a community, are essential to the preservation of a free government."

"Enlighten the people generally, and tyranny and oppressions of body and mind will vanish like evil spirits at the dawn of day."

"I know no safe depository of the ultimate powers of the society but the people themselves; and if we think them not enlightened enough to exercise their control with a wholesome discretion, the remedy is not to take it from them, but to inform their discretion by education. This is the true corrective of abuses of constitutional power."

"If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be. The functionaries of every government have propensities to command at will the liberty and property of their constituents. There is no safe deposit for these but with the people themselves; nor can they be safe with them without information. Where the press is free, and every man able to read, all is safe."

"I ask that you offer to the political arena, and to the critical problems of our society which are decided therein, the benefit of the talents which society has helped to develop in you. I ask you to decide, as Goethe put it, whether you will be an anvil—or a hammer. The question is whether you are to be a hammer—whether you are to give to the world in which you were reared and educated the broadest possible benefits of that education."

"If you plan for a year, plant a seed. If for ten years, plant a tree. If for a hundred years, teach the people. When you sow a seed once, you will reap a single harvest. When you teach the people, you will reap a hundred harvests."

"Learned Institutions ought to be favorite objects with every free people. They throw that light over the public mind which is the best security against crafty & dangerous encroachments on the public liberty."

"What spectacle can be more edifying or more seasonable, than that of Liberty & Learning, each leaning on the other for their mutual & surest support?"

"Education, then, beyond all other devices of human origin, is the great equalizer of the conditions of men,—the balance-wheel of the social machinery."

"To educate a man in mind and not in morals is to educate a menace to society."

"Education has for its object the formation of character. To curb restive propensities, to awaken dormant sentiments, to strengthen the perceptions, and cultivate the tastes, to encourage this feeling and repress that, so as finally to develop the child into a man of well proportioned and harmonious nature—this is alike the aim of parent and teacher."

"These ceremonies and the National Statuary Hall will teach the youth of the land in succeeding generations as they come and go that the chief end of human effort in a sublunary view should be usefulness to mankind, and that all true fame which should be perpetuated by public pictures, statues, and monuments, is to be acquired only by noble deeds and high achievements and the establishment of a character founded upon the principles of truth, uprightness, and inflexible integrity."

"Via ovicipitum dura est," or, for the benefit of the engineers among you: "The way of the egghead is hard."

"In point of substantial merit the law school belongs in the modern university no more than a school of fencing or dancing."

"In the conditions of modern life the rule is absolute, the race which does not value trained intelligence is doomed. Not all your heroism, not all your social charm, not all your wit, not all your victories on land or at sea, can move back the finger of fate. To-day we maintain ourselves. To-morrow science will have moved forward yet one more step, and there will be no appeal from the judgment which will then be pronounced on the uneducated."

"Brought up in this city at the feet of Gamaliel."

"Culture is "To know the best that has been said and thought in the world.""

"Histories make men wise; poets, witty; the mathematics, subtile; natural philosophy, deep; morals, grave; logic and rhetoric, able to contend."

"Education commences at the mother's knee, and every word spoken within the hearsay of little children tends towards the formation of character."

"But to go to school in a summer morn, Oh, it drives all joy away! Under a cruel eye outworn, The little ones spend the day— In sighing and dismay."

"Education makes a people easy to lead, but difficult to drive; easy to govern, but impossible to enslave."

"Let the soldier be abroad if he will, he can do nothing in this age. There is another personage,—a personage less imposing in the eyes of some, perhaps insignificant. The schoolmaster is abroad, and I trust to him, armed with his primer, against the soldier, in full military array."

"Every schoolboy hath that famous testament of Grunnius Corocotta Porcellus at his fingers' ends."

"Reeling and Writhing, of course, to begin with," the Mock Turtle replied, "and the different branches of Arithmetic—Ambition, Distraction, Uglification, and Derision."

"No con quien naces, sino con quien paces."

"To be in the weakest camp is to be in the strongest school."

"Quod enim munus reipublicæ afferre majus, meliusve possumus, quam si docemus atque erudimus juventutem?"

"How much a dunce that has been sent to roam Excels a dunce that has been kept at home."

"The foundation of every state is the education of its youth."

"The Self-Educated are marked by stubborn peculiarities."

"By education most have been misled."

"My definition of a University is Mark Hopkins at one end of a log and a student on the other."

"Impartially their talents scan, Just education forms the man."

"Of course everybody likes and respects self-made men. It is a great deal better to be made in that way than not to be made at all."

"The true purpose of education is to cherish and unfold the seed of immortality already sown within us; to develop, to their fullest extent, the capacities of every kind with which the God who made us has endowed us."

"Much may be made of a Scotchman if he be caught young."

"Finally, education alone can conduct us to that enjoyment which is, at once, best in quality and infinite in quantity."

"Enflamed with the study of learning, and the admiration of virtue; stirred up with high hopes of living to be brave men, and worthy patriots, dear to God, and famous to all ages."

"Der preussiche Schulmeister hat die Schlacht bei Sadowa gewonnen."

"Tempore ruricolæ patiens fit taurus aratri."

"The victory of the Prussians over the Austrians was a victory of the Prussian over the Austrian schoolmaster."

"Education is the only interest worthy the deep, controlling anxiety of the thoughtful man."

"Lambendo paulatim figurant."

"So watchful Bruin forms with plastic care, Each growing lump and brings it to a bear."

"Then take him to develop, if you can And hew the block off, and get out the man."

"'Tis education forms the common mind; Just as the twig is bent the tree's inclined."

"Twelve years ago I made a mock Of filthy trades and traffics; I considered what they meant by stock; I wrote delightful sapphics; I knew the streets of Rome and Troy, I supped with Fates and Fairies— Twelve years ago I was a boy, A happy boy at Drury's."

"He can write and read and cast accompt. O monstrous! We took him setting of boys' copies. Here's a villain!"

"In time the savage bull doth bear the yoke."

"God hath blessed you with a good name: to be a well-favored man is the gift of fortune, but to write and read comes by nature."

"Only the refined and delicate pleasures that spring from research and education can build up barriers between different ranks."

"Oh how our neighbour lifts his nose, To tell what every schoolboy knows."

"Every school-boy knows it."

"Of an old tale which every schoolboy knows."

"Still sits the school-house by the road, A ragged beggar sunning; Around it still the sumachs grow And blackberry vines are running."

"Enter by this gateway and seek the way of honor, the light of truth, the will to work for men."

"The university, in a society ruled by public opinion, was to have been an island of intellectual freedom where all views were investigated without restriction. … But by consenting to play an active or “positive,” a participatory role in society, the university has become inundated and saturated with the backflow of society’s “problems.” Preoccupied with questions of Health, Sex, Race, War, academics make their reputations and their fortunes. … Any proposed reforms of liberal education which might bring the university into conflict with the whole of the U.S.A. are unthinkable. Increasingly, the people “inside” are identical in their appetites and motives with the people “outside” the university."

"By making social hierarchies and the reproduction of these hierarchies appear based upon the hierarchy of ‘gifts’, merits, or skill established and ratified by its sanctions, or, in a word, by converting social hierarchies into academic hierarchies, the educational system fulfils a function of legitimation which is more and more necessary to the perpetuation of the ‘social order’ as the evolution of the power relationship between classes tends more completely to exclude the imposition of a hierarchy based upon the crude and ruthless affirmation of the power relationship."

"You send your kids off to college. They love you. You walk away with a Cornell mom T-shirt. You are walking away going this is great, and come Thanksgiving, your kid tells you that you are an imperialist and a racist and a homophobe. That is not worth $120,000."

"Some of us can remember how under the old system at Cambridge the Senior Fellows remained in college all their lives, their interests centred in the society, dining in hall everyday, sitting over the College port in the Combination Room every day. Few among the seniors, as one remembers them, were any longer capable of intellectual work."

"A penetrating observer of social problems has pointed out recently that whereas wealthy families once were the chief benefactors of the universities, now industry has taken over this role. Support of education is something no one quarrels with-but this need not blind us to the fact that research supported by pesticide manufacturers is not likely to be directed at discovering facts indicating unfavorable effects of pesticides."

"Changi became my university instead of my prison. … Among the inmates there were experts in all walks of life — the high and the low roads. I studied and absorbed everything I could from physics to counterfeiting, but most of all I learned the art of surviving."

"Fellows of colleges in the universities are in one sense the recipients of alms, because they receive funds which originally were of an eleemosynary character."

"...One of the ways in which all universities could contribute substantially to their home societies is by helping students obtain a better understanding of the development and interdependencies over time of our seemingly fragmented globe."

"I didn't get the point", said Pig. "That's because you've got four pounds of provolone where most people got brains!", Mark shouted, shaking his fist. "This is college, you dumb bastard. This is a place where you're supposed to argue and learn and get pissed off. You don't go around choking your buddies just because they don't happen to believe what you believe."

"My interest in Kipnis’s book was sparked initially by my own history. I was one of a small group of women who fought to bring in a sexual harassment code at my college in the late 1980s, and what I remember is how badly we felt it was needed, and how much resistance there was to the idea that clever people could also be in the habit of pinching bums, or worse. But I am also the product of a student-lecturer relationship: my brother and I, and two of our sisters, would not exist if my father had not twice married those that he taught. I’m sure my father’s behaviour was, knowing both him and the times (I am the eldest, and I was born in 1969), sometimes reprehensible. No doubt he would, and would be expected to, behave differently now. Nevertheless, it seems completely mad to me to try to outlaw relationships between what are, after all, consenting adults. Where else are people expected to meet, if not in the places where they spend most of their time? Imagine if it was decreed that theatre directors could not sleep with actors, that editors were forbidden from having affairs with writers, and that junior teachers were not allowed to fall in love with more senior staff. The very idea is absurd."

"I should have all manner of tenderness for the right of the College; they are nurseries of Religion and Learning, and therefore all donations for increase and augmentation of their revenue are to be liberally expounded."

"A university is just a group of buildings gathered around a library. The library is the university."

"We are in an age that assumes the narrowing trends of specialization to be logical, natural, and desirable. Consequently, society expects all earnestly responsible communication to be crisply brief. . . . In the meantime, humanity has been deprived of comprehensive understanding... It has also resulted in the individual's leaving responsibility for thinking and social action to others. Specialization breeds biases that ultimately aggregate as international and ideological discord, which, in turn, leads to war."

"It takes 11 guys to change the world. It takes five to change a university."

"If universities are determined to have faculty that are ideological monoliths, they can find students and private donors who are willing to indulge this indoctrination and pay for it themselves. These institutions are not entitled to a dime of taxpayer money, especially when they have displayed nothing but contempt for half of the American electorate. And taxpayers should be untroubled if these universities are unable to survive on their own. New universities will arise, and others that can meet the Sodom and Gomorrah test will reform themselves to offer an intellectually diverse and ideologically balanced education."

"[A student who had been kidnapped during a massacre at a rave shouldn’t count as a noncombatant because she was] an IDF soldier/Israeli police officer."

"One of the characteristics of the university is that it is made up of professors who train professors, or professionals training professionals. Education was this no longer directed toward people who were to be educated with a view to become fully developed human beings, but to specialists, in other that they might learn how to train other specialists. This is the danger of “Scholasticism,” that philosophical tendency which began to be sketched at the end of antiquity, developed in the Middle Ages, and whose presence is still recognizable in philosophy today."

"College-educated elites, on behalf of corporations, carried out the savage neoliberal assault on the working poor. Now they are being made to pay. Their duplicity—embodied in politicians such as Bill and Hillary Clinton and Barack Obama—succeeded for decades. These elites, many from East Coast Ivy League schools, spoke the language of values—civility, inclusivity, a condemnation of overt racism and bigotry, a concern for the middle class—while thrusting a knife into the back of the underclass for their corporate masters. This game has ended."

"We were a small group of college friends who kept together after our course was over, and continued to share the same views and the same ideals. Not one of us thought of his future career or financial position. I should not praise this attitude in grown-up people, but I value it highly in a young man. Except where it is dried up by the corrupting influence of vulgar respectability, youth is everywhere unpractical, and is especially bound to be so in a young country which has many ideals and has realised few of them. Besides, the unpractical sphere is not always a fool's paradise: every aspiration for the figure involves some degree of imagination; and , but for unpractical people, practical life would never get beyond a tiresome repetition of the old routine."

"Transforming hereditary privilege into ‘merit,’ the existing system of educational selection, with the Big Three [Harvard, Princeton, and Yale] as its capstone, provides the appearance if not the substance of equality of opportunity. In so doing, it legitimates the established order as one that rewards ability over the prerogatives of birth. The problem with a ‘meritocracy,’ then, is not only that its ideals are routinely violated (though that is true), but also that it veils the power relations beneath it. For the definition of ‘merit,’ including the one that now prevails in America’s leading universities, always bears the imprint of the distribution of power in the larger society. Those who are able to define ‘merit’ will almost invariably possess more of it, and those with greater resources—cultural, economic and social—will generally be able to ensure that the educational system will deem their children more meritorious."

"Two universities have been founded in this country, amply endowed and furnished with professors in the different sciences; and I should be sorry that those who have been educated at either of them should undervalue the benefits of such an education."

"Being a student in the late sixties was a different experience than being one in the early sixties. For one thing, there was the draft. Neither Abbie Hoffman nor Tom Hayden nor Mario Savio had been subjected to a draft—a draft that threatened to pull students into a war in which Americans were killing and dying by the thousands. Perhaps more important, the war itself, with its cruel and pointless violence, was seen on television every night, and no matter how much they reviled it, these students were powerless to stop it. They could not even vote if they were under the age of twenty-one, though they could be drafted at eighteen. Despite all these differences, one thing, unfortunately, had not changed—the university itself. If the American university has in recent years been thought of as a sanctuary for leftist thought and activism, that is a legacy of the late sixties graduates. In 1968, universities were still very conservative institutions. Academia had enthusiastically supported World War II, moved seamlessly to full support of the Cold War, and, though starting to squirm a bit, tended to support the war in Vietnam. This was why the universities imagined their campuses to be suitable and desirable places for such activities as recruitment of executives by Dow Chemical, not to mention recruitment of officers by the military. And while universities were famous for their intellectuals like Herbert Marcuse or C. Wright Mills, a more typical product was Harvard's Henry Kissinger. The Ivy League in particular was well known as a bastion of conservative northeast elitism. Columbia University had Dwight Eisenhower as an emeritus member of its board of directors. Active members included CBS founder William S. Paley; Arthur H. Sulzberger, the septuagenarian publisher of The New York Times; his son Arthur O. Sulzberger, who would take over after his father's death later in the year; Manhattan district attorney Frank S. Hogan; William A. M. Burden, director of Lockheed, a major Vietnam War weapons contractor; Walter Thayer of the Whitney Corporation, a Republican fund-raiser who worked for Nixon in 1968; a Lawrence A. Wein, film producer, advisor to Lyndon Johnson, and trustee of Consolidated Edison. Later in the year students would produce a paper alleging connections between Columbia trustees and the CIA. Columbia and other Ivy League schools produced leaders in industry, publishing, and finance—the people behind politics, the people behind war, the very people C. Wright Mills identified in his book as "the power elite.""

"The question is frequently asked: why there is a school of theology attached to every University? The answer is easy: It is, that the Universities may subsist, and that the instruction may not become corrupt. Originally, the Universities were only schools of theology, to which other faculties were joined, as subjects around their Queen."

"Consider what it means for an institution to designate all of its faculty members as “mandatory reporters of sexual assault.” The policy effectively demands that every faculty member disclose the details of any student account of a sexual assault, whether it has been expressed in a course assignment, a classroom discussion, or a private conversation. Faculty will be required to make the disclosure to campus officials, even if the student has expressly indicated a desire not to file an official complaint. These requirements will have a chilling effect on students’ willingness to talk about difficult experiences with anyone on campus, even those experiences that may have nothing to do with sexual violence."

"No hardworking student should be stuck in the red. We’ve already reduced student loan payments to 10 percent of a borrower’s income. And that's good. But now, we’ve actually got to cut the cost of college. (Applause.) Providing two years of community college at no cost for every responsible student is one of the best ways to do that, and I’m going to keep fighting to get that started this year."

"I think, as well (on what might be considered the leftish side), that the incremental remake of university administrations into analogues of private corporations is a mistake. I think that the science of management is a pseudo-discipline. I believe that government can, sometimes, be a force for good, as well as the necessary arbiter of a small set of necessary rules. Nonetheless, I do not understand why our society is providing public funding to institutions and educators whose stated, conscious, and explicit aim is the demolition of the culture that supports them. Such people have a perfect right to their opinions and actions, if they remain lawful. But they have no reasonable claim to public funding. If radical right-wingers were receiving state funding for political operations disguised as university courses, as radical left-wingers clearly are, the uproar from progressives across North America would be deafening."

"Most Americans are not aware how morally and intellectually destructive American colleges — and, increasingly, high schools and even elementary schools — have become. So, they spend tens of thousands after-tax dollars to send their sons and daughters to college."

"But today, to send your child to college is to play Russian roulette with their values. There is a good chance your child will return from college alienated from you, from America, from Western civilization and from whatever expression of any Bible-based religion in which you raised your child."

"And the people in the houses All went to the university Where they were put in boxes And they came out all the same"

"Colleges aren’t about training kids for the real world, or teaching them significant modes of thinking, or examining timeless truths. Universities aren’t about skill sets, either – at least in the humanities. They’re about two things: credentialism and social connections."

"In our society, there is an easy way to be perceived as intellectually meritorious: point to your degree. Those with a college degree all-too-often sneer at those without one, as though lack of a college degree were an indicator of innate ability or future lack of success. That simply isn’t true."

"The university system in 2014, it's like the Catholic Church circa 1514... You have this priestly class of professors that doesn't do very much work; people are buying indulgences in the form of amassing enormous debt for the sort of the secular salvation that a diploma represents. And what I think is also similar to the 16th century is that the Reformation will come largely from the outside."

"Nothing is more certain than that whatever has to court public favor for its support will sooner or later be prostituted to utilitarian ends. The educational institutions of the United States afford a striking demonstration of this truth. Virtually without exception, liberal education, that is to say, education centered about ideas and ideals, has fared best in those institutions which draw their income from private sources. They have been able … to insist that education be not entirely a means for breadwinning. This means that they have been relatively free to promote pure knowledge and the training of the mind. … In state institutions, always at the mercy of elected bodies and of the public generally, and under obligation to show practical fruits for their expenditure of money, the movement toward specialism and vocationalism has been irresistible. They have never been able to say that they will do what they will with their own because their own is not private. It seems fair to say that the opposite of the private is the prostitute."

"It is, Sir, as I have said, a small college. And yet there are those who love it!"

"I shall be as tender of the privileges of the University of Oxford as any man living, having the greatest veneration for that learned body."

"When we see a woman bartering beauty for gold, we look upon such a one as no other than a common prostitute; but she who rewards the passion of some worthy youth with it, gains at the same time our approbation and esteem. It is the very same with philosophy: he who sets it forth for public sale, to be disposed of to the highest bidder, is a sophist, a public prostitute."

"To offer one’s beauty for money to all comers is called prostitution. … So is it with wisdom. Those who offer it to all comers for money are known as sophists, prostitutors of wisdom."

"On too many campuses, a new attitude about due process—and the right to be presumed innocent until proved guilty—has taken hold, one that echoes the infamous logic of Edwin Meese, who served in Ronald Reagan’s administration as attorney general, in his argument against the Miranda warning. “The thing is,” Meese said, “you don’t have many suspects who are innocent of a crime. That’s contradictory. If a person is innocent of a crime, then he is not a suspect.” There is no doubt that until recently, many women’s claims of sexual assault were reflexively and widely disregarded—or that many still are in some quarters. (One need look no further than the many derogatory responses received by the women who came forward last year to accuse then-candidate Donald Trump of sexual violations.) Action to redress that problem was—and is—fully warranted. But many of the remedies that have been pushed on campus in recent years are unjust to men, infantilize women, and ultimately undermine the legitimacy of the fight against sexual violence. Severe restrictions were placed on the ability of the accused to question the account of the accuser, in order to prevent intimidation or trauma. Eventually the administration praised a “single investigator” model, whereby the school appoints a staff member to act as detective, prosecutor, judge, and jury. The letter defined sexual violence requiring university investigation broadly to include “rape, sexual assault, sexual battery, and sexual coercion,” with no definitions provided. It also characterized sexually harassing behavior as “any unwelcome conduct of a sexual nature,” including remarks. Schools were told to investigate any reports of possible sexual misconduct, including those that came from a third party and those in which the alleged victim refused to cooperate. (Paradoxically, they were also told to defer to alleged victims’ wishes, creating no small amount of confusion among administrators.)"

"GEOFFREY STONE, a professor at the University of Chicago Law School, and its former dean, told me he believes that the integrity of the legal system requires rules designed to prevent innocent people from being punished, and that these same principles should apply on campus. But he is concerned that severe sanctions are being imposed without the necessary protections for the accused. As he wrote in HuffPost, “For a college or university to expel a student for sexual assault is a matter of grave consequence both for the institution and for the student. Such an expulsion will haunt the student for the rest of his days, especially in the world of the Internet. Indeed, it may well destroy his chosen career prospects.”"

"As Jeannie Suk Gersen and her husband and Harvard Law School colleague, Jacob Gersen, wrote last year in a California Law Review article, “The Sex Bureaucracy,” the “conduct classified as illegal” on college campuses “has grown substantially, and indeed, it plausibly covers almost all sex students are having today.”"

"A troubling paradox within the activist community, and increasingly among administrators, is the belief that while women who make a complaint should be given the strong benefit of the doubt, women who deny they were assaulted should not necessarily be believed. The rules at many schools, created in response to federal directives, require employees (except those covered by confidentiality protections, such as health-care providers) to report to the Title IX office any instance of possible sexual assault or harassment of which they become aware. One result is that offhand remarks, rumors, and the inferences drawn by observers of ambiguous interactions can trigger investigations; sometimes these are not halted even when the alleged victim denies that an assault occurred."

"There are no national data that let us know the prevalence of third-party reports, but they appear to be a significant source of allegations. The University of Michigan’s most recent “Student Sexual Misconduct Annual Report” says that the school’s Office for Institutional Equity “often receives complaints about incidents from third parties.” Yale releases a semiannual report of all possible sexual-assault and harassment complaints. Its report for the latter half of 2015 included a new category: third-party reports in which the alleged victim, after being contacted by the Title IX office, refused to cooperate. These cases made up more than 30 percent of all undergraduate assault allegations."

"And while some college administrators express concern about due process, that concern does not always appear to be top of mind, even though lawsuits are piling up. Some 170 suits about unfair treatment have been filed by accused students over the past several years. As K. C. Johnson, the co-author, with Stuart Taylor Jr., of the recent book The Campus Rape Frenzy, notes, at least 60 have so far resulted in findings favorable to them. The National Center for Higher Education Risk Management, one of the country’s largest higher-education law firms and consulting practices specializing in Title IX, recently released a white paper, “Due Process and the Sex Police.” It noted that higher-education institutions are “losing case after case in federal court on what should be very basic due process protections. Never before have colleges been losing more cases than they are winning, but that is the trend as we write this.” The paper warned that at some colleges, “overzealousness to impose sexual correctness”—including the idea that anything less than “utopian” sex is punishable—“is causing a backlash that is going to set back the entire consent movement.”"

"America’s top universities should abandon their long misadventure into politics, retrain their gaze on their core strengths and rebuild their reputations as centers of research and learning"

"The old contrast, often amounting to hostility, between scientific and humane subjects needs to be broken down and replaced by a scientific humanism. At the same time, the teaching of science proper requires to be humanized. The dry and factual presentation requires to be transformed... by emphasizing the living and dramatic character of scientific advance... Here the teaching of the history of science, not isolated as at present, but in close relation to general history teaching, would serve to correct the existing atmosphere of scientific dogmatism. It would show at the same time how secure are the conquests of science in the control they give over natural processes and how insecure and provisional, however necessary, are the rational interpretations, the theories and hypotheses put forward at each stage. Past history by itself is not enough, the latest developments of science should not be excluded because they have not yet passed the test of time. It is absolutely necessary to emphasize the fact that science not only has changed but is continually changing, that it is an activity and not merely a body of facts. Throughout, the social implications of science, the powers that it puts into men’s hands, the uses... should be brought out and made real by a reference to immediate experience of ordinary life. ...[I]t should be possible to introduce the teaching of practical scientific methods by making students find out for themselves new relationships in things that already concern them and not in artificially simplified and unnecessarily abstract experiment."

"A new science must be pursued historically, the only thing to be done being to study in chronological order the different works which have contributed to the progress... But when such materials have become recast to form a general system, to meet the demand for a more natural logical order, it is because the science is too far advanced for the historical order to be practicable or suitable. ...By the dogmatic method ...must every advanced science be attained, with so much of the historical combined with it as is rendered necessary..."

"A stage of precision is barren without a previous stage of romance: unless there are facts which have already been vaguely apprehended in their broad generality, the previous analysis is an analysis of nothing. It is simply a series of meaningless statements about bare facts, produced artificially and without any further relevance."

"We'll imagine that the box is made of a material that has no effect on any electric fields; it's of the same breed as the massless rope, the frictionless incline, and the free college education."

"[Calvin] is a combination of a six year old boy and wise old sage. His imagination takes him to places in another dimension. Enter Hobbes. Hobbes is the consummate best friend, albeit imaginary. Hobbes is a stuffed tiger to everyone but Calvin. To Calvin, Hobbes is an entity. The relationship between Calvin and Hobbes is a perfect fit. Hobbes is the active listener, the clarifier, and in some ways, Calvin's conscience. Together, they ponder the universe, the meaning of life, the reasons for bullies, and whether or not there are monsters under the bed."

"One boy said, "Calvin makes me see that I can laugh at the stuff that other people always nag me about!""

"We found that not only did our students stay interested, the learning that occurred was permanent. Our students were able to carry over and apply the concepts they learned from Calvin and Hobbes to their world."

"Subtle humor requires higher level language skills."

"Calvin and Hobbes comics contain examples of many different types of humor. Some comic strips may be funny to you but not to your friend. The strips that make you laugh may not even crack a smile from someone else. Many times, we get frustrated and say, "Don't you get it?!" Remember, different people have varying ideas of what is beautiful, ugly, boring, exciting, or interesting."

"The seven liberal arts do not adequately divide theoretical philosophy; but, as Hugh of St. Victor says, seven arts are grouped together (leaving out certain other ones), because those who wanted to learn philosophy were first instructed in them. And the reason why they are divided into the trivium and quadrivium is that “they are as it were paths (viae) introducing the quick mind to the secrets of philosophy.”"

"The fitting order of learning will therefore be as follow: First boys should be instructed in logical matters, since logic teaches the method of the whole philosophy. Secondly, however, they should be instructed in mathematics, which neither requires experience, nor transcends the imagination. Thirdly, they should be instructed in natural things, which, even though they do not exceed sense and imagination, nevertheless require experience. Fourthly, in moral matter, which require experience and a mind free from its passions, as is stated in Book I. Fifthly, however, in sapiential and divine things, which transcend the imagination and require a strong intellect."

"There can be no doubt that children should be taught those useful things which are really necessary, but not all things, for occupations are divided into liberal and illiberal; and to young children should be imparted only such kinds of knowledge as will be useful to them without vulgarizing them. And any occupation, art, or science which makes the body, or soul, or mind of the freeman less fit for the practice or exercise of virtue is vulgar; wherefore we call those arts vulgar which tend to deform the body, and likewise all paid employments, for they absorb and degrade the mind. There are also some liberal arts quite proper for a freeman to acquire, but only in a certain degree, and if he attend to them too closely, in order to attain perfection in them, the same evil effects will follow."

"The assumption is all but universal among those who control our educational policies from the elementary grades to the university that anything that sets bounds to the free unfolding of the temperamental proclivities of the young, to their right of self-expression, as one may say, is outworn prejudice. Discipline, so far as it exists, is not of the humanistic or the religious type, but of the kind that one gets in training for a vocation or a specialty. The standards of a genuinely liberal education, as they have been understood, more or less from the time of Aristotle, are being progressively undermined by the utilitarians and the sentimentalists. If the Baconian-Rousseauistic formula is as unsound in certain of its postulates as I myself believe, we are in danger of witnessing in this country one of the great cultural tragedies of the ages."

"A liberal arts background was a hard thing to overcome, but she was doing great."

"ARTS, Liberal, or Seven Liberal. The distinction between the liberal arts and the practical arts on the one hand, and philosophy on the other, originates in Greek education and philosophy. In the Republic (Bk. xi.) of Plato, and the Politics (viii. 1) of Aristotle, the ‘liberal arts’ are those subjects that are suitable for the development of intellectual and moral excellence, as distinguished from those that are merely useful or practical. The distinction was always made, by the Greek theorists, between music, literature in the form of grammar and rhetoric, and the mathematical studies, and that higher aspect of the liberal discipline termed philosophy. Philosophy was sometimes called the liberal art par excellence."

"After , many of my classmates took their supposedly useless liberal arts education out of the and into the realms of politics, law, business, journalism, and s. They founded s and peopled s, , the New York Times, s, and high reaches of the US government. They found, in other words that study for its own sake—that is, study without visible results or high-prestige s—was enormously useful for other ends."

"A discussion of the ideal college training from these three different aspects, the highest development of the individual student, the proper relation of the college to the professional school, the relation of the students to each other, would appear to lead in each case to the same conclusion; that the best type of liberal education in our complex modern world aims at producing men who know a little of everything and something well."

"Note too that a faithful study of the liberal arts humanizes character and permits it not to be cruel."

"A liberal arts education remains unequalled for the exercise and development of the most valuable qualities of the mind: penetration of thought, broadmindedness, fineness of analysis, gifts of expression."

"Roger B. Smith identified the following skills and mental processes required of today’s managers as those acquired and sharpened in the study of the liberal arts."

"# Individuals are trained to recognize recurring elements and common themes."

"# They are trained to see relationships between things that may seem different."

"# They are trained to combine familiar elements into new forms."

"# They learn to arrange their thoughts in logical order, to write and speak clearly and economically."

"# They learn to tolerate ambiguity and to bring order out of confusion."

"# They are accustomed to a relatively unstructured and unsupervised research and discovery process and feel comfortable with nonconformity."

"# They have insight into the fit of form with function."

"# They have learned sideways thinking, the cross classifying habit of mind that comes from learning many different ways to look at things."

"# They have learned to replace confrontation with cooperation and the principles of conflict resolution."

"# They have learned the importance of intellectual integrity, social responsibility, and ethical commitment."

"# They learn that the effective management of change comes from the habit of being receptive to new information, to new paths to traditional goals, even to new goals."

"# They have learned to uncover truths in many forms, and that an answer need not be final."

"# They need to see the worth of the impact of what they do, to understand its place in the larger schemes of things."

"It was once said that democracy is the regime that stands or falls by virtue: a democracy is a regime in which all or most adults are men of virtue, and since virtue seems to require wisdom, a regime in which all or most adults are virtuous and wise, or the society in which all or most adults have developed their reason to a high degree, or the rational society. Democracy, in a word, is meant to be an aristocracy which has broadened into a universal aristocracy. … Liberal education is the ladder by which we try to ascend from mass democracy to democracy as originally meant."

"The expression artes liberales, chiefly used during the Middle Ages, does not mean arts as we understand the word at this present day, but those branches of knowledge which were taught in the schools of that time. They are called liberal (Latin liber, free), because they serve the purpose of training the free man, in contrast with the artes illiberales, which are pursued for economic purposes; their aim is to prepare the student not for gaining a livelihood, but for the pursuit of science in the strict sense of the term, i.e. the combination of philosophy and theology known as scholasticism. They are seven in number and may be arranged in two groups, the first embracing grammar, rhetoric, and dialectic, in other words, the sciences of language, of oratory, and of logic, better known as the artes sermocinales, or language studies; the second group comprises arithmetic, geometry, astronomy, and music, i.e. the mathematico-physical disciplines, known as the artes reales, or physicae."

"Like every 'intellectual', a philosophy teacher is a petty bourgeois. When he opens his mouth, it is petty-bourgeois ideology that speaks: its resources and ruses are infinite."

"The university, in a society ruled by public opinion, was to have been an island of intellectual freedom where all views were investigated without restriction. … But by consenting to play an active or “positive,” a participatory role in society, the university has become inundated and saturated with the backflow of society’s “problems.” Preoccupied with questions of Health, Sex, Race, War, academics make their reputations and their fortunes. … Any proposed reforms of liberal education which might bring the university into conflict with the whole of the U.S.A. are unthinkable. Increasingly, the people “inside” are identical in their appetites and motives with the people “outside” the university."

"The more rigorously criticism historicizes a work of art, in the sense of lodging it in the context of the moment of its production, the less likely it becomes for criticism to be able to explain either its own subsequent interest in the work or the possibility of lay—that is, nonacademic—interest in reading it."

"ACADEME, n. An ancient school where morality and philosophy were taught. ACADEMY, n. [from ACADEME] A modern school where football is taught."

"The academies and universities satisfied Socrates’ demand to be fed in the prytaneum."

"In academia, … an art historian, on being stirred to tears by the tenderness and serenity he detects in a work by a fourteenth-century Florentine painter, may end up writing a monograph, as irreproachable as it is bloodless, on the history of paint manufacture in the age of Giotto. It seems easier to respond to our enthusiasms by trading in facts than by investigating the more naive question of how and why we have been moved."

"There are certain inferior or second-rate minds, who seem only fit to become the receptacle, register, or storehouse of all the productions of other talents; they are plagiarists, translators, compilers; they never think, but tell you what other authors have thought; and as a selection of thoughts requires some inventive powers, theirs is ill-made and inaccurate, which induces them rather to make it large than excellent. They have no originality, and possess nothing of their own; they only know what they have learned, and only learn what the rest of the world does not wish to know; a useless and dry science, without any charm or profit, unfit for conversation, nor suitable to intercourse, like a coin which has no currency. We are astonished when we read them, as well as tired out by their conversation or their works. The nobility and the common herd mistake them for men of learning, but intelligent men rank them with pedants."

"What I admire in the ancient philosophers is their desire to make their lives conform to their writings, a trait which we notice in Plato, Theophrastus and many others. Practical morality was so truly their philosophy’s essence that many, such as Xenocrates, Polemon, and Speusippus, were placed at the head of schools although they had written nothing at all. Socrates was none the less the foremost philosopher of his age, although he had not composed a single book or studied any other science than ethics."

"Why don’t we do anything when we know about the perpetrators in our midst? So far, consequences for scientist-harassers are few and far between. In academia it’s common to get sanctions like “no more female grad students” or “no more undergraduate teaching” or “please work at home for now.” These are mild punishments at best, but departments are unsure what other options they have—and universities don’t make it easy to fire professors. The institutions know that perpetrators generally have more resources than victims and are more likely to sue if they are fired. It is a good financial decision, then, to do nothing about a perpetrator, even if they are guilty."

"From my childhood, I have been familiar with letters; and as I was given to believe that by their help a clear and certain knowledge of all that is useful in life might be acquired, I was ardently desirous of instruction. But as soon as I had finished the entire course of study, at the close of which it is customary to be admitted into the order of the learned, I completely changed my opinion. For I found myself involved in so many doubts and errors, that I was convinced I had advanced no farther in all my attempts at learning, than the discovery at every turn of my own ignorance. And yet I was studying in one of the most celebrated Schools in Europe, in which I thought there must be learned men, if such were anywhere to be found."

"Homo academicus is a herd animal."

"Numerous are the academic chairs, but rare are wise and noble teachers. Numerous and large are the lecture halls, but far from numerous the young men who genuinely thirst for truth and justice. Numerous are the wares that nature produces by the dozen, but her choice products are few."

"The richness of the papers and the academic stature of the scholars who participated confirmed that the study of the Tai Ji Men case is now emerging as an academic subfield of its own, at the intersection of religious liberty studies, new religious and spiritual movement studies, and the study of tax law. All participants expressed the hope that the study will also generate practical results and a solution of a case that has remained unsolved for more than 27 years."

"Today's banalities apparently gain in profundity if one states that the wisdom of the past, for all its virtues, belongs to the past. The arrogance of those who come later preens itself with the notion that the past is dead and gone. ... The modern mind can no longer think thought, only can locate it in time and space. The activity of thinking decays to the passivity of classifying."

"The application of planned obsolescence to thought itself has the same merit as its application to consumer goods; the new is not only shoddier than the old, it fuels an obsolete social system that staves off its replacement by manufacturing the illusion that it is perpetually new."

"Nietzsche’s ideas and plans: for example, the idea of giving up the whole wretched academic world to form a secular monastic community."

"It is the capitalist class that pays you, that feeds you, that puts the very clothes on your backs that you are wearing tonight. And in return you preach to your employers the brands of metaphysics that are especially acceptable to them; and the especially acceptable brands are acceptable because they do not menace the established order of society. ... You are sincere. You preach what you believe. There lies your strength and your value—to the capitalist class. But should you change your belief to something that menaces the established order, your preaching would be unacceptable to your employers, and you would be discharged. ... Your hands are soft with the work others have performed for you. Your stomachs are round with the plenitude of eating. ... And your minds are filled with doctrines that are buttresses of the established order. You are as much mercenaries (sincere mercenaries, I grant) as were the men of the Swiss Guard."

"When one of Feuerbach’s friends attempts to get him an academic position, Feuerbach writes to him: “The more people make of me, the less I am, and vice versa. I am … something only so long as I am nothing.”"

"To overcome the academic prose you have first to overcome the academic pose."

"One should observe our scholars closely: they have reached the point where they think only “reactively,” i.e. they must read before they can think."

"Halperin's final essay, "Why Is Diotima a Woman?", has inspired the title of my article. Here we have one of the great junk bonds of the fast-track academic era, whose unbridled greed for fame and power was intimately in sync with parallel developments on Wall Street. This is yuppie entrepreneurship at its height. It's scholarship skating on a gold credit card, sweeping up everything in its path and dropping it unsorted and uncomprehended in a heap in the boutique window. Its inner bonds too are junk: the logic is specious and its claims counterfeit. … Nothing is thought through or developed in a sensible, plausible way. All energy goes toward show, pretense, posing."

"Academe has become a multinational corporation, and scholars have become businessmen, mobile merchants on the make."

"Today's academic leftists are strutting wannabes, timorous nerds who missed the Sixties while they were grade-grubbing in the library and brown-nosing the senior faculty. Their politics came to them late, secondhand, and special delivery via the Parisian import craze of the Seventies. These people have risen to the top not by challenging the system but by smoothly adapting themselves to it. They're company men, Rosencrantz and Guildensterns, privileged opportunists who rode the wave of fashion."

"We know something about billionaire consumption, but it is hard to measure some of it. Some billionaires are consuming politicians, others consume reporters, and some consume academics."

"Even though philosophers should be in a position to discover the truth, which of them would take any interest in it? Each one knows well that his system is not better founded than the others, but he supports it because it is his. There is not a single one of them who, if he came to know the true and the false, would not prefer the falsehood that he had found to the truth discovered by another. Where is the philosopher who would not willingly deceive mankind for his own glory? Where is he who in the secret of his heart does not propose to himself any other object than to distinguish himself? Provided that he lifts himself above the vulgar, provided that he outshines the brilliance of his competitors, what does he demand more? The essential thing is to think differently from others. With believers he is an atheist; with atheists he would be a believer."

"For the intellectual class, expertise has usually been a service rendered, and sold, to the central authority of society. This is the trahison des clercs of which Julien Benda spoke in the 1920s. Expertise in foreign affairs, for example, has usually meant the legitimization of the conduct of foreign policy."

"The intellectual origins of literary theory in Europe were, I think it is accurate to say, insurrectionary. The traditional university, the hegemony of determinism and positivism, the reification of ideological bourgeois “humanism,” the rigid barriers between academic specialties: it was powerful responses to all these that linked together such influential progenitors of today’s literary theorist as Saussure, Saussure, Lukács, Bataille, Lévi-Strauss, Freud, Nietzsche, and Marx. Theory proposed itself as a synthesis overriding the petty fiefdoms within the world of intellectual production, and it was manifestly to be hoped as a result that all the domains of human activity could be seen, and lived, as a unity. … Literary theory, whether of the Left or the Right, has turned its back on these things. This can be considered, I think, the triumph of the ethic of professionalism. But it is no accident that the emergence of so narrowly defined a philosophy of pure textuality and critical noninterference has coincided with the ascendancy of Reaganism."

"Academic politics is the most vicious and bitter form of politics, because the stakes are so low."

"Academia is to knowledge what prostitution is to love."

"What the learned world tends to offer is one second-hand scrap of information illustrating ideas derived from another second-hand scrap of information. The second-handedness of the learned world is the secret of its mediocrity."

"When we see a woman bartering beauty for gold, we look upon such a one as no other than a common prostitute; but she who rewards the passion of some worthy youth with it, gains at the same time our approbation and esteem. It is the very same with philosophy: he who sets it forth for public sale, to be disposed of to the highest bidder, is a sophist, a public prostitute."

"To offer one’s beauty for money to all comers is called prostitution. … So is it with wisdom. Those who offer it to all comers for money are known as sophists, prostitutors of wisdom."

"Discipline, so far as it exists, is not of the humanistic or the religious type, but of the kind that one gets in training for a vocation or a specialty. The standards of a genuinely liberal education, as they have been understood, more or less from the time of Aristotle, are being progressively undermined by the utilitarians and the sentimentalists. If the Baconian-Rousseauistic formula is as unsound in certain of its postulates as I myself believe, we are in danger of witnessing in this country one of the great cultural tragedies of the ages."

"The university, in a society ruled by public opinion, was to have been an island of intellectual freedom where all views were investigated without restriction. … But by consenting to play an active or “positive,” a participatory role in society, the university has become inundated and saturated with the backflow of society’s “problems.” Preoccupied with questions of Health, Sex, Race, War, academics make their reputations and their fortunes. … Any proposed reforms of liberal education which might bring the university into conflict with the whole of the U.S.A. are unthinkable. Increasingly, the people “inside” are identical in their appetites and motives with the people “outside” the university."

"A liberal education means precisely helping students to pose this question [“What is man?”] to themselves, to become aware that the answer is neither obvious nor simply unavailable, and that there is no serious life in which this question is not a continuous concern. Despite all the efforts to pervert it, the question that every young person asks, “Who am I?,” the powerful urge to follow the Delphic command, “Know thyself,” which is born in each of us, means in the first place “What is man?” And in our chronic lack of certainty, this comes down to knowing the alternative answers and thinking about them. Liberal education provides access to these alternatives, many of which go against the grain of our nature or our times. The liberally educated person is one who is able to resist the easy and preferred answers, not because he is obstinate but because he knows others worthy of consideration."

"Most students will be content with what our present considers relevant; others will have a spirit of enthusiasm that subsides as family and ambition provide them with other objects of interest; a small number will spend their lives in an effort to be autonomous. It is for these last, especially, that liberal education exists. They become the models for the use of the noblest human faculties and hence are benefactors to all of us, more for what they are than for what they do. Without their presence (and, one should add, without their being respectable), no society—no matter how rich or comfortable, no matter how technically adept or full of tender sentiments—can be called civilized."

"These students will assiduously study economics or the professions and the Michael Jackson costume will slip off to reveal a Brooks Brothers suit beneath. They will want to get ahead and live comfortably. But this life is as empty and false as the one they left behind. The choice is not between quick fixes and dull calculation. This is what liberal education is meant to show them. But as long as they have the Walkman on, they cannot hear what the great tradition has to say. And, after its prolonged use, when they take it off, they find they are deaf."

"The practical effects of unwillingness to think positively about the contents of a liberal education are, on the one hand, to ensure that all the vulgarities of the world outside the university will flourish within it, and, on the other, to impose a much harsher and more illiberal necessity on the student—the one given by the imperial and imperious demands of the specialized disciplines unfiltered by unifying thought."

"True liberal education requires that the student’s whole life be radically changed by it, that what he learns may affect his action, his tastes, his choices, that no previous attachment be immune to examination and hence re-evaluation. Liberal education puts everything at risk and requires students who are able to risk everything."

"A liberal education is that which aims to develop faculty without ulterior views of profession or other means of gaining a livelihood. It considers man an end in himself and not an instrument whereby something is to be wrought. Its ideal is human perfection."

"It was once said that democracy is the regime that stands or falls by virtue: a democracy is a regime in which all or most adults are men of virtue, and since virtue seems to require wisdom, a regime in which all or most adults are virtuous and wise, or the society in which all or most adults have developed their reason to a high degree, or the rational society. Democracy, in a word, is meant to be an aristocracy which has broadened into a universal aristocracy. ... Liberal education is the ladder by which we try to ascend from mass democracy to democracy as originally meant."

"A mass culture is a culture which can be appropriated by the meanest capacities without any intellectual or moral effort whatsoever. … Liberal education is the counterpoison to mass culture, to the corroding effects of mass culture, to its inherent tendency to produce nothing but “specialists without spirit or vision and voluptuaries without heart.”"

"Liberal education, which consists in the constant intercourse with the greatest minds, is a training in the highest form of modesty. … It is at the same time a training in boldness. … It demands from us the boldness implied in the resolve to regard the accepted views as mere opinions, or to regard the average opinions as extreme opinions which are at least as likely to be wrong as the most strange or least popular opinions."

"Liberal education is liberation from vulgarity. The Greeks had a beautiful word for “vulgarity”; they called it apeirokalia, lack of experience in things beautiful. Liberal education supplies us with experience in things beautiful."

"Let us go back and distinguish between the two things that we want to do; for we want to do two things in modern society. We want one class of persons to have a liberal education, and we want another class of persons, a very much larger class, of necessity, in every society, to forego the privileges of a liberal education and fit themselves to perform specific difficult manual tasks. You cannot train them for both in the time that you have at your disposal. They must make a selection, and you must make a selection. I do not mean to say that in the manual training there must not be an element of liberal training; neither am I hostile to the idea that in the liberal education there should be an element of the manual training. But what I am intent upon is that we should not confuse ourselves with regard to what we are trying to make of the pupils under our instruction. We are either trying to make liberally-educated persons out of them, or we are trying to make skillful servants of society along mechanical lines, or else we do not know what we are trying to do."

"Nothing is more certain than that whatever has to court public favor for its support will sooner or later be prostituted to utilitarian ends. The educational institutions of the United States afford a striking demonstration of this truth. Virtually without exception, liberal education, that is to say, education centered about ideas and ideals, has fared best in those institutions which draw their income from private sources. They have been able … to insist that education be not entirely a means for breadwinning. This means that they have been relatively free to promote pure knowledge and the training of the mind. … In state institutions, always at the mercy of elected bodies and of the public generally, and under obligation to show practical fruits for their expenditure of money, the movement toward specialism and vocationalism has been irresistible. They have never been able to say that they will do what they will with their own because their own is not private. It seems fair to say that the opposite of the private is the prostitute."

"A liberal education means precisely helping students to pose this question [“What is man?,”] to themselves, to become aware that the answer is neither obvious nor simply unavailable, and that there is no serious life in which this question is not a continuous concern. Despite all the efforts to pervert it, the question that every young person asks, “Who am I?,” the powerful urge to follow the Delphic command, “Know thyself,” which is born in each of us, means in the first place “What is man?” And in our chronic lack of certainty, this comes down to knowing the alternative answers and thinking about them. Liberal education provides access to these alternatives, many of which go against the grain of our nature or our times. The liberally educated person is one who is able to resist the easy and preferred answers, not because he is obstinate but because he knows others worthy of consideration."

"Most students will be content with what our present considers relevant; others will have a spirit of enthusiasm that subsides as family and ambition provide them with other objects of interest; a small number will spend their lives in an effort to be autonomous. It is for these last, especially, that liberal education exists. They become the models for the use of the noblest human faculties and hence are benefactors to all of us, more for what they are than for what they do. Without their presence (and, one should add, without their being respectable), no society—no matter how rich or comfortable, no matter how technically adept or full of tender sentiments—can be called civilized."

"Thirty years from now the big university campuses will be relics. Universities won't survive. It's as large a change as when we first got the printed book. Do you realize that the cost of higher education has risen as fast as the cost of health care? And for the middle-class family, college education for their children is as much of a necessity as is medical care—without it the kids have no future. Such totally uncontrollable expenditures, without any visible improvement in either the content or the quality of education, means that the system is rapidly becoming untenable. Higher education is in deep crisis."

"In the unexamined American Dream rhetoric promoting mass higher education in the nation of my youth, the implicit vision was that one day everyone, or at least practically everyone, would be a manager or a professional. We would use the most elitist of all means, scholarship, toward the most egalitarian of ends. We would all become chiefs; hardly anyone would be left a mere Indian."

"“What is the task of all higher education?” To turn men into machines. “What are the means?” Man must learn to be bored. “How is that accomplished?” “By means of the concept of duty.”"

"Those who receive this privilege therefore, have a duty to repay the sacrifice which others have made. They are like the man who has been given all the food available in a starving village in order that he might have strength to bring supplies back from a distant place. If he takes this food and does not bring help to his brothers, he is a traitor. Similarly, if any of the young men and women who are given an education by the people of this republic adopt attitudes of superiority, or fail to use their knowledge to help the development of this country, then they are betraying our union."

"I cannot recall a time when American education was not in a "crisis." We have lived through Sputnik (when we were "falling behind the Russians"), through the era of "Johnny can't read," and through the upheavals of the Sixties. Now a good many books are telling us that the university is going to hell in several different directions at once. I believe that, at least in part, the crisis rhetoric has a structural explanation: since we do not have a national consensus on what success in higher education would consist of, no matter what happens, some sizable part of the population is going to regard the situation as a disaster. As with taxation and relations between the sexes, higher education is essentially and continuously contested territory. Given the history of that crisis rhetoric, one's natural response to the current cries of desperation might reasonably be one of boredom."

"Education develops the intellect; and the intellect distinguishes man from other creatures. It is education that enables man to harness nature and utilize her resources for the well-being and improvement of his life. The key for the betterment and completeness of modern living is education. But, 'Man cannot live by bread alone'. Man, after all, is also composed of intellect and soul. Therefore, education in general, and higher education in particular, must aim to provide, beyond the physical, food for the intellect and soul. That education which ignores man's intrinsic nature, and neglects his intellect and reasoning power can not be considered true education."

"To be old is a glorious thing when one has not unlearned what it means to begin."

"Let every one of us ... acknowledge that he ... does not comprehend all those things which are necessary to be known; and that therefore progress is to be made to the very end of life: for this is our wisdom, to be learners to the end."

"Who dares to teach must never cease to learn."

"One often says to oneself ... that one ought to avoid having too many different businesses, to avoid becoming a jack-of-all-trades, and that the older one gets, the more one ought to avoid entering into new business. But ... the very fact of growing older means taking up a new business; all our circumstances change, and we must either stop doing anything at all or else willingly and consciously take on the new role we have to play on life’s stage."

"If you obtain provision for yourself of spiritual abundance, don’t throw the surplus at people’s heads; feed it back into your own industry as capital for the production of more abundance."

"He who does not increase his knowledge decreases it."

"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."

"There is a great difference between still believing something and again believing it."

"From many quarters comes the call to a new kind of education with its initial assumption affirming that education is life—not a mere preparation for an unknown kind of future living."

"Vocational education is designed to equip students with the proper means for arriving at their selected goals. Adult education goes beyond the means and demands new sanctions, new vindications of ends."

"Upon this gifted age, in its dark hour,"

"The egregious error of adult educators is to define our function solely as one of fostering behavior change and to act as though we believe our principal tasks are to do needs assessment surveys, to communicate ideas and to design exercises to develop specific knowledge, skills or attitudes for prescribed behavior change. Not only does this effort often become indoctrination to engineer consent, but it frequently addresses the wrong reality to begin with. ... We all require the meaning perspectives prescribed by our culture, but we have the potentiality of becoming critically aware of our perspectives and of changing them. By doing so, we move from an uncritical organic relationship to a self-consciously contractual relationship with individuals, institutions and ideologies. This is a crucial developmental task of maturity."

"There is a difference between the ordinary person who may discuss these things occasionally over a pint of beer at the local pub, or worry about them for a while before dropping off to sleep, and the person who makes a serious lifelong commitment to struggling with them and turns that commitment into a part of his or her very self-definition. For one cannot say, I’ve finished theology; now I’ll move on to another subject. There is a sense in which one might say something similar of Akkadian grammar or the family tree of the Hapsburg dynasty, but one cannot reasonably assert it of exploration into God’s revelation, which is, by definition infinite in its implications for human understanding. To be a theological student in the full sense of those words cannot be a temporary state or a preamble to something else, such as the ministerial priesthood or an all-round education. Rather, it is a solemn engagement to developing over a lifetime the gift of Christian wonder or curiosity, which is the specifically theological mode of faith. As theologians, then, we commit ourselves to the lifelong study and reflection which the satisfaction of such curiosity will need. Our faith is from now on, in St. Anselm’s words, fides quaerens intellectum, “a faith that quests for understanding.”"

"Like newborn babies, crave pure spiritual milk, so that by it you may grow up in your salvation."

"As the saints and prophets were often forced to practise long vigils and fastings and prayers before their ecstasies would fall upon them and their visions would appear, so Virtue in its purest and most exalted form can only be acquired by means of severe and long continued culture of the mind. Persons with feeble and untrained intellects may live according to their conscience; but the conscience itself will be defective. … To cultivate the intellect is therefore a religious duty; and when this truth is fairly recognized by men, the religion which teaches that the intellect should be distrusted and that it should be subservient to faith, will inevitably fall."

"Every pleasure defers to its last its greatest delights."

"He who leaves school, knowing little, but with a longing for knowledge, will go farther than one who quits, knowing many things, but not caring to learn more."

"Learning proceeds until death and only then does it stop. ... Its purpose cannot be given up for even a moment. To pursue it is to be human, to give it up to be a beast."

"Learning without thought is labor lost."

"The Lord said: … These people draw near with their mouths and honor me with the lips while their hearts are far from me, and their worship of me is a human commandment learned by rote."

"Nothing taught by force stays in the soul."

"We work merely to fill the memory, leaving the understanding empty."

"Learned we may be with another man’s learning: we can only be wise with wisdom of our own."

"There is frequently more to be learn'd from the unexpected questions of a child than the discourses of men, who talk in a road, according to the notions they have borrowed, and the prejudices of their education."

"A learned coxcomb dyeth his mistakes in so much a deeper colour: a wrong kind of learning serveth only to embroider his errors."

"It is certainly not a matter of indifference whether I learn something without effort or finally arrive at it myself through my system of thought. In the latter case everything has roots, in the former it is merely superficial."

"What a pity it is that ... tutors, both in public and private seminaries of learning, should forget that the forming the manners is more necessary to a finished education than furnishing the minds of youth."

"The bookful blockhead ignorantly read,"

"The abuse of books kills science. Believing that we know what we have read, we believe that we can dispense with learning it."

"The fact narrated must correspond to something in me to be credible or intelligible. We, as we read, must become Greeks, Romans, Turks, priest and kind, martyr and executioner, must fasten the images to some reality in our secret experience, or we shall learn nothing rightly."

"The manner of study in ancient times differed from that of the modern age in that the former was the proper and complete formation of the natural consciousness. Putting itself to the test at every point of its existence, and philosophizing about everything it came across, it made itself into a universality that was active through and through. In modern times, however, the individual finds the abstract form ready-made; the effort to grasp and appropriate it is more the direct driving-forth of what is within and the truncated generation of the universal than it is the emergence of the latter from the concrete variety of existence."

"Frequently, when a person is most convinced that he has understood himself, he is assaulted by the uneasy feeling that he has really only learned someone else’s life by rote."

"For to occupy every spare moment in reading, and to do nothing but read, is even more paralysing to the mind than constant manual labour, which at least allows those engaged in it to follow their own thoughts."

"The largest library in disorder is not so useful as a smaller but orderly one; in the same way the greatest amount of knowledge, if it has not been worked out in one's own mind, is of less value than a much smaller amount that has been fully considered. For it is only when a man combines what he knows from all sides, and compares one truth with another, that he completely realises his own knowledge and gets it into his power. A man can only think over what he knows, therefore he should learn something; but a man only knows what he has pondered."

"Truth that has been merely learned is like an artificial limb, a false tooth, a waxen nose; at best, like a nose made out of another’s flesh; it adheres to us only because it is put on. But truth acquired by thinking of our own is like a natural limb; it alone really belongs to us. This is the fundamental difference between the thinker and the mere man of learning."

"The young are of age when they twitter like the old; they are driven through school to learn the old song, and, when they have this by heart, they are declared of age."

"The United States ... celebrates rote vocational training and the singular, amoral skill of making money. It churns out stunted human products, lacking the capacity and vocabulary to challenge the assumptions and structures of the corporate state. It funnels them into a caste system of drones and systems managers. It transforms a democratic state into a feudal system of corporate masters and serfs."

"As soon as a thought or word becomes a tool, one can dispense with actually ‘thinking’ it, that is, with going through the logical acts involved in verbal formulation of it. As has been pointed out, often and correctly, the advantage of mathematics—the model of all neo-positivistic thinking—lies in just this ‘intellectual economy.’ Complicated logical operations are carried out without actual performance of the intellectual acts upon which the mathematical and logical symbols are based. … Reason … becomes a fetish, a magic entity that is accepted rather than intellectually experienced."

"I took the right road to life by conquering it with every step instead of taking possession of it as a tradition for which the young mind has no use. Adults who still derive childlike pleasure from hanging the gifts of a ready-made education on the Christmas tree of a child waiting outside the door to life do not realize how unreceptive they are making children to everything that constitutes the surprise of life."

"To cultivate the memory we should confide to it only what we understand and love: the rest is a useless burden; for simply to know by rote is not to know at all."

"What the learned world tends to offer is one second-hand scrap of information illustrating ideas derived from another second-hand scrap of information. The second-handedness of the learned world is the secret of its mediocrity."

"Like every 'intellectual', a philosophy teacher is a petty bourgeois. When he opens his mouth, it is petty-bourgeois ideology that speaks: its resources and ruses are infinite."

"This book argues that we are currently witnessing not merely a decline in the quality of social science research, but the proliferation of meaningless research, of no value to society, and modest value to its authors—apart from securing employment and promotion. The explosion of published outputs, at least in social science, creates a noisy, cluttered environment which makes meaningful research difficult, as different voices compete to capture the limelight even briefly. Older, more significant contributions are easily neglected, as the premium is to write and publish, not read and learn. The result is a widespread cynicism among academics on the value of academic research, sometimes including their own. Publishing comes to be seen as a game of hits and misses, devoid of intrinsic meaning and value, and of no wider social uses whatsoever. Academics do research in order to get published, not to say something socially meaningful."

"The true clerc is Vauvenargues, Lamarck, Fresnel, Spinoza, Schiller, Baudelaire, César Franck, who were never diverted from single-hearted adoration of the beautiful and the divine by the necessity of earning their daily bread. But such clercs are inevitably rare. ... The rule is that the living creature condemned to struggle for life turns to practical passions, and thence to the sanctifying of those passions."

"Some misguided men learn the Dhamma ... only for the sake of criticising others and for winning in debates, and they do not experience the good for the sake of which they learned the Dhamma."

"Neither the black boy nor the white will ever be educated in the best and broadest sense of the term who seeks an education merely to reach an office, for, as in nature a stream never rises higher than its source, so in life men never rise higher than their ideals. The education that merely seeks an office must of necessity be limited to the dimensions of that office."

"A large proportion of the offices in this vast country is not held by the best, most learned and most cultivated men, but by men of mediocre attainments, whose hearts and whose eyes have been fixed on those places, and who, to obtain them, have used every means, honorable and dishonorable."

"The place-seeker will resort to methods from which self-respecting men would shrink with as much aversion as the ancient Jew shrank from contact with the leper. The true purpose of education is not office. "The true purpose of education," says one, "is to cherish and unfold the seed of immortality already sown within us; to develop to their fullest extent the capacities of every kind with which the God who made us has endowed us." He, therefore, who fixes a limit of any kind to his intellectual attainments dwarfs himself, and cramps the growth of that mind given to us by the Creator, and capable of indefinite expansion."

"Everyone knows how compromised the idea of bureaucracy as a meritocratic system is. The first criterion of loyalty to any organization is therefore complicity. Career advancement is not based on merit but on a willingness to play along with the fiction that career advancement is based on merit, or with the fiction that rules and regulations apply to everyone equally, when in fact they are often deployed as an instrument of arbitrary personal power. ... As whole societies have come to represent themselves as giant credentialized meritocracies, rather than as systems of predatory extraction, we bustle about, trying to curry favor by pretending we actually believe it to be true."

"Jesus ... combines all duties (1) in one universal rule (which includes within itself both the inner and the outer moral relations of men), namely: Perform your duty for no motive other than unconditioned esteem for duty itself, i.e., love God (the Legislator of all duties) above all else; and (2) in a particular rule, that, namely, which concerns man's external relation to other men as universal duty: Love every one as yourself, i.e., further his welfare from good-will that is immediate and not derived from motives of self-advantage. These commands are not mere laws of virtue but precepts of holiness which we ought to pursue, and the very pursuit of them is called virtue."

"The two greatest blinders of the intellectual who today might fight against the main drift are new and fascinating career chances, which often involve opportunities to practice his skill rather freely, and the ideology of liberalism, which tends to expropriate his chance to think straight. The two go together, for the liberal ideology, as now used by intellectuals, acts as a device whereby he can take advantage of the new career chances but retain the illusion that his soul remains his own."

"I now address the graduate students. This is a time of enormous opportunity for you. There is an ossified political establishment of invested self-interest. Conformism and empty pieties dominate academe. Rebel. Do not read Lacan, Derrida, and Foucault, and treat as insignificant nothings those that still prate of them. You need no contemporaries to interpret the present for you. Born here, alive now, you are modernity. You are the living link between the past and future. Charge yourself with the high ideal of scholarship, connecting you to Alexandria and to the devoted, distinguished scholars who came before you. When you build on learning, you build on rock. You become greater by a humility toward great things. Let your work follow its own organic rhythm. Seek no material return from it, and it will reward you with spiritual gold. Hate dogma. Shun careerists. If you keep the faith, the gods may give you, at midlife, the sweet pleasure of seeing the hotshots who were so fast out of the gate begin to flag and sink, just as your studies are reaching their point of maturation."

"To noble minds profit should not appear to be a dignified reward for studies. It fits a craftsman to seek profit; generous arts know a nobler goal."

"We have reached the point, it is painful to recognize, where the only persons accounted wise are those who can reduce the pursuit of wisdom to a profitable traffic."

"Knowledge is the food of the soul; and we must take care, my friend, that the Sophist does not deceive us when he praises what he sells, like the dealers wholesale or retail who sell the food of the body; for they praise indiscriminately all their goods, without knowing what are really beneficial or hurtful."

"Each of these private teachers who work for pay … inculcates nothing else than these opinions of the multitude which they opine when they are assembled and calls this knowledge wisdom."

"Even though philosophers should be in a position to discover the truth, which of them would take any interest in it? Each one knows well that his system is not better founded than the others, but he supports it because it is his. There is not a single one of them who, if he came to know the true and the false, would not prefer the falsehood that he had found to the truth discovered by another. Where is the philosopher who would not willingly deceive mankind for his own glory? Where is he who in the secret of his heart does not propose to himself any other object than to distinguish himself? Provided that he lifts himself above the vulgar, provided that he outshines the brilliance of his competitors, what does he demand more? The essential thing is to think differently from others. With believers he is an atheist; with atheists he would be a believer."

"The intellectual origins of literary theory in Europe were, I think it is accurate to say, insurrectionary. The traditional university, the hegemony of determinism and positivism, the reification of ideological bourgeois "humanism," the rigid barriers between academic specialties: it was powerful responses to all these that linked together such influential progenitors of today's literary theorist as Saussure, Lukács, Bataille, Lévi-Strauss, Freud, Nietzsche, and Marx. Theory proposed itself as a synthesis overriding the petty fiefdoms within the world of intellectual production, and it was manifestly to be hoped as a result that all the domains of human activity could be seen, and lived, as a unity. ..."

"If from the wilderness the righteous and honest John were actually to come who, clothed in skins and living on locusts and untouched by all the terrible mischief, were meanwhile to apply himself with a pure heart and in all seriousness to the investigation of truth and to offer the fruits thereof, what kind of reception would he have to expect from those businessmen of the chair, who are hired for State purposes and with wife and family have to live on philosophy, and whose watchword is, therefore, Primum vivere, deinde philosophari [first live and then philosophize]? These men have accordingly taken possession of the market and have already seen to it that here nothing is of value except what they allow; consequently merit exists only in so far as they and their mediocrity are pleased to acknowledge it. They thus have on a leading rein the attention of that small public, such as it is, that is concerned with philosophy. For on matters that do not promise, like the productions of poetry, amusement and entertainment but only instruction, and financially unprofitable instruction at that, that public will certainly not waste its time, effort, and energy, without first being thoroughly assured that such efforts will be richly rewarded. Now by virtue of its inherited belief that whoever lives by a business knows all about it, this public expects an assurance from the professional men who from professor's chairs and in compendiums, journals, and literary periodicals, confidently behave as if they were the real masters of the subject. Accordingly, the public allows them to sample and select whatever is worth noting and what can be ignored."

"The argument that will be made here can be simply stated. It is that the vast majority of the so-called research turned out in the modern university is essentially worthless. It does not result in any measurable benefit to anything or anybody. It does not push back those omnipresent 'frontiers of knowledge' so confidently evoked; it does not in the main result in greater health or happiness among the general populace or any particular segment of it. It is busywork on a vast, almost incomprehensible scale."

"Those who are ignorant of all good, careless, or enemies to it, take a more compendious way; their slavish, vicious, and base natures inclining them to seek only private and present advantages, they easily slide into a blind dependence upon one who has wealth and power; and desiring only to know his will, care not what injustice they do, if they may be rewarded. They worship what they find in the temple, though it be the vilest of idols; and always like that best which is worst, because it agrees with their inclinations and principles."

"Nothing but ambition, nothing but the desire to get on, that's all there is in his soul," she thought; "as for these lofty ideals, love of culture, religion, they are only so many tools for getting on."

"If the passion for truthfulness is merely controlled and stilled without being satisfied, it will kill the activities it is supposed to support. This may be one of the reasons why, at the present time, the study of the humanities runs a risk of sliding from professional seriousness, through professionalization, to a finally disenchanted careerism."

"When we see a woman bartering beauty for gold, we look upon such a one as no other than a common prostitute. ... It is the very same with philosophy: he who sets it forth for public sale, to be disposed of to the highest bidder, is a sophist, a public prostitute."

"I discovered soon that teaching has the handicap of retrospection. And that I don't believe in. So I started instead a method of handling material with the material itself. So that was my main change. Whereas Itten before (Itten left the Bauhaus in 1923 and Albers followed him as art teacher, ed.) had only spoken about the appearance, "matiere" - (the French word) and I said I would turn from "matiere" - the outside - to the inside, to the capacity of the material, before the appearance. And that changed the attitude basically I think."

"To be a teacher is my greatest work of art. The rest is the waste product, a demonstration. If you want to express yourself you must present something tangible. But after a while this has only the function of a historic document. Objects aren't very important any more. I want to get to the origin of matter, to the thought behind it."

"The subject of industrial design is one of three important practical co-related subjects which should be taught in public schools, and to which practice and skill in drawing should be applied. Satisfactory results in this subject, however, depend entirely upon the manner in which it is taught. Instruction in industrial design means a clear presentation of the principles which obtain in the construction and harmonious arrangement of geometric form for decorative purposes, the proper use of plant forms in ornamental arrangements, and the principles of good taste to be found in the great history styles of art."

"Fine Art then, records by idealised imitation the glorious works of good men, whilst it holds those of bad men up to our abhorrence — it gives to posterity their images, either on the tinted canvass or the sculptured marble — it imitates the beautiful effects of nature as seen in the glowing landscape or the rising storm, and perpetuates the appearance of those beauteous gems of the seasons — flowers and fruits, which, though fading whilst the painter catches their tints, yet live after decay by and through his genius. Industrial Art, on the contrary, aims at the embellishment of the works of man, by and through that power which is given to the artist for the investigation of the beautiful in nature; and in transferring it to the loom, the printing machine, the potter's wheel, or the metal worker's mould, he reproduces nature in a new form, adapting it to his purpose by an intelligence arising out of his knowledge as an artist and as a workman. In short, the adaptation of the natural type to a new material compels him to reproduce, almost create, as well as imitate — invent as well as copy — design as well as draw!"

"Knowledge is indivisible. When people grow wise in one direction, they are sure to make it easier for themselves to grow wise in other directions as well. On the other hand, when they split up knowledge, concentrate on their own field, and scorn and ignore other fields, they grow less wise — even in their own field."

"The problem of déformation professionnelle is real but mostly American. It would be suicide in the American academy to show too early an interest beyond your doctoral specialization: charges of everything from charlatanry to ambition would be levied and tenure denied. I’ve seen this first-hand. This is because the American graduate school universe was created by Germans (refugees) and echoes many of the worst as well as the best features of its model: deep academic research, carefully limited range of materials, engagement in internally-referential debates and utter unconcern for the market. These are not all bad qualities—without them we would not have had some of the world’s greatest historical monographs. But they inhibit people for decades from putting their nose above a parapet. I have always loved sticking my nose about a parapet, so long as I had a decent weapon to hand. That’s partly an English trait, partly an Oxbridge trait and probably mostly a recessive Judt trait. John Dunn, my favorite King’s supervisor, once described me as “the silver-tongued orator”: a barbed compliment, since it suggested that I spoke before I thought and seduced rather than convinced, but I like it all the same."

"Because of white racism's ability to bludgeon us into believing that we are inferior beings and therefore incapable of learning math and the sciences, we must spend a significant amount of our learning and teaching time unlearning and unteaching. This is to say, for example, that when a brother or sister reaches the freshman college level, he or she has already been subjected to at least 17 years of conditioning that dictates: "You are too black and too ignorant to understand such lily-white and intelligent things as math, chemistry, physics, etc." Thus, a major part of the teacher's initial instructional time must be spent dealing with the psychological block against learning math—or any of the sciences."

"Histories make men wise; poets, witty; the mathematics, subtile; natural philosophy, deep; morals, grave; logic and rhetoric, able to contend."

"By the beginning of the seventeenth century we may say that the fundamental principles of arithmetic, algebra, theory of equations, and trigonometry had been laid down, and the outlines of the subjects as we know them had been traced. It must be, however, remembered that there were no good elementary text-books on these subjects; and a knowledge of them was therefore confined to those who could extract it from the ponderous treatises in which it lay buried. Though much of the modern algebraical and trigonometrical notation had been inroduced, it was not familiar to mathematicians, nor was it even universally accepted; and it was not until the end of the seventeenth century that the language of the subjects was definitely fixed. Considering the absence of good text-books, I am inclined... to admire the rapidity with which it came into universal use, than to cavil at the hesitation to trust to it alone which many writers showed."

"Those intending to continue in mathematics or science or technology... believe that a survey of the main directions along which living mathematics has developed would enable them to decide more intelligently in what particular field of mathematics, if any, they would find a lasting satisfaction. ...It is astonishing how few students entering serious work in mathematics or its applications have even the vaguest idea of the highways, the pitfalls, and the blind alleys ahead of them. Consequently, it is the easiest thing in the world for an enthusiastic teacher... to sell his misguided pupils a subject that has been dead for forty or a hundred years, under the sincere delusion that he is disciplining their minds. With only the briefest glimpse of what mathematics in this twentieth century—not in 2100 B.C.—is about, any student of normal intelligence should be able to distinguish between live teaching and dead mathematics. He will be less likely to drown in the ditch or perish in the wilderness."

"All the modern higher mathematics is based on a calculus of operations, on laws of thought. All mathematics, from the first, was so in reality; but the evolvers of the modern higher calculus have known that it is so. Therefore elementary teachers who, at the present day, persist in thinking about algebra and arithmetic as dealing with laws of number, and about geometry as dealing with laws of surface and solid content, are doing the best that in them lies to put their pupils on the wrong track for reaching in the future any true understanding of the higher algebras. Algebras deal not with laws of number, but with such laws of the human thinking machinery as have been discovered in the course of investigations on numbers. Plane geometry deals with such laws of thought as were discovered by men intent on finding out how to measure surface; and solid geometry with such additional laws of thought as were discovered when men began to extend geometry into three dimensions."

"The student can actually carry out the mathematical tasks in an authentically historical setting. He can do long division like the ancient Egyptians, solve quadratic equations like the Babylonians, and study geometry just as the student in Euclid's day. To get involved in the same processes and problems as the ancient mathematicians and to effect solutions in the face of the same difficulties they faced is the best way to gain appreciation of the intelligence and ingenuity of the scholars of early times."

"Students enjoy... and gain in their understanding of today's mathematics through analyzing older and alternative approaches."

"1. The human mind is so constructed that it must see every perception in a time-relation—in an order—and every perception of an object in a space-relation—as outside or beside our perceiving selves. 2. These necessary time-relations are reducible to Number, and they are studied in the theory of number, arithmetic and algebra. 3. These necessary space-relations are reducible to Position and Form, and they are studied in geometry. Mathematics, therefore, studies an aspect of all knowing, and reveals to us the universe as it presents itself, in one form, to mind. To apprehend this and to be conversant with the higher developments of mathematical reasoning, are to have at hand the means of vitalizing all teaching of elementary mathematics."

"The Eudemian Summary says that "Pythagoras changed the study of geometry into the form of a liberal education, for he examined its principles to the bottom, and investigated its theorems in an immaterial and intellectual manner." His geometry was connected closely with his arithmetic. He was especially fond of those geometrical relations which admitted of arithmetical expression."

"In mathematics the art of asking questions is more valuable than solving problems."

"The author holds that our school curricula, by stripping mathematics of its cultural content and leaving a bare skeleton of technicalities, have repelled many a fine mind. It is the aim of this book to restore this cultural content and present the evolution of number as the profoundly human story which it is. ...the historical method has been freely used to bring out the rôle intuition has played in the evolution of mathematical concepts. And so the story of number is here unfolded as a historical pageant of ideas, linked with the men who created those ideas and with the epochs which produced the men."

"The systematic exposition of a textbook in mathematics is based on logical continuity and not on historical sequence; but the standard high school course in mathematics fails to mention this fact, and therefore leaves the student under the impression that the historical evolution of number proceeded in the order in which the chapters of the textbook were written. This impression is largely responsible for the widespread opinion that mathematics has no human element. For here, it seems, is a structure that was erected without a scaffold: it simply rose in its frozen majesty, layer by layer! Its structure is faultless because it is founded on pure reason, and its walls are impregnable because they were reared without blunder, error or even hesitancy, for here human intuition had no part! In short the structure of mathematics appears to the layman as erected not by the erring mind of man but by the infallible spirit of God. The history of mathematics reveals the fallacy of such a notion."

"Although there is no study which presents so simple a beginning as that of geometry, there is none in which difficulties grow more rapidly as we proceed, and what may appear at first rather paradoxical, the more acute the student the more serious will the impediments in the way of his progress appear. This necessarily follows in a science which consists of reasoning from the very commencement, for it is evident that every student will feel a claim to have his objections answered, not by authority, but by argument, and that the intelligent student will perceive more readily than another the force of an objection and the obscurity arising from an unexplained difficulty, as the greater is the ordinary light the more will occasional darkness be felt. To remove some of these difficulties is the principal object of this Treatise."

"A finished or even a competent reasoner is not the work of nature alone... education develops faculties which would otherwise never have manifested their existence. It is, therefore, as necessary to learn to reason before we can expect to be able to reason, as it is to learn to swim or fence, in order to attain either of those arts. Now, something must be reasoned upon, it matters not much what it is, provided that it can be reasoned upon with certainty. The properties of mind or matter, or the study of languages, mathematics, or natural history may be chosen for this purpose. Now, of all these, it is desirable to choose the one... in which we can find out by other means, such as measurement and ocular demonstration of all sorts, whether the results are true or not. ..Now the mathematics are peculiarly well adapted for this purpose, on the following grounds:— 1. Every term is distinctly explained, and has but one meaning, and it is rarely that two words are employed to mean the same thing. 2. The first principles are self-evident, and, though derived from observation, do not require more of it than has been made by children in general. 3. The demonstration is strictly logical, taking nothing for granted except the self-evident first principles, resting nothing upon probability, and entirely independent of authority and opinion. 4. When the conclusion is attained by reasoning, its truth or falsehood can be ascertained, in geometry by actual measurement, in algebra by common arithmetical calculation. This gives confidence, and is absolutely necessary, if... reason is not to be the instructor, but the pupil. 5. There are no words whose meanings are so much alike that the ideas which they stand for may be confounded. ...These are the principal grounds on which... the utility of mathematical studies may be shewn to rest, as a discipline for the reasoning powers. But the habits of mind which these studies have a tendency to form are valuable in the highest degree. The most important of all is the power of concentrating the ideas which a successful study of them increases where it did exist, and creates where it did not. A difficult position or a new method of passing from one proposition to another, arrests all the attention, and forces the united faculties to use their utmost exertions. The habit of mind thus formed soon extends itself to other pursuits, and is beneficially felt in all the business of life."

"I have tried to say to students of mathematics that they should read the classics and beware of secondary sources. This is a point which Eric Temple Bell makes repeatedly... in '... that the men of whom he writes learned their mathematics not by studying in school or by reading textbooks, but by going straight to the sources and reading the best works of the masters who preceded them. It is a point which in most fields of scholarship at most times in history would have gone without saying. ...The purpose of a secondary source is to make the primary sources accessible to you."

"Should I teach them from the point of view of the history of science, from the applications? My theory is that the best way to teach is to have no philosophy, [it] is to be chaotic and [to] confuse it in the sense that you use every possible way of doing it. ...so as to catch this guy or that guy on different hooks as you go along, [so] that during the time when the fellow who's interested in history's being bored by the abstract mathematics... the fellow who likes the abstractions is being bored another time by the history—if you can do it so you don't bore them all, all the time, perhaps you're better off. ...I don't know how to answer the question of different kinds of minds with different interests... after many, many years of trying to teach and trying all kinds of different methods, I really don't know how to do it."

"More often than we are aware, it is the jargon which is the hurdle that a student cannot overcome rather than the mathematical concepts being introduced."

"Some of the ancient methods of calculation are particularly suited to mental arithmetic. ...Multiplication by a power of two is easily performed by successive doubling—a method fundamental to Egyptian multiplication (and division). Many 'tricks'... have been known for centuries. ...think of multiplication by a number close to a power of 10. How many children have been asked laboriously to multiply by 97 instead of multiplying by 100, [multiplying the original number again] by 3, and subtracting? 'Trick' methods... very often... can introduce principles...(100 - 3)n = 100n - 3n...is to make use of the distributive property... though... we do not have to put this in such technical language in the classroom."

"One of the great mistakes in the teaching of algebra is to present it as if it were a subject unrelated to arithmetic. ...Many schoolchildren... arrive at the conclusion that algebra and arithmetic are different subjects. ...the history of mathematics teaches us that even cubic and quartic equations were successfully solved without the benefit of modern notation. ...The use of words instead of symbols can illustrate how close the formulations are to the original... problems."

"The contemporary decline in interest in geometry and its gradual disappearance from school curricula... should be deplored... Geometry is the most visual of the mathematical disciplines. It is not in principle divorced from numbers, and hence neither is it divorced from algebra. Many a pupil's understanding of algebraic proofs would be considerably reinforced by... visual geometrical proofs which were the hallmark of Greek mathematics and to some extent of Arab mathematics also. ...where a geometrical proof is clear and immediate, as... with... many algebraic identities such as (a \pm b)^2 = a^2 \pm 2ab + b^2\!, the geometry should not be forgotten. The Greeks were some of the greatest teachers of all time... [and] geometric algebra was in many ways [their] greatest achievement ..."

"Reflect on how many real problems of life require solutions which are meaningless unless they are whole numbers. The absence of Diophantine analysis from school curricula is difficult to justify. The methods... are not beyond the capabilities of schoolchildren."

"We cannot expect to present at pre-university level the more abstract approaches to the definition[s]... of the late nineteenth and early twentieth century. We... accept... that the natural numbers are 'given'... we do not need to define them. Our pupils will discover ways in which numbers relate to the real world for themselves—all we have to do is to provide the environment in which this can happen easily and effectively."

"The games which can be built up from the simple idea of dots and lines... can be a productive source of teaching material. After all, s provided the Pythagoreans and neo-Pythagoreans with important theorems... It is well worth while... looking at the games played by the undeveloped peoples of the world. ...These ...are much closer to reality than... sophisticated and expensive forms of entertainment... which... choke the natural initiative... Simple mathematical games ...stimulate initiative and suggest other games which children can invent for themselves... For children, life is naturally simple. Let us not complicate it for them sooner than is necessary, least of all in our teaching of mathematics... which already has enough complications of its own."

"It is a student's understanding of mathematics, above all other subjects, which suffers most from unenlightened teaching methods. ...the troubles may well stem mainly from the first year or two of the child's encounter with numbers... if children come to fear them or to be bored with them, they will eventually join the ranks of the present majority... If, on the other hand, numbers are made a... source of adventure and exploration from the beginning, there is a good chance that the level of numeracy in society can be raised... There is a real role here for the history of mathematics—and the history of number in particular—for history emphasizes the diversity of approaches and methods which are possible and frees us from the straitjacket of contemporary fashions in mathematics education. It is, at the same time, interesting and stimulating in its own right."

"Geometry is grasping space. And since it is about the education of children, it is grasping that space in which the child lives, breathes and moves. The space that the child must learn to know, explore, conquer, in order to live, breathe and move better in it."

"The history of Greek mathematics is, for the most part, only the history of such mathematics as are learnt daily in all our public schools. ...If it was not wanted, as it ought to have been, by our classical professors and our mathematicians, it would have served at any rate to quicken, with some human interest, the melancholy labours of our schoolboys."

"Using the history of algebra, teachers of the subject, either at the school or at the college level, can increase students' overall understanding of the material. The "logical" development so prevalent in our textbooks is often sterile because it explains neither why people were interested in a particular algebraic topic in the first place nor why our students should be interested in that topic today. History, on the other hand, often demonstrates the reasons for both. With the understanding of the historical development of algebra, moreover, teachers can better impart to their students an appreciation that algebra is not arbitrary, that it is not created "full-blown" by fiat. Rather, it develops at the hands of people who need to solve vital problems, problems the solutions of which merit understanding. Algebra has been and is being created in many areas of the world, with the same solution often appearing in disparate times and places. ...professors can stimulate their students to master often complex notions by motivating the material through the historical questions that prompted its development. In absorbing the idea, moreover, that people struggled with many important mathematical ideas before finding their solutions, that they frequently could not solve problems entirely, and that they consciously left them for their successors to explore, students can better appreciate the mathematical endeavor and its shared purpose."

"Algebra is a machine, or more accurately, a collection of machines. There is a machinery to factor expressions, to decompose complicated fractions into simpler ones, and so on. The object of the conversion in every case is to obtain a form more useful for the problem in hand. ...Elementary algebra as a whole is a huge machine to mechanize thinking. ...The mechanization of processes that have to be used repeatedly is... a great gain, since one does not have to think about them. They become habitual like washing and dressing. ...in itself elementary algebra is of no great interest. ...generally speaking, a machine is valuable because it turns out a useful product. ... The individual techniques of algebra are like single notes selected at random from large and magnificent musical compositions. ...these notes ...employed in the investigation of more significant undertakings, help to form beautiful patterns of reasoning. ...Unfortunately, the usefulness of the techniques of algebra has caused many people to mistake the means for the end and to emphasize these menial techniques to the exclusion of the larger ideas and goals of mathematics. The students who are bored by the process of algebra are more perceptive than those who have mistakenly identified algebraic processes with mathematics."

"The usual courses present segments of mathematics that seem to have little relationship to each other. The history may give perspective on the entire subject and relate the subject matter of the courses not only to each other but also to the main body of mathematical thought."

"The usual courses in mathematics are... deceptive in a basic respect. They give an organized logical presentation which leaves the impression that mathematicians go from theorem to theorem almost naturally, that mathematicians can master almost any difficulty, and that subjects are completely thrashed out and settled. The succession of theorems overwhelms the student... The history, by contrast, teaches us the development of a subject is made bit by bit with results coming from various directions. We learn, too, that often decades and even hundreds of years of effort were required before significant steps could be made. In place of the impression that subjects are completely thrashed out one finds that what is attained is often but a start, that many gaps have to be filled, or that the really important extensions remain to be created."

"There is a danger to the humanities in the present educational crash programs designed to produce a large number of mathematicians, physical scientists, engineers, and technical workers. ...Part of the... objective of the present work is to supply material which can serve as a cultural background or supplement for all those who are receiving rapid, concentrated exposure to recent advanced mathematical concepts, without any opportunity to examine the origins or gradual historical development of such ideas. Hence, although designed for the layman, this book would be helpful in courses in the history, philosophy, or fundamental concepts of mathematics."

"I am well aware of the negative attitude of so many students toward the subject. There are many reasons for this, one of them no doubt being the esoteric, dry way in which we teach the subject. We tend to overwhelm our students with formulas, definitions, theorems, and proofs, but we seldom mention the historical evolution of these facts, leaving the impression that these facts were handed to us, like the Ten Commandments, by some divine authority. The history of mathematics is a good way to correct these impressions."

"The principal aim of mathematical education is to develop certain faculties of the mind, and among these intuition is not the least precious. It is through it that the mathematical world remains in touch with the real world, and even if pure mathematics could do without it, we should still have to have recourse to it to fill up the gulf that separates the symbol from reality."

"Zoologists maintain that the embryonic development of an animal recapitulates in brief the whole history of its ancestors throughout geologic time. It seems it is the same in the development of minds. The teacher should make the child go over the path his fathers trod; more rapidly, but without skipping stations. For this reason the history of science should be our first guide."

"Euclid's manner of exposition, progressing relentlessly from the data to the unknown and from the hypothesis to the conclusion, is perfect for checking the argument in detail but far from being perfect for making understandable the main line of the argument."

"Pedantry and mastery are opposite attitudes toward rules. To apply a rule to the letter, rigidly, unquestioningly, in cases where it fits and in cases where it does not fit, is pedantry. … To apply a rule with natural ease, with judgment, noticing the cases where it fits, and without ever letting the words of the rule obscure the purpose of the action or the opportunities of the situation, is mastery."

"The cookbook gives a detailed description of ingredients and procedures but no proofs for its prescriptions or reasons for its recipes; the proof of the pudding is in the eating. … Mathematics cannot be tested in exactly the same manner as a pudding; if all sorts of reasoning are debarred, a course of calculus may easily become an incoherent inventory of indigestible information."

"Everyone knows that mathematics offers an excellent opportunity to learn demonstrative reasoning, but I contend also that there is no other subject in the usual curricula of the schools that affords a comparable opportunity to learn plausible reasoning. ...let us learn proving, but also let us learn guessing."

"I shall often discuss mathematical discoveries... I shall try to make up a likely story how the discovery could have happened. I shall try to emphasize the motives underlying the discovery, the plausible inferences that led to it... everything that deserves imitation. ...I... present also examples of historic interest, examples of real mathematical beauty, and examples illustrating the parallelism of the procedures in other sciences, or in everyday life."

""Groping" and "muddling through" is usually described as a solution by trial and error. ...a series of trials, each of which attempts to correct the error committed by the preceding and, on the whole, the errors diminished as we proceed and the successive trials come closer and closer to the desired final result. ...we may wish a better characterization ..."successive trials" or "successive corrections" or "successive approximations." ...You use successive approximations when ...looking for a word in the dictionary ...A mathematician may apply the term ...to a highly sophisticated procedure ...to treat some very advanced problem ...that he cannot treat otherwise. The term even applies to science as a whole; the scientific theories which succeed each other, each claiming a better explanation ...may appear as successive approximations to the truth. Therefore, the teacher should not discourage his students from using trial and error—on the contrary, he should encourage the intelligent use of the fundamental method of successive approximations. Yet he should convincingly show that for ...many ... situations, straightforward algebra is more efficient than successive approximations."

"At each stage of its development the human race has had a certain climate of opinion, a way of looking, conceptually, at the world. The next glimmer of fresh understanding had to grow out of what was already understood. The next move forward, halting shuffle, faltering step, or stride with some confidence, was developed upon how well the [human] race could then walk. As for the human race, so for the human child. But this is not to say that to teach science we must repeat the thousand and one errors of the past, each ill-directed shuffle. It is to say that the sequence in which the major strides forward were made is a good sequence in which to teach them. The genetic method is a guide to, not a substitute for, judgement."

"Why should the typical student be interested in those wretched triangles? ...Without trigonometry we put back the clock millennia to Standard Darkness Time and antedate the Greeks."

"The ancient Geometry had no symbols, nor any notation beyond ordinary language and the specific terms of the science. We may question the propriety of allowing a learner, at the commencement of his Geometrical studies, to exhibit Geometrical demonstrations in Algebraical symbols. Surely it is not too much to apprehend that such a practice may occasion serious confusion of thought."

"Since formal mathematics is no more than a culturally-dependent system of aesthetics, while it may continue to be taught like Western music, there is no need to impose its consequences on K-12 children. What we need to teach children is practical mathematics... In particular, it may be worth re-examining whether one might want to teach as entirely separate subjects, from the outset, the two mathematical streams: practical mathematics and formal mathematics, with their distinct notions of number and proof."

"The education of the child must accord both in mode and arrangement with the education of mankind, considered historically. In other words, the genesis of knowledge in the individual, must follow the same course as the genesis of knowledge in the race. In strictness, this principle may be considered as already expressed by implication; since both being processes of evolution, must conform to those same general laws of evolution... and must therefore agree with each other. Nevertheless this particular parallelism is of value for the specific guidance it affords. To M. Comte we believe society owes the enunciation of it; and we may accept this item of his philosophy without at all committing ourselves to the rest."

"Nowhere in all ancient mathematics do we find any attempt at what we call demonstration. No argumentation was presented, but only the prescription of certain rules: "Do such and so." We are ignorant of the way the theorems were found... To those who have been educated in Euclid's strict argumentation, the entire Oriental way of reasoning seems at first strange and highly unsatisfactory. But this strangeness wears off when we realize that most of the mathematics we teach our present-day engineers and technicians is still of the "do such, do so" type, without much attempt at rigorous demonstration. Algebra is still being taught in many high schools as a set of rules rather than as a science of deduction. Oriental mathematics never seems to have been emancipated from the millenial influence of the problems of technology and administration, for the use of which it had been invented."

"One makes sense of , whether fictional or factual, by a mental construction that is sometimes called the world of story ...[T]he imaginative effort is a standard way of understanding what people say... In order to understand connected speech about concrete things, one imagines them. ...The capacity to do this... encourages empathy, but it also allows one to do mathematics. ...This is often fun, and it is a form of playing with ideas. ...This ludic aspect of mathematics is emphasized by in his semiotic analysis of mathematics and acknowledged by David Wells in his comparison of mathematics and games. ...The ludic aspect is something that undergraduates, many of whom have decided that mathematics is either a guessing game... or the execution of rigidly defined procedures, need to be encouraged to do when they are learning new ideas. They need to fool around with them to become familiar... Changing the s and seeing what a function looks like... to learn how the function behaves. ...Mathematical research involves a good deal of fooling around, which is part of why it is a pleasurable activity... This is not competitive..."

"A liberal Education ought to include both Permanent Studies which connect men with the culture of past generations, and Progressive Studies which make them feel their community with the present generation, its businesses, interests and prospects. ...When the Student is once well disciplined in geometrical mathematics, he may pursue analysis safely and surely to any extent. But though modern mathematics may thus be very fitly studied as a sequel to the older forms of mathematical science... these modern methods cannot supply the place of the ancient subjects as the Permanent Studies in our Educational course."

"The use of mathematical study, with which we have to do, is not to produce a school of eminent mathematicians, but to contribute to a Liberal Education of the highest kind."

"So far as civilisation is connected with the advance and diffusion of human knowledge, civilisation flourishes when the prevalent education is mathematical, and fades when philosophy is the subject most preferred."

"The study of mathematics is apt to commence in disappointment... We are told that by its aid the stars are weighed and the billions of molecules in a drop of water are counted. Yet, like the ghost of Hamlet's father, this great science eludes the efforts of our mental weapons to grasp it."

"Mathematics as an Element in the History of Thought."

"Multis ne magistri veri essent magisterii falsum nomen obstitit: dum de se plus omnibus quam sibi dumque quod dicebantur, sed non erant, esse crediderunt, quod esse poterant non fuerunt."

"At the end of a life spent in the pursuit of knowledge Faust has to confess: "I now see that we can nothing know." That is the answer to a sum, it is the outcome of a long experience. But as Kierkegaard observed, it is quite a different thing when a freshman comes up to the university and uses the same sentiment to justify his indolence. As the answer to a sum it is perfectly true, but as the initial data it is a piece of self-deception."

"Alexander W. Astin’s research tells us that in the mid-1960s, more than 80 percent of entering college freshmen reported that nothing was more important than “developing a meaningful philosophy of life.” Astin, director of the Higher Education Research Institute at UCLA, reports that “being very well off financially” was only an afterthought, one that fewer than 45 percent of those freshmen thought to be an essential goal. As the years went on, however, and as tuition shot up, the two traded places; by 1977, financial goals had surged past philosophical ones, and by the year 2001 more than 70 percent of undergraduate students had their eyes trained on financial realities, while only 40 percent were still wrestling with meaningful philosophies."

"It is in the forms and under the forms of ideological subjection that provision is made for the reproduction of the skills of labour power."

"Everyone who achieves strives for totality, and the value of his achievement lies in that totality—that is, in the fact that the whole, undivided nature of a human being should be expressed in his achievement. But when determined by our society, as we see it today, achievement does not express a totality; it is completely fragmented and derivative. It is not uncommon for the community to be the site where a joint and covert struggle is waged against higher ambitions and more personal goals. ... The socially relevant achievement of the average person serves in the vast majority of cases to repress the original and nonderivative, inner aspirations of the human being."

"When I speak of the purpose of self-culture, I mean that it should be sincere. In other words, we must make self-culture really and truly our end, or choose it for its own sake, and not merely as a means or instrument of something else. And here I touch a common and very pernicious error. Not a few persons desire to improve themselves only to get property and to rise in the world; but such do not properly choose improvement, but something outward and foreign to themselves; and so low an impulse can produce only a stinted, partial, uncertain growth. A man, as I have said, is to cultivate himself because he is a man. He is to start with the conviction that there is something greater within him than in the whole material creation, than in all the worlds which press on the eye and ear; and that inward improvements have a worth and dignity in themselves quite distinct from the power they give over outward things. Undoubtedly a man is to labor to better his condition, but first to better himself. If he knows no higher use of his mind than to invent and drudge for his body, his case is desperate as far as culture is concerned."

"A man has within him capacities of growth which deserve and will reward intense, unrelaxing toil. I do not look on a human being as a machine, made to be kept in action by a foreign force, to accomplish an unvarying succession of motions, to do a fixed amount of work, and then to fall to pieces at death, but as a being of free spiritual powers; and I place little value on any culture but that which aims to bring out these, and to give them perpetual impulse and expansion. I am aware that this view is far from being universal. The common notion has been, that the mass of the people need no other culture than is necessary to fit them for their various trades; and, though this error is passing away, it is far from being exploded. But the ground of a man’s culture lies in his nature, not in his calling. His powers are to be unfolded on account of their inherent dignity, not their outward direction. He is to be educated, because he is a man, not because he is to make shoes, nails, or pins. A trade is plainly not the great end of his being, for his mind cannot be shut up in it; his force of thought cannot be exhausted on it. He has faculties to which it gives no action, and deep wants it cannot answer. Poems, and systems of theology and philosophy, which have made some noise in the world, have been wrought at the work-bench and amidst the toils of the field. How often, when the arms are mechanically plying a trade, does the mind, lost in reverie or day-dreams, escape to the ends of the earth! How often does the pious heart of woman mingle the greatest of all thoughts, that of God, with household drudgery! Undoubtedly a man is to perfect himself in his trade, for by it he is to earn his bread and to serve the community. But bread or subsistence is not his highest good; for, if it were, his lot would be harder than that of the inferior animals, for whom nature spreads a table and weaves a wardrobe, without a care of their own. Nor was he made chiefly to minister to the wants of the community. A rational, moral being cannot, without infinite wrong, be converted into a mere instrument of others’ gratification. He is necessarily an end, not a means. A mind, in which are sown the seeds of wisdom, disinterestedness, firmness of purpose, and piety, is worth more than all the outward material interests of a world. It exists for itself, for its own perfection, and must not be enslaved to its own or others’ animal wants."

"The cultured man is not a tool."

"When we call for education we mean real education. We believe in work. We ourselves are workers, but work is not necessarily education. Education is the development of power and ideal. We want our children trained as intelligent human beings should be, and we will fight for all time against any proposal to educate black boys and girls simply as servants and underlings, or simply for the use of other people. They have a right to know, to think, to aspire."

"Of what use is it, ask these slaves of the ledger, to spend the greater part of a lifetime in acquiring a competency only to find after it has been acquired that its acquisition has taken all the savour of enjoyment out of life?"

"The United States ... celebrates rote vocational training and the singular, amoral skill of making money. It churns out stunted human products, lacking the capacity and vocabulary to challenge the assumptions and structures of the corporate state. It funnels them into a caste system of drones and systems managers. It transforms a democratic state into a feudal system of corporate masters and serfs."

"Men go to sea before they know the unhappiness of that way of life; and when they have come to know it, they cannot escape from it, because it is then too late to choose another profession; as indeed is generally the case with men, when they have once engaged in any particular way of life."

"The science, which teaches arts and handicrafts Is merely science for the gaining of a living; But the science which teaches deliverance from worldly existence, Is not that the true science?"

"It was a clever saying of Bion, the philosopher, that, just as the suitors, not being able to approach Penelope, consorted with her maid-servants, so also do those who are not able to attain to philosophy wear themselves to a shadow over the other kinds of education which have no value."

"Specialization develops only part of a man; a man partially developed is deformed."

"Nothing is more certain than that whatever has to court public favor for its support will sooner or later be prostituted to utilitarian ends. The educational institutions of the United States afford a striking demonstration of this truth. Virtually without exception, liberal education, that is to say, education centered about ideas and ideals, has fared best in those institutions which draw their income from private sources. They have been able … to insist that education be not entirely a means for breadwinning. This means that they have been relatively free to promote pure knowledge and the training of the mind. … In state institutions, always at the mercy of elected bodies and of the public generally, and under obligation to show practical fruits for their expenditure of money, the movement toward specialism and vocationalism has been irresistible. They have never been able to say that they will do what they will with their own because their own is not private. It seems fair to say that the opposite of the private is the prostitute."

"The Confucian aspirant to office, stemming from the old tradition, could hardly help viewing a specialized, professional training of European stamp as anything but a conditioning in the dirtiest Philistinism. ... The fundamental assertion, ‘a cultured man is not a tool’ meant that he was an end in himself and not just a means for a specified useful purpose."

"For the Confucian, the specialistic expert could not be raised to truly positive dignity, no mater what his social usefulness. The decisive factor was that the "cultured man" (gentleman) was "not a tool"; that is, in his adjustment to the world and in his self-perfection he was an end unto himself, not a means for any functional end. This core of Confucian ethics rejected professional specialization, modern expert bureaucracy, and special training; above all, it rejected training in economics for the pursuit of profit."

"Increasingly, our leaders must deal with dangers that threaten the entire world, where an understanding of those dangers and the possible solutions depends on a good grasp of science. The ozone layer, the greenhouse effect, acid rain, questions of diet and heredity. All require scientific literacy. Can Americans choose the proper leaders and support the proper programs if they themselves are scientifically illiterate? The whole premise of democracy is that it is safe to leave important questions to the court of public opinion—but is it safe to leave them to the court of public ignorance?"

"Let me suggest to you a simple test one can apply to scientific activities to determine whether or not they can constitute the practice of physics. Is what you are doing beautiful? Many beautiful things are created without the use of physical knowledge, but I know of no really worthwhile physics that isn’t beautiful. Indeed, one of the most distressing symptoms of scientific illiteracy is the impression so often given to school children that science is a mechanistic activity subject to algorithmic description."

"Rampant scientific illiteracy in the general public is, in my opinion, one major cause of the current lack of opportunities for scientists. … A public that is ignorant of science, and of how science is done, is not going to support scientific research enthusiastically."

"A good many times I have been present at gatherings of people who, by the standards of the traditional culture, are thought highly educated and who have with considerable gusto been expressing their incredulity at the illiteracy of scientists. Once or twice I have been provoked and have asked the company how many of them could describe the Second Law of Thermodynamics. The response was cold: it was also negative. Yet I was asking something which is about the scientific equivalent of: Have you read a work of Shakespeare's?"

"Knowing how things work is important, but I think that's an incomplete view of what science literacy is or, at least, should be. Science literacy is an outlook. It's more of a lens through which you observe what goes on around you."

"If we turn back to the time when the first compulsory education act was passed, we find that the capitalists of England fought these acts with all their might, but that they soon withdrew their opposition and supported them. For the employers recognised that though the children would know a little more, the amount could be so restricted that the result would only be to make them better wage slaves, knowing no more of freedom than what we have known and experienced of it."

"I strongly believe that, as a citizen of the world, any person has the right to learn"

"and should be entitled to have access to education according to their competency and needs."

"It is essential that the government provide educational services that respond to the people’s needs*"

"Education, therefore, has to be organized in such a way that people from all walks of life can participate in educational activities at levels and times of their preference."

"With regard to the learning society, as I mentioned earlier, optimistically, people from all walks of life should be able to have equal access to education according to their needs and potentials."

"All sort of boundaries, be their gender, age, socio-economic status, physical or mental disabilities have to be eliminated."

"To achieve this, we have to distinctively promote continuing and lifelong education, the form of education which is responsive to individual needs and preferences. With educational facilities and a variety of educational programs available, people can make use of the learning centre as a place to acquire technical skills or knowledge adaptive to their work and daily life activities."

"At the very beginning, the crucial element to be considered for education reform is the management system. The administrative power, in particular, has to be shifted to local authorities, and local participation in the school management is essentially encouraged."

"We cannot deny that people who know more about the educational needs of local people are those who work and live within that community."

"In a paper presented at the Second UNESCO-ACEID International Conference in 1996 entitled New aspirations for education in Thailand. Towards educational excellence by the year 2007,His Excellency Mr. Sukavich Rangsitpol Minister of Education,Thailand (1995 -1997)laid out his plans for education in Thailand..{{cite journal |last1=Cogan |first1=John |title= Citizenship for the 21 st Century/Sukavich Rangsitpol at Re-Engineering on Education"

"Education is perceived as a crucial instrument for increasing productivity and income, skills, competency of human resources, and sustainable growth. In the end, education helps reduce social problems, and improves quality of life so that people can live equally with others in society."

"The provision of education has to be congruent with the pace of the changing world. This era - the era of globalization where all sources of information can be accessed within a few seconds through Internet and World-Wide-Web linkages, we inevitably have to take a further step beyond literacy level."

"The speedily changing world and the growth in business and industrial enterprises have led to greater demand of semi-skilled manpower, who need a higher level of education in order to perform their tasks at the adequate level.To keep up with the speedy change, the educational system can no longer take a passive role."

"In fact, there is a need for the reform of the entire educational system to keep up with the challenges of globalization and “information technology” so as to prepare our younger generation for adapting to the upcoming challenges."

"The focus of education cannot be merely on general and vocational education.It is equally important that the education system provides its clientele with learning skills, so they have the ability to “learn how to learn”, the ability to make rational judgments, and they are able to express their democratic rights and freedom."

"Both individuals and communities must be able to possess the skills and knowledge required to function productively in the changing world."

"One of the most important learning outcomes in education is learners' self-esteem. It is most desirable that every learner, at various stages of education, should be able to realize his or her capacity, potentiality and optimum capability in physical, intellectual, social and emotional (moral) developments."

"An individual who has reached the stage of self-esteem almost always makes a sound and rational decision. He or she always sets a reachable yet challenging goal in his or her endeavour. When the endeavour results in a success, his or her self-concept will increase or widen."

"learn how to learn, the ability to make rational judgments, and they are able to express their democratic rights and freedom."

"Education is perceived as a crucial instrument for increasing productivity and income, skills, competency of human resources, and sustainable growth."

"The old saying, "Teachers will teach the way they have been taught" is very much in evidence in the Thai educational system. Hence, introducing change to educational practices has to start with teachers' learning. When the learning process of teachers and teacher training has been changed, it is assured that the new learning process will be replicated in classrooms. If teacher education is loaded with lecturing, it is very difficult to introduce other kinds of teaching to school learning. If teachers' learning emphasizes memorization or rote learning, it is unlikely that school learning will include high-order thinking. Therefore, every educational reform has to begin with teachers' learning, otherwise classroom learning will not be changed and new learning outcomes will not be achieved."

"Teachers also say that teaching for learning how-to-learn-learn will consume a lot of time. It will be difficult to cover all the content specified by the curriculum if learning uses up too much time on hands-on activities. The less-is-more alternative has not been considered as a possible solution at all in educational reforms where only expanding will bring about progress and development is more. Now is an appropriate time for educators to come down to the heart of educational matters or the learning methods to achieve the less-is-more alternative in all educational reforms."

"Teachers need to be trained on how children learn, not only how to solve mathematical problems. They must know how to make learners well understand the New Math and enable them to solve mathematical problems."

"Teachers should be able to help learners to efficiently communicate to other numerical ideas and to make connection with real-life problems in the areas chosen for their eventual career. Training only on subject matter is definitely not going to bring about this expertise. There must be more emphasis on coaching and facilitating techniques. In their normal practices, teachers must see very clearly where each individual learner stands on the learning continuum of that particular development, what problems and difficulties he or she is going to face and what lies ahead on that learning continuum to be walked by the learner. Teachers should be trained to be a master of how to help each and every learn to walk through the learning task. Going through the learning task is a necessary and essential aspect of teacher training but it is not sufficient to make them good and effective teachers."

"Teachers have to be learners. They have to treat each new group of students as a different group, fresh and unknown. Teachers often perceive new students as being the same as those in the previous group and apply the same practice to them. If teachers are learners, they will study the new group of students in order to identify their strengths and weaknesses, then teach them accordingly."

"The kind of education we are looking for, it is necessary that teachers have to walk through this learning process and then practise them later on in their teaching. Professionalism can be achieved by teachers if they practise learning in their teaching."

"In fostering a sense of success, teachers have to be responsive to the learners and create several self-assessment activities in learning."

"A reflective teacher always fosters a sense of success. He or she begins his or her teaching by learning about each and every learner. He or she encourages and negotiates with the learners to set a challenging learning objective, and to select an appropriate learning task, through his or her knowledge about the learners' capability and constraints."

"The reflective teacher makes the learners decide for themselves and ensures that the decision is sound and reasonable. He or she asks a lot of questions for the learners to carry out self-assessment."

"The reflective teacher is also a learner. He or she always reflects on his or her behaviour by looking at what happens to the learners. Learning about the learners' responses will help the reflective teacher select more effective behaviour for some particular purposes that suits particular learners."

"To make teachers more reflective, a series of self-assessment sessions have to be conducted, beginning with an analysis of the learners, or the students. Teachers have to be trained or retrained on how to make their teaching more effective and successful."

"It should be seen that reflective teachers are necessary and essential in an education which is geared towards human development."

"It will be fair and just to require all teachers to be reflective, only if educational practices specify the empowering of human resources or emphasize that learning is a reconstruction of nature. Otherwise, retraining of teachers to be more reflective will not be cost-effective"

"A sense of success in teaching has to be reinforced to make the teachers proud of their achievement."

"In a world that changes at an exponential rate, members of such world community have to be very proficient in finding reasonable solutions to the problems that they face by themselves."

"A solution to one problem can not be totally applicable to other problems. It is said that there are no two problems that are exactly alike."

"There are many variables intertwined in every problem and components of all the variable involved have to be carefully studied. Forming solutions by studying and synthesizing the relationship among key variables seems to be very much in need. The ability to identify a meaning from observable and obtained data is the core of human characteristics in such changing society. Hence, inductive thinking has to be instilled in every learner for a productive citizenship in the changing world of tomorrow."

"The learner has to realize that he or she is the one who sets the objective, the learning tasks and the stage for success."

"The learning must belong to the learners and not to the teachers."

"The "scaffolding" practice that forces every learner to go along a very definite path of learning will create negative feelings about learning. At the end, the learners will be submissive to the teachers. Good disciplinary practices cannot then be achieved."

"Education in the form of passing on information, facts and specific knowledge does not need reflective teachers. Reflective teachers are very important in a democratic education because the learners' liberty is always respected."

"Constructive process is a process of development and learning is a process of reconstruction of nature."

"Executive Summary... this study represents the most comprehensive exploration of gap year experiences of Americans to date. Highlights Include:"

"81% of all survey participants said they were very likely to recommend taking a gap year to someone considering it;"

"The general experience of “being in a new and different environment” was the most meaningful element of the overall gap year experience;"

"Having a wide range of experiences was also important;"

"Gappers experienced the greatest impacts related to their personal growth and development;"

"Those who participated in a gap year had, on average, shorter times to graduation and higher GPAs as compared to national norms;"

"Gappers currently experience higher levels of job satisfaction and civic participation as compared to national norms..."

"An increasing number of students are questioning whether they are ready to dive straight into four more years of classroom lectures, research papers, and cramming for exams. Many are exhausted and burned out, eager to refuel their curiosity about the world through the kind of learning that won’t appear on a transcript... Record numbers of students are contemplating a gap year before college..."

"Over the past five years, many college-admissions offices have adopted policies that allow students to defer their admission offer for one year. The gap year has become increasingly popular... A gap year designed with purpose and intent is a journey of personal growth that helps students successfully transition to college...."

"Key characteristics of a transformative gap year: It is purposeful and practical, involving some element of service to others; it takes students out of their comfort zone, challenging them to learn new skills and try on new perspectives; it offers the right balance of autonomy and mentoring to help students build self-confidence and a sense of purpose; it is accessible to students from all economic backgrounds."

"An increasing number of students are choosing to break up their studies by travelling overseas for extended periods... But while a freewheeling attitude and sense of adventure are key to successful backpacking, careful planning is equally essential... There are so many places to visit in the world and there’s no pressure to see them all at once."

"For those who are thinking about taking a gap year, regardless of what stage in life they’re at, Amar encourages them to take the opportunity and go for it. “It can be difficult to make decisions about your career or indeed your life at 18 when the majority of your life experience has been in your hometown,” he says. ” Taking a gap year gives you a much needed break from education and allows you to re-charge and re-focus giving you a better and more rounded perspective on what you want to do... this applies to everyone.”"

"The most important reason, at least for many students, for taking a gap year is to give students the opportunity to explore their personal interests and find out more about what they want to do with their future. Students often don’t know themselves when they get out of high school. Their brains haven’t fully developed, and even though many may think they know what they want, it’s not uncommon for students to change their minds multiple times during college about what exactly they want to do with their lives."

"Gap years are becoming increasingly popular among high school graduates. Former President Barack Obama’s daughter Malia took a gap year after graduating high school and before attending Harvard, which brought gap years into the news. But even before that, Prince William and Prince Harry both took gap years before attending college. Many colleges in the U.S., some of the most prestigious Ivy League schools included, are even starting to support the idea of taking a gap year before attending college."

"The wealthiest one per cent of families are taking gap years with their children as they want to show them “how real people live”, a travel agency has revealed. [A]... London-based travel agency, arranged 80 sabbatical trips lasting at least one month over the past six years, with a significant jump in bookings last year. The exclusive trips are becoming even more popular amongst wealthy families, who want to take their children all over the world and show them a simplistic way of life “from a bygone era”... Snow leopard spotting in India, living with the Sān people in Botswana and diving with sharks off the coast of South Africa."

"For one jet-setting family... a three-month trip across Africa for two teenage children and their parents, who were joined by a tutor for the whole journey. Jack Ezon... said: “It’s a way to restart or refresh your life.... it is often when their kids are about to go on to college or high school, and they suddenly think ‘I need to really be spending time with them.’”"

"So you've decided you want to take a gap year, and that you want to spend it travelling. Brilliant! Now to decide what to do, where to go and how to plan your route. If you're overwhelmed with destinations and don't know where to start... have figured out the most popular destinations, based on hashtags."

"They looked at the top 10,000 Instagram posts tagged with #gapyear, and matched the locations in the snaps to destinations around the world, to find out which location is the most popular with those using social media to keep a photo diary of their trip. So if you're after grid goals and an exciting year abroad..."

"Students selected as Global Gap Year Fellows will have two tracks that they could pursue...a "self-design" gap year which allows students to spend six to nine months abroad completing a service-related experience of their choice with the guidance of GGYF staff and mentors. The second track is a community immersion with Global Citizen Year for students who prefer a more structured experience abroad in Ecuador, Brazil, Senegal or India for eight months. Both tracks are service-based."

"Students who go abroad as Global Gap Year Fellows gain skills like time management, flexibility and confidence that are useful when they return to campus... Thomas Elliott, senior political science and contemporary European studies major, went on a gap year with GGYF to South Africa where he worked for a professor of social ecology from the University of the Witwatersrand in Johannesburg to research the impact of HIV/AIDS on individuals from rural South Africa."

"Rooftops bars, cozy hangout areas with Netflix and traditional cooking classes aren't what most people would associate with hostels. But they are exactly what some... offer their guests... Winners are picked after judges also analyse reviews from 1.2 million customers... of 36,000 properties in over 170 countries... The Adventure Q2 Hostel has been named best in Oceania. It has rave reviews...it also scooped the prize for the hostel in the best location and best for gap year students."

"The Gap Year Association today announced the start of Gap Year Exploration Month. Taking a gap year is a growing trend and the Gap Year Association is excited to announce Gap Year Exploration Month celebrated annually in the month of February, as a shared initiative of educators, experiential education experts, program providers, industry groups and others who understand the benefits of a gap year. According to the National Center for Education Statistics, fewer than 40 percent of students enrolling in college in 2019 will finish their degrees within four years. For this reason, more and more students are deferring their college enrollment for a year of travel, personal growth, and professional skills development."

"In the year 2000, a fresh-faced, 18-year-old Prince William had just graduated high school and was well on his way to attending the University of Saint Andrews in Scotland. But, before he started his freshman year of classes, William was hell-bent on taking a gap year. Though normally that’s a fine thing to do, Prince Charles wasn’t exactly thrilled with the idea..."

"William and Charles agreed his gap year should be “vocational, educational and safe.”...Prince William.. went on to travel through Kenya, the Indian Ocean island of Rodrigues, and volunteered in Patagonia, South America... He then went on to attend Saint Andrews, where he met his future wife, Kate Middleton."

"Because of comfort, some people will only live in the realms of what they know. Maybe they will stay in the same town or work in the same job for their entire life. Others, however, will grow to feel confined by living life within the limits of comfort, and break free from its mold... Shawn Wolfe grew up in Annville, a township in Central Pennsylvania, where miles of rolling farmlands are a familiar landscape for its nearly 5,000 residents. After graduating high school in 2014, Wolfe embarked on his first journey out of the country, spending his summer before college in Germany. This experience abroad awakened him to the fruitful world that exists beyond the farm lands of his hometown."

"The gap year may be a solution for some students to grow socially and emotionally, to gain maturity, or to get a stronger financial footing...Even decades ago people took gap years for a variety of reasons... According to data from the freshman class of 2015, 2.2 percent of students in the U.S. took a gap year before college... By contrast, 15 percent of Australian students and over 50 percent of students from Norway, Denmark, and Turkey took gap years. Students participated in a variety of activities including work, service, travel, and learning a new language."

"Universities are starting to understand the benefits of the gap year and making deferrals easier, even offering their own gap year service experiences...[some] are offering scholarships to make gap years available to students of diverse backgrounds..."

"There is one thing I regret, a sadness that passing time has actually increased rather than diminished. I wish I'd taken a gap year between finishing school and starting university. At the time it never occurred to me to take a break, even though other friends from school were doing so... For whatever reason, I started on campus as soon as I could and studied, almost without pause, for over a decade to obtain three degrees."

"If I had a chance to say anything to my 18-year-old self, I would tell her 'take your time... Pull beers in a pub, meet different people, read novels you don't have to write essays about, and rethink whether you really want to do that law degree as an undergraduate... Sometimes I fantasize about taking that forsaken gap year right now."

"A gap year is really a year to yourself, a celebration to the years that you have spent in academia. You have the utmost power on how you wish to spend it... During the gap year, you have the opportunity to tinker with new... [ideas], sprinting from your never changing pursuit of science to a short detour of non-science or vice versa. Read the papers of renowned scientists or... perhaps, develop a habit of reading books... it is also important that you enjoy it. If an internship isn’t your thing, then try a hand in volunteering. The future is not predictable, nor should your experiences be."

"You don't need to be the smartest person to be the most effective. Being effective means not just mastering the facts but – figuring out how to move your agenda forward... Change happens only when you could educate and inspire others. When you could use facts to create faith in what's possible... The easy part will be to write papers for your peers... The harder part, and the one you should think about, is how are you going to explain inconvenient truths to people who may not want to hear them. How are you going to rouse an audience to action?...The measure of a life is not time or money. It’s the impact you make serving God, your family, community, and country. Your report card is whether you leave the world a better place."

"I’ve watched how, in a blink of an eye, technology went from products used by the very few, to ending up in the pockets of billions, bringing social change and corporate disruption...Only a few generations have been granted the role of determining whether a revolution in communication will allow our better angels – or our darker angels – to win. You leave here with incredible opportunity, but also with immense responsibility. Your brains have been rewired to process all this Net-based information. Your brains are dealing with the world in a different way than humans ever have. That kind of profound shift has occurred only six times in the entire 200,000-year history of Homo Sapiens. And you, here today, are the vanguard of the seventh wave... Will you let darker angels win as you add fire to the flame, or will you seek out and spread real news? The question is whether you'll tell your children that this decade was the beginning of a new dark age, or whether it was the time of something new and wonderful. Light a path for the better angels. The world is counting on you."

"Now that I have presented some of the bad news, the good news is that there really is a solution. And the solution is each and every one of you. Because you will become the new editorial gatekeepers, an ambitious army of truth seekers who will arm yourselves with the intelligence, with the insight and the facts necessary to strike down deceit. You’re in a position to keep all of those who now disparage real news, you all are the ones that are going to keep those people in check. Why? Because you can push back and you can answer false narratives with real information and you can set the record straight."

"This moment in time... anywhere you turn people are talking about how bad things are, how terrible it is...everybody is meeting hysteria with more hysteria... and it’s getting worse... We’re not supposed to match it or even get locked into resisting or pushing against it. We’re supposed to see this moment in time for what it is. We’re supposed to see through it and then transcend it. That is how you overcome hysteria... how you overcome the sniping at one another, the trolling, the mean-spirited partisanship on both sides of the aisle, the divisiveness, the injustices, and the out-and-out hatred. You use it. Use this moment to encourage you, to embolden you, and to literally push you into the rising of your life... To borrow a phrase from my beloved mentor Maya Angelou: Just like moons and like suns, with the certainty of tides, just like hopes springing high, you will rise. .. I hope that every one of you contributes to the conversation of our culture and our time. And to some genuine communication, which means, you have to connect to people exactly where they are; not where you are, but where they are. And I hope you shake things up. And when the time comes to bet on yourself, I hope you double down. Bet on yourself. I hope you always know how happy and how incredibly relieved everybody is in this room is that you’ve made it to this place, at this time, on this gorgeous day."

"Today I want to talk about purpose. But I’m not here to give you the standard commencement about finding your purpose. We’re millennials. We’ll try to do that instinctively. Instead, I’m here to tell you finding your purpose isn’t enough. The challenge for our generation is creating a world where everyone has a sense of purpose. One of my favorite stories is when John F. Kennedy visited the NASA space center, he saw a janitor carrying a broom and he walked over and asked what he was doing. The janitor responded: “Mr. President, I’m helping put a man on the moon.” Purpose is that sense that we are part of something bigger than ourselves, that we are needed, that we have something better ahead to work for. Purpose is what creates true happiness."

"You’re graduating at a time when this is especially important. When our parents graduated, purpose reliably came from your job, your church, your community. But today, technology and automation are eliminating many jobs. Membership in communities is declining. Many people feel disconnected and depressed, and are trying to fill a void. There are people left behind by globalization across the world. It’s hard to care about people in other places if we don’t feel good about our lives here at home. There’s pressure to turn inwards. This is the struggle of our time. The forces of freedom, openness and global community against the forces of authoritarianism, isolationism, and nationalism. Forces for the flow of knowledge, trade and immigration against those who would slow them down. This is not a battle of nations, it’s a battle of ideas. There are people in every country for global connection and good people against it... Before you walk out those gates one last time, as we sit in front of Memorial Church, I am reminded of a prayer, Mi Shebeirach, that I say whenever I face a challenge, that I sing to my daughter thinking about her future when I tuck her into bed. It goes: ”May the source of strength, who blessed the ones before us, help us find the courage to make our lives a blessing.” I hope you find the courage to make your life a blessing."

"In many ways, this isn't advice for those graduates getting ready to spend the weekend getting obliterated at parties—this is advice for those of us bitterly hearing it long after the fact. Maybe you're 10, 20, 40 years out of school and you need some shot of inspiration, professionally, creatively, or otherwise—these are the words for you. -Ellen DeGeneres...Tulane University....Most inspiring quote: "It was so important for me to lose everything because I found what the most important thing is. The most important thing is to be true to yourself." -Kanye West... Los Angeles Trade Technical College... "When you're the absolute best, you get hated on the most." -Jane Lynch... Smith College...: "Life is just one, big improvisation." -Amy Poehler, School: Harvard University..."Try putting your iPhones down every once in awhile and look at people's faces." -Elizabeth Warren... Suffolk University,... "Knowing who you are will help you when it's time to fight. Fight for the job you want, fight for the people who mean the most to you and fight for the kind of world you want to live in. It will help when people say that's impossible or you can't do that. Look,... if you fight for what you believe in, I can promise that you will live a life that is rich with meaning." -Stephen Colbert... Northwestern University..."If everybody followed their first dreams in life, the world would be ruled by cowboys and princesses.""

"Though concept maps can take many forms, they commonly include both ‘nodes’ (concepts) and ‘arcs’ (linking lines denoting relationships)... Concept maps are great for exploring what knowledge students are bringing to your class. ...[T]ry asking your students to create concept maps on one or more... topics. Then review these for patterns in how the students are depicting the topics (are they missing key connections to other ideas? Are they drawing erroneous relationships?), and make changes to your lesson plans accordingly."

"It is in these shimmering and incessant embraces that the infinite patterns, the infinite Maps of the Mind, are created, nurtured and grown. Radiant Thinking reflects your internal structure and processes. The Mind Map (Concept Map) is your external mirror of your own radiant thinking and allows you to access this vast thinking powerhouse."

"Concept maps have long provided visual languages widely used in many different disciplines and application domains. Abstractly, they are sorted graphs visually represented as nodes having a type, name and content, some of which are linked by arcs. Concretely, they are structured diagrams having discipline- and domain-specific interpretations for their user communities, and, sometimes, formally defining computer data structures. Concept maps have been used for a wide range of purposes and it would be useful to make such usage available over the World Wide Web."

"The importance of concept maps in expert learning has... been explained. Mappings of processes such as the design process are... related to the acquisition of procedural knowledge. ...[C]oncept maps may come in all shapes and sizes... Hyerle... distinguished between eight types of thinking map. A circle map helps define words or things in context and presents points of view. Bubble maps describe emotional, sensory and logical qualities. For example, at their center in a circle might be a heroic person, and from the center other circles describe the characteristics of the hero. Tree maps show relationships between main ideas and supporting details. Block schematic diagrams are examples of flow diagrams... Engineers often use such maps to show causes and effects as well as to predict outcomes. Maps may also be used to form analogies or metaphors and these are often used to try and explain s. ...Danserau and Newbern... called bubble maps 'node' maps. The nodes contain the central ideas. The links... show relationships between the nodes. ...They argued that concept maps should provide easy illustrations of complex relationships, less work clutter, be easy to remember, and easy to navigate. ...McAleese and Cowan warned that concept maps are only useful to the learner, if they are constructed by the learner. It is a view that is beginning to be taken up by the engineering community... [S]tudent constructed maps become the navigational tool that allows them to explore relevant content and expand their maps..."

"The focus of this investigation is on the use of thinking maps as tools for students and teachers in classrooms from kindergarten through graduation. Thinking maps are eight fundamental thinking processes represented and activated by semantic maps [Circle, Bubble, Double Bubble, Tree, Brace, Flow, Multi-Flow and Bridge]... This distinct set of visual tools is used for inter-actively connecting, sharing and reflecting on information for personal, interpersonal, and social understandings. ...[S]tudents who are taught how to use this set of tools will be helped in becoming independent and interdependent learners. [T]hey... [will] have a common visual language in the classroom for connecting and seeing what they are thinking, for deepening dialogue, and for assessing how they are thinking and learning. ...This investigation of thinking maps as student-centered tools is... a practical response to a continuing educational problem... defining the relationship between teachers and students... Since the advent of public school education this relationship has been securely entrenched in teacher lecture and the rote repetition of lessons by students. ...[T]he teacher-talk and student-listen relationship that had been criticized by progressive educators for generations has finally become recognized to be at the heart of our educational problem."

"David Nelson Hyerle, "Thinking Maps as Tools for Multiple Modes of Understanding" (1993) PhD Thesis, University of California, Berkeley."

"Thinking Maps... are no different from other languages that have been developed within or across cultures: Languages are inherently made by humans and thus are arbitrary and incomplete, and have grey areas and ambiguous "rules" that sometimes govern strange usage. But we have never had... a language of cognition... a language for generating patterns of thinking based on human cognitive structures. Certainly, our spoken and written and mathematical languages are all based on being able to represent out thinking, ideas, and concepts but not for explicitly representing thinking as patterns. ...The thinking patterns are embedded in the linearity of text, and you need to work a bit to dig them out. ...When we Google directions to a place ...we get both the linear, line-by-line directions and a visual map showing the network of ...roads ...offering a multitude of options. Thinking Maps offer mental maps of how we are thinking and new routes for understanding."

"[I]n addition to showing what knowledge a student holds, concept maps also illustrate how that knowledge is arranged in the student’s mind."

"An important issue is the virtual nature of the concept map. ...[T]he “map” can exist in n-dimensional space. ...[There are] two “laws” of concept maps. [C]oncept models are: "L1: represented using the least number of concept labels and relationships - for the current understanding". This leads to a second law: "L2: each and every concept label signifies an indeterminate number of other related concept labels". Concept maps have to be seen in virtual space – not planar or Cartesian space. The relationships between nodes can be thought of as "deep" as opposed to "surface" linkages. The relationship of concepts - one to another - can be understood in terms of structural knowledge. ...Dave Jonassen has made a plausible case that concept maps provide a measure of structural knowledge. Such... "knowledge of the interrelationships of ideas with a knowledge domain”... suggests that there may be an isomorphic relationship between what is known by the learner and... the external representation - the map. Jonassen, et al (1998) seem to say that the map is a dynamic construction that comes about as a result of the experience of mapping. ..."mindtools represent a constructivist use of technology... the process of how we construct knowledge"... [I]n another paper [he] claims "...concept maps ...are the spatial representations of concepts and their interrelationships that are intended to represent the knowledge structures that humans store in their minds..." (Jonassen et al 1993...) This is the "representational" view."

"Because meaningful learning proceeds most easily when new concepts or concept meanings are subsumed under broader, more inclusive concepts, concept maps should be hierarchical; that is, the more general, more inclusive concepts should be at the top of the map, with progressively more specific, less inclusive concepts arranged below them. ...[I]t is sometimes helpful to include at the base of the concept map specific objects or events to illustrate the origins of the concept meaning ..."

"Concept maps are graphical tools for organizing and representing knowledge. ...Propositions contain two or more concepts connected using linking words or phrases to form a meaningful statement. Sometimes these are called semantic units, or units of meaning. ...[C]oncepts are represented in a hierarchical fashion with the most inclusive, most general concepts at the top of the map and the more specific, less general concepts arranged hierarchically below. ...[I]t is best to construct concept maps with reference to some particular... focus question. ...Cross-links help us see how a concept in one domain... on the map is related to a concept in another domain... on the map. In the creation of new knowledge, cross-links often represent creative leaps [by] the knowledge producer. ...[S]pecific examples of events or objects... help to clarify the meaning of a given concept. ...Concept maps were developed in 1972 in the course of Novak’s research program... to follow and understand changes in children’s knowledge of science... [T]he researchers... found it difficult to identify specific changes in the children’s understanding... by examination of interview transcripts. ...Out of the necessity to find a better way to represent children’s conceptual understanding emerged the idea of representing children’s knowledge in the form of a concept map."

"The purpose of this article is to provide a review of the research on a... form of knowledge representation, the knowledge map, and to point to areas of future research... and to some... practical implications... Other forms of graphical representation such as concept mapping... have been widely used in science education research... Knowledge maps are node-link representations in which ideas are located in nodes and connected to other related ideas through a series of labeled links. They differ from other similar representations such as mind maps, concept maps, and graphic organizers in the deliberate use of a common set of labeled links that connect ideas. Some links are domain specific (e.g., function is very useful for some topic domains...) whereas other links (e.g., part) are more broadly used. Links have arrowheads to indicate the direction of the relationship between ideas."

"Concept maps are graphical tools for organizing and representing knowledge. Student[s] are given either a list of terms or overall topics, and are told to link them based on their assessment of importance and relation. Based on the work of J. Turns, the concept map is an assessment tool based on nodes and arcs. Nodes are the individual words or phrases that the student is associating. Arcs connect the nodes with one another, typically in an outward fashion, in which there are more nodes the further one gets from the center node. The most important and/or central part of the concept map is placed in the center node. Connected outwards from the center node are the terms that the student deems to be a subset or close relation of the center term. ...[W]e took a series of steps that simplified the complex and diverse concept maps that were created by the students. The first method was to encode the data into an Excel file in order to count the occurrences of each word as a set towards creating a single concept map that embodied the perspectives of the class. We weighted a word based on a point system that rewarded terms that were closer to the center of the concept map."

"[D]o students correctly learn their discipline and properly frame it cognitively so that they use it in practice? Concept maps and concept inventories can examine this from macro and micro perspectives. Concept mapping is an established tool... designed to measure conceptual organization, or how students organized the knowledge they have learned (or not learned). These maps are... graphical organizers for thoughts, theories, and/or concepts in a particular discipline... Understanding is schematically represented by creating a hierarchy of ideas of concepts linked together through branches of subconcepts, with interrelationships indicated by additional branches or cross-links... [T]he difficulty in using them for assessment has been in their scoring. ...Maps usually are scored by counting concepts, links, and hierarchies. Recently more sophisticated approaches have appeared that better facilitate their use as an outcome assessment tool. ...Concept inventories for various engineering subject areas have been developed to measure... conceptual understanding... of such fundamental, small-scale phenomena as heat, light, diffusion, chemical reactions, and electricity..."

"Concept maps can be classified into three types: object maps, verbal maps, and spatial maps corresponding to three distinct styles of learning and communication. According to neuropsychologists Olysa Blazhenkova and Maria Kozhevnikov, object learners and communicators are found among artists and multi-media persons who process information through colorful, concrete, multi-dimensional, and multi-sensory images. The verbal style of communicating and processing of information, according to the media scholar, Marshall McLuhan, has dominated Western learning for centuries... This cognitive style is opposed to the object style and a third type, spatial style in that spatial learners, as in the case of object learners, process information non-verbally, and through images."

"On the day when the bowls of rations are inspected, Nance also inspects the servants during the appointments. Her chief scribe Nisaba places the precious tablets on her knees and takes a golden stylus in her hand. She arranges the servants in single file for Nance and then it will be decided whether or not a leather-clad servant can enter before her in his leather, whether or not a linen-clad servant can pass before her in his linen. Any registered and hired person about whom observers and witnesses claim to witness his fleeing from the house will be terminated in his position."

"Lady coloured like the stars of heaven, holding a lapis-lazuli tablet! Nisaba, great wild cow born by Urac, wild sheep nourished on good milk among holy alkaline plants! [...] Perfectly endowed with fifty great divine powers, my lady, most powerful in E-kur! Dragon emerging in glory at the festival, Aruru (mother goddess) of the Land (𒌦), [...] lavishing fine oil on the foreign lands, engendered in wisdom by the Great Mountain (Enlil)! Good woman, chief scribe of An, record-keeper of Enlil, wise sage of the gods!"

"In order to make barley and flax grow in the furrows, so that excellent corn can be admired; to provide for the seven great throne-daises by making flax shoot forth and making barley shoot forth at the harvest, the great festival of Enlil -- in her great princely role she has cleansed her body and has put the holy priestly garment on her torso. In order to establish bread offerings where none existed, and to pour forth great libations of alcohol, so as to appease the god of grandeur, Enlil, and to appease merciful Kusu and Ezina, she will appoint a great en priest, and will appoint a festival; she will appoint a great en priest of the Land. He approaches the maiden Nisaba in prayer. He has organised pure food-offerings; he has opened up Nisaba's house of learning, and has placed the lapis-lazuli tablet on her knees, for her to consult the holy tablet of the heavenly stars. In Aratta he has placed E-zagina at her disposal. You have built up Erec in abundance, founded from little [...] bricks, you who are granted the most complex wisdom!"

"In the abzu, the great crown of g, where sanctuaries are apportioned [...] -- when Enki, the great princely farmer of the awe-inspiring temple, the carpenter of Eridug, the master of purification rites, the lord of the great en priest's precinct, occupies E-engur, and when he builds up the abzu of Eridug; when he takes counsel in Hal-an-kug, when he splits with an axe the house of boxwood; when the sage's hair is allowed to hang loose, when he opens the house of learning, when he stands in the street of the door of learning; when he finishes the great dining-hall of cedar, when he grasps the date-palm mace, when he strikes the priestly garment with that mace, then he utters seven [words] to Nisaba, the supreme nursemaid: "O Nisaba, good woman, fair woman, woman born in the mountains! Nisaba, may you be the butter in the cattle-pen, may you be the cream in the sheepfold, may you be keeper of the seal in the treasury, may you be a good steward in the palace, may you be a heaper up of grain among the grain piles and in the grain stores!" Because the Prince Enki cherished Nisaba, O father Enki, it is sweet to praise you!"

"Hoe, do not start getting so mightily angry! Do not be so mightily scornful! Is not Nisaba the Hoe's inspector? Is not Nisaba its overseer? The scribe will register your work."

"Nisaba has placed in your hand the honour of being a teacher. For her, the fate determined for you will be changed and so you will be generously blessed. May she bless you with a joyous heart and free you from all despondency."

"The school Where round their Guru, in a grave half-moon, The Sâkya children sang their s through, And learned the greater and the lesser gods."

"I am familiar with the traditions of this institution... If we examine the millennia-old gurukul tradition, we will find that most of those who became immortal [through their great actions] in history received their sanskars from the gurukul system. This tradition had so much samarthya (capability) because it did not just provide book knowledge, livelihood skills or merely train people to acquire degrees. This tradition taught human beings to become humane. This institution cultivates in men the capability to rise from being mere men to becoming divine (nar se narayan). This institution has cultivated an atmosphere that inculcates the sanskar of rising above aham (self-hood) towards vyam (ourness), whereby people are transformed from being self-centred to being inherently society oriented, and inclucate sanskars (values) of collectivity to widen people’s perspective towards life. This great tradition teaches students to honour their gurus; it cultivates shraddha towards sanskriti (culture) and the desire to dedicate one’s life to doing good, whereby there is constant inspiration to sacrifice all one has for achieving excellence. This institution carries out a nirantar (never ending) yagya for crafting such a lifestyle."

"The Dar al-Ulum is of course well known. Started in 1866, it is often referred to as the Al-Azhar of India. From its beginning it was profoundly anti-West, it was anti-modern. Accordingly, many persons associated with it exerted themselves to undermine the British. That opposition was an aspect of its commitment to orthodoxy."

"Lauding this commitment to orthodoxy as one of the hallmarks of the Dar al-Ulum, a Government of India publication, Centres of Islamic Learning in India, says : 'One of the main objects of the Darul Ulum was to provide the Indian Muslims with a direct access to the original sources of Islamic Learning, produce learned men with missionary zeal to work among the Muslim masses to create a truly religious awakening towards classical Islam, ridding the prevalent one in India of innovation and unorthodox practices, observances and beliefs that have crept into it and to impart instruction in classical religion. The Darul Ulum has achieved this aim to a great extent, having been undoubtedly the greatest source of orthodox Islam in India, fighting, on the one hand, religious innovation (bid’at) and, on the other, cultural and religious apostasy under Western or local influences. It has succeeded in instilling in its alumni the spirit of classical Islamic ideology which has been its motto. As a matter of fact, Deoband has established itself as a school of religious thought—a large number of religious madrasahs were founded on its lines throughout the country by those who graduated from it, thus bringing classic religious instruction to large sections of Muslim masses. Some of these schools and colleges have in their right become renowned centres of learning...' That praise for re-establishing orthodoxy in Islam, for purging it of bid’at, a condemnatory word for heretical ‘innovation’, for purging it of ‘religious apostasy’ which the study says had crept into it ‘under Western or local influences’, that approbation is from a publication of our secular government! But at the moment I am on the institution’s fatwas."

"Ordinary people began to approach the Dar al-Ulum very early on for rulings on all sorts of matters. Soon enough the demand became so considerable that it could not be handled on an ad hoc basis. In 1892 a separate department was set up for issuing fatwas. By now literally a few lakh matters have been settled by the institution’s fatwas. Initially the fatwa would be issued, and that would be the end of the matter. No copy of the fatwa would be kept, no record would remain. Eventually, copies began to be kept. For decades these were stored merely by the date on which the fatwa had been issued. On a visit to the institution soon after Independence, Maulana Azad, then the country’s education minister and one of the most important figures in Pandit Nehru’s government, himself commended the work which the institution had been doing in this field—it is a great religious service, he said, by which the difficulties of the people are being removed. He urged that a collection of them be published. Grouping the fatwas by subject, weeding out the repetitions, and selecting the ones that settled the more general principles of law on the matter took many years of painstaking effort. It was in 1962 that the Dar al-Ulum began publishing the fatwas in volumes organized around subjects."

"While disability theory has compellingly pointed to the ways in which the construction and production of (inaccessible) space renders disabled bodies abnormal or aberrant, Indigenous peoples informed by Indigenous epistemology, have consistently intimated that the disablement of space via settler colonial practices of land appropriation and destruction in pursuit of profit, concomitantly yields the disablement of Indigenous bodies and worldviews that are intricately woven together with space. These issues strike us as particularly urgent given that much of what is recognized as disability studies scholarship is produced by non-Indigenous people within settler-colonial states."

"Any U. S. politics, no matter how coalitional its compass, that identifies itself in terms of sexual orientation only (e.g., queer nation or lesbian and gay studies for example) will be a white-centered and dominated politics, since only white people in this society can afford to see their race as unmarked, as an irrelevant category of analysis."

"Youth interest in civic engagement is soaring among the generation that the global volunteering nonprofit Points of Light says was already the most active in history. More than half (53%) of Generation Z individuals said they wanted to get more involved in their communities post-COVID, which was higher than any other generation, according to a 2020 Points of Light survey. “If there is something that is harming us directly, we should be the ones to take charge,’’ said Isaiah Llamas, a recent high school graduate who helped facilitate a spring youth leadership session in Albuquerque. The New Mexico meeting was one of six around the nation co-hosted and funded by America’s Promise Alliance, a national network of groups working to improve conditions for young people... Young people – and adults who support them – say they’re trying to use the pandemic as an opportunity to organize, connect and plan for a better future. “Our generation is more aware and takes the time to understand each other and advocate for diversity, and not division,” said Deyona Burton, senior class president at Robert E. Lee High School in Jacksonville, Florida, and founder of SPEAR (Showing Political Engagement and Responsibility), a youth-led social and political action group."

"The parents who send their daughters to college are the enemies of their daughters, not their friends... There is no doubt, that a collegiate girl becomes extremely free, purdahless, immodest and shameless. This is the general consequence of English education and college atmosphere... A girl who loses modesty loses everything... Modesty and faith—they are inseparable companions; when either of them is taken away, the other too goes away."

"The education of women, in particular their being awakened to new values, their being trained for new professions, their being awakened to their rights—all this is anathema; it is held to be injurious to them, in fact it is declared to be the way to disrupting society and undermining Islam."

"In these modern days there is a greater impetus towards higher education on the European lines, and the trend of opinion is strong towards women getting this higher education. Of course, there are some people in India who do not want it, but those who do want it carried the day. It is a strange fact that Oxford and Cambridge are closed to women today, so are Harvard and Yale; but Calcutta University opened its doors to women more than twenty years ago."

"Although Mathematical Science is the most ancient and the most perfect... the general idea which we ought to form of it has not yet been clearly determined. Its definition and its principle divisions have remained till now vague and uncertain."

"[T]he plural name—"The Mathematics"—would alone suffice to indicate the want of unity in the common conception of it."

"[I]t was not till the commencement of the last century that the different fundamental conceptions which constitute this great science were each... sufficiently developed to permit the true spirit of the whole to manifest itself with clearness. Since that epoch the attention of geometers has been too exclusively absorbed by the special perfecting of the different branches, and by the application which they have made of them to the most important laws of the universe, to allow them to give due attention to the general system of the science"

"The science of mathematics is now sufficiently developed, both in itself and as to its most essential application, to have arrived at that state of consistency in which we ought to strive to arrange its different parts in a single system, in order to prepare for new advances."

"To form a just idea of the object of mathematical science... start from the indefinite and meaningless definition of it usually given, in calling it "The science of magnitudes," or... more definite, "The science which has for its object the measurement of magnitudes.""

"Let us... rise from this rough sketch... to a veritable definition, worthy of the importance, the extent, and the difficulty of the science."

"The Object of Mathematics. Measuring Magnitudes. According to this definition... the science of mathematics—vast and profound as it is... instead of being an immense concatenation of prolonged mental labours... [of] our intellectual activity, would seem to consist of a simple series of mechanical processes for obtaining directly the ratios of the quantities to be measured to those by which we wish to measure... by... operations... similar... to the superposition of lines, as practiced by the carpenter with his rule."

"The error of this definition consists in presenting as direct an object which is almost always, on the contrary, very indirect."

"[B]eing able to pass over the line from one end of it to the other, in order to apply the unit of measurement to its whole length... excludes... the greater part of the distances which interest us... all the distances between the celestial bodies, or from any one of them to the earth; and... even the greater number of terrestrial distances... so frequently inaccessible."

"The difficulties... in reference to measuring lines, exist in a very much greater degree in the measurement of surfaces, volumes, velocities, times, forces, &c."

"It is this fact which makes necessary the formation of mathematical science... for the human mind has been compelled to renounce, in almost all cases, the direct measurement of magnitudes, and to seek to determine them indirectly, and it is thus... led to the creation of mathematics."

"General Method. The general method... and evidently the only one conceivable, to ascertain magnitudes which do not admit of a direct measurement, consists in connecting them with others which are susceptible of being determined immediately, and by means of which we succeed in discovering the first through the relations which subsist between the two. Such is the precise object of mathematical science viewed as a whole."

"[T]his indirect determination of magnitudes may be indirect in very different degrees."

"[O]n many occasions the... mind is obliged to establish a long series of intermediates between the system of unknown magnitudes which are the final objects of its researches, and the system of magnitudes susceptible of direct measurement, by whose means we... determine the first... which at first... appear to have no connexion."

"Falling Bodies. ...The mind ...perceives that the two quantities which it presents— ...the height from which a body has fallen, and the time of its fall—are necessarily connected ...[I]n the language of geometers, that they are "functions" of each other. The phenomenon... gives rise then to a mathematical question... in substituting for the direct measurement of one... when it is impossible, the measurement of the other. ...[T]hus ...we may determine indirectly the depth of a precipice, by merely measuring the time that a heavy body would occupy in falling ...On other occasions it is the height ...will be easy to ascertain, while the time of the fall could not be observed directly; then the same phenomenon would give rise to the inverse question ..."

"In this example the mathematical question is very simple... when we do not pay attention to the variation in the intensity of gravity, or the resistance of the fluid which the body passes through... But, to extend the question, we have only to consider the same phenomenon in its greatest generality..."

"Inaccessible Distances. ...[T]o determine a distance which is not susceptible of direct measurement; it will be ...conceived as making part of a figure, or ...system of lines, chosen ...such ...that all its other parts may be observed directly; thus, in the case ...most simple, and to which all ...others may be ...reduced, the proposed distance will be considered as belonging to a triangle, in which we can determine directly either another side and two angles, or two sides and one angle."

"[T]he knowledge of the desired distance, instead of being obtained directly, will be the result of a mathematical calculation, which will consist in deducing it from the observed elements by means of the relation which connects it with them."

"[C]alculation will become successively... more complicated, if the parts... supposed... known cannot themselves be determined (as is most frequently the case) except in an indirect manner, by the aid of new auxiliary systems, the number of which... becomes... considerable."

"The distance being once determined, the knowledge of it will frequently be sufficient for obtaining new quantities, which will become the subject of new mathematical questions. Thus, when we know at what distance any object is situated... its apparent diameter will... permit us to determine indirectly its real dimensions, however inaccessible it may be, and, by... analogous investigations, its surface... volume... weight, and a number of other properties... which seemed forbidden to us."

"Astronomical Facts. It is by such calculations that man has been able to ascertain, not only the distances from the planets to the earth, and, consequently, from each other, but their actual magnitude, their true figure... their respective masses, their mean densities, the principal circumstances of the fall of heavy bodies on the surface of each of them, &c."

"By the power of mathematical theories, all these different results, and many others... have required no other direct measurements than... a very small number of straight lines, suitably chosen, and of a greater number of angles."

"[I]f we did not fear to multiply calculations unnecessarily... the determination of all the magnitudes susceptible of precise estimation, which the various orders of phenomena can offer us, could be finally reduced to the direct measurement of a single straight line and of a suitable number of angles."

"We are now able to define mathematical science... by assigning... as its object the indirect measurement of magnitudes, and by saying it constantly proposes to determine certain magnitudes from others by means of the precise relations existing between them."

"This enunciation, instead of giving the idea of only an art, as do... the ordinary definitions, characterizes... a true science, and shows it... to be composed of an immense chain of intellectual operations..."

"According[ly]... the spirit of mathematics consists in... regarding all the quantities which any phenomenon can present, as connected and interwoven..."

"[T]here is... no phenomenon which cannot give rise to considerations of this kind; whence results the naturally indefinite extent and... rigorous logical universality of mathematical science. We shall seek... to circumscribe as exactly as possible its real extension."

"The preceding explanations establish... the propriety of the name [Greek: μάθημα, máthēma, 'knowledge, study, learning'] employed to designate the science... This denomination... to-day... signifies simply science [Latin scientia 'knowledge'] in general. Such a designation, rigorously exact for the Greeks, who had no other real science, could be retained by the moderns only to indicate the mathematics as the science, beyond all others—the science of sciences."

"[E]very true science has for its object the determination of certain phenomena by means of others, in accordance with the relations which exist between them."

"Every science consists in the co-ordination of facts; if the different observations were entirely isolated, there would be no science."

"[S]cience is essentially destined to dispense, so far as the different phenomena permit it, with all direct observation, by enabling us to deduce from the smallest possible number of immediate data the greatest possible number of results. Is not this the real use, whether in speculation or in action, of the laws which we succeed in discovering among natural phenomena?"

"Mathematical science... pushes to the highest possible degree the same kind of researches which are pursued, in degrees more or less inferior, by every real science..."

"We will... having determined above what is the general object of mathematical labours, now characterize... the principal different orders of inquiries, of which they are constantly composed."

"Their different Objects. The complete solution of every mathematical question divides itself necessarily into two parts, of natures... distinct, and with relations... determinate."

"[I]t is... necessary... to ascertain with precision the relations which exist between the quantities which we are considering. This first branch of inquiries constitutes that which I call the concrete part of the solution. When it is finished, the question changes... now reduced to a pure question of numbers, consisting simply in determining unknown numbers... This second branch of inquiries is what I call the abstract part of the solution."

"Hence follows the fundamental division of general mathematical science into two great sciences—Abstract Mathematics, and Concrete Mathematics."

"Taking up again... the vertical fall of a heavy body, and considering the simplest case... to succeed in determining, by means of one another, the height... fallen, and the duration... we must commence by discovering the exact relation of these two quantities, ...[i.e.,] the equation which exists between them."

"This inquiry... constitutes incomparably the greater part of the problem. The true scientific spirit is so modern, that no one, perhaps, before Galileo, had ever remarked the increase of velocity which a body experiences in its fall: a circumstance which excludes the hypothesis, towards which our mind (always involuntarily inclined to suppose in every phenomenon the most simple functions, without any other motive than its greater facility in conceiving them) would be naturally led, that the height was proportional to the time. In a word, this first inquiry terminated in the discovery of the law of Galileo."

"When this concrete part is completed, the inquiry becomes one of... another nature. Knowing that the spaces passed through by the body in each successive second of its fall increase as the series of odd numbers, we have then a problem purely numerical and abstract; to deduce the height from the time, or the time from the height; and this consists in finding that the first of these two quantities... is a known multiple of the second power of the other; from which, finally, we have to calculate..."

"In this example the concrete question is more difficult than the abstract one. The reverse would be the case if we considered the same phenomenon in its greatest generality."

"[T]he mathematical law of the phenomenon may be very simple, but very difficult to obtain, or it may be easy to discover, but very complicated; so that the two great sections of mathematical science, when we compare them as wholes, must be regarded as exactly equivalent in extent.. in difficulty... in importance."

"Their different Natures. These two parts, essentially distinct in their object... are no less so with regard to the nature of the inquiries..."

"The first should be called concrete, since it... depends on the character of the phenomena... and must... vary when we examine new phenomena; while the second is... independent of the... objects examined, and is concerned with only the numerical relations... for which reason it should be called abstract."

"The same relations may exist in a great number of different phenomena, which, in spite of their extreme diversity, will be viewed... as offering an analytical question susceptible, when studied by itself, of being resolved... for all."

"Thus... the same law... between the space and the time of the vertical fall of a body in a vacuum, is found... in many other phenomena which offer no analogy with the first nor with each other; for it expresses the relation between the surface of a spherical body and the length of its diameter; it determines, in like manner, the decrease of the intensity of light or of heat in relation to the distance of the objects lighted or heated, &c."

"[T]he concrete part will have necessarily to be again taken up for each question separately, without the solution of any one of them being able to give any direct aid, in that connexion, for the solution of the rest."

"The abstract part of mathematics is, then, general in its nature; the concrete part, special."

"[C]oncrete mathematics has a philosophical character, which is essentially experimental, physical, phenomenal; while that of abstract mathematics is purely logical, rational."

"The concrete part of every mathematical question is... founded on the consideration of the external world, and could never be resolved by a simple series of intellectual combinations. The abstract part... when... completely separated, can consist only of a series of logical deductions, more or less prolonged; for if we have once found the equations of a phenomenon, the determination of the quantities, by means of one another, is a matter for reasoning only, whatever the difficulties may be."

"It belongs to the understanding alone to deduce from these equations results... contained in them... without... occasion to consult anew the external world; the consideration of which, having become... foreign to the subject, ought... to be... set aside... to reduce the labour to its true peculiar difficulty."

"The abstract part of mathematics is then purely instrumental, and is only an immense and admirable extension of natural logic to a certain class of deductions."

"On the other hand, geometry and mechanics, which... constitute the concrete part, must be viewed as real natural sciences, founded on observation, like all the rest, although the extreme simplicity of their phenomena permits an infinitely greater degree of systematization, which has sometimes caused a misconception of the experimental character of their first principles."

"We see, by this... comparison, how natural and profound is our fundamental division of mathematical science."

"Concrete Mathematics having for its object the discovery of the equations of phenomena... must be composed of as many distinct sciences as we find... distinct categories among natural phenomena. But... there are directly but two great general classes of phenomena, whose equations we constantly know... firstly, geometrical, and, secondly, mechanical phenomena."

"Thus... the concrete part of mathematics is composed of Geometry and Rational Mechanics."

"[I]f all the parts of the universe were conceived as immovable, we should... have only geometrical phenomena to observe, since all would be reduced to relations of form, magnitude, and position; then, having regard to the motions which take place in it, we would have also to consider mechanical phenomena."

"Hence the universe, in the statical point of view, presents only geometrical phenomena; and, considered dynamically, only mechanical phenomena."

"Thus geometry and mechanics constitute the two fundamental natural sciences, in this sense, that all natural effects may be conceived as simple necessary results, either of the laws of extension or of the laws of motion."

"But... the difficulty is... to effectually reduce each principal question of natural philosophy, for a certain determinate order of phenomena, to the question of geometry or mechanics... This transformation, which requires great progress... in the study of each class of phenomena, has thus far been... executed only for those of astronomy, and for a part of... terrestrial physics..."

"It is thus that astronomy, , optics, &c., have finally become applications of mathematical science to certain orders of observations."

"But these applications not being by their nature rigorously circumscribed, to confound them with the science would be to assign to it a vague and indefinite domain... [as] is done in the usual division, so faulty... of the mathematics into "Pure" and "Applied.""

"The nature of abstract mathematics... is composed of what is called the Calculus, taking this word in its greatest extent, which reaches from the most simple numerical operations to the most sublime combinations of transcendental analysis."

"The Calculus has the solution of all questions relating to numbers for its peculiar object. Its starting point is... necessarily, the knowledge of the precise relations, i.e., of the s, between the different magnitudes which are simultaneously considered; that which is... the stopping-point of concrete mathematics."

"[T]he final object of the calculus always is to obtain... the values of the unknown quantities by means of those which are known."

"This science, although nearer perfection than any other, is really little advanced as yet, so that this object is rarely attained in a manner completely satisfactory."

"Mathematical analysis is, then, the true rational basis of the entire system of our actual knowledge. It constitutes the first and the most perfect of all the fundamental sciences. The ideas with which it occupies itself are the most universal, the most abstract, and the most simple which it is possible for us to conceive."

"[O]ur conceptions having been so generalized and simplified that a single analytical question, abstractly resolved, contains the implicit solution of a great number of diverse physical questions..."

"[T]he human mind must necessarily acquire by these means a greater facility in perceiving relations between phenomena which at first appeared entirely distinct from one another."

"Could we... without the aid of analysis, perceive the least resemblance between the determination of the direction of a curve at each of its points and that of the velocity acquired by a body at every instant of its variable motion? and yet these questions, however different they may be, compose but one in the eyes of the geometer."

"The high relative perfection of mathematical analysis... is not due, as some have thought, to the nature of the signs [mathematical notation] which are employed as instruments of reasoning, eminently concise and general... [A]ll great analytical ideas have been formed without the algebraic signs having been of any essential aid, except for working them out after the mind had conceived them."

"The superior perfection of the science of the calculus is due principally to the extreme simplicity of the ideas which it considers, by whatever signs they may be expressed; so that there is not the least hope, by any artifice of scientific language, of perfecting to the same degree theories which refer to more complex subjects, and which are necessarily condemned by their nature to a greater or less logical inferiority."

"Its Universality. ...[I]n the purely logical point of view, this science is... necessarily and rigorously universal; for there is no question... which may not be finally conceived as consisting in determining certain quantities from others by means of certain relations, and consequently as admitting of reduction... to a simple question of numbers."

"Thus... the phenomena of living bodies, even when considered (to take the most complicated case) in the state of disease... is it not... that all the questions of therapeutics may be viewed as consisting in determining the quantities of the different agents which modify the organism... to bring it to its normal state ..?"

"The fundamental idea of Descartes on the relation of the concrete to the abstract in mathematics, has proven, in opposition to the superficial distinction of metaphysics, that all ideas of quality may be reduced to those of quantity."

"This conception, established at first by its immortal author in relation to geometrical phenomena only, has since been... extended to mechanical phenomena, and in our days to those of heat."

"As a result of this gradual generalization, there are now no geometers who do not consider it, in a purely theoretical sense, as capable of being applied to all our real ideas... so that every phenomenon is logically susceptible of being represented by an '... excepting the difficulty of discovering it, and then of resolving it, which may be, and oftentimes are, superior to the greatest powers of the human mind."

"Its Limitations. ...[I]t is no less indispensable to consider... the great... limitations which, through the feebleness of our intellect, narrow in... its... domain, in proportion as phenomena, in becoming special, become complicated. ...[I]t soon becomes insurmountable."

"[I]t is only in inorganic physics, at the most, that we can justly hope ever to obtain that high degree of scientific perfection."

"The first condition which is necessary in order that phenomena may admit of mathematical laws, susceptible of being discovered... is, that their different quantities should admit of being expressed by fixed numbers."

"[T]he whole of organic physics, and probably also the most complicated parts of inorganic physics, are necessarily inaccessible, by their nature, to our mathematical analysis, by reason of the extreme numerical variability of the corresponding phenomena."

"Every precise idea of fixed numbers is truly out of place in the phenomena of living bodies... when we attach any importance to the exact relations of the values assigned."

"We ought not, however, on this account, to cease to conceive all phenomena as being necessarily subject to mathematical laws... The most complex phenomena of living bodies are doubtless essentially of no other special nature than the simplest phenomena of unorganized matter."

"There is a second reason... Even if we could ascertain the mathematical law which governs each agent, taken by itself, the combination of so great a number of conditions would render the corresponding mathematical problem so far above our feeble means, that the question would remain in most cases incapable of solution."

"[T]he very simple phenomenon of the flow of a fluid through a given orifice, by virtue of its gravity alone, has not as yet any complete mathematical solution, when we take into the account all the essential circumstances. It is the same even with the still more simple motion of a solid projectile in a resisting medium."

"Why has mathematical analysis been able to adapt itself with such admirable success to the most profound study of celestial phenomena? Because they are... much more simple than any others."

"The most complicated problem... of the modification produced in the motions of two bodies tending towards each other by virtue of their gravitation, by the influence of a third body acting on both of them in the same manner, is much less complex than the most simple terrestrial problem. And, nevertheless, even it presents difficulties so great that we yet possess only approximate solutions..."

"[T]he high perfection to which solar astronomy has been able to elevate itself... is... essentially due to... all the particular, and... accidental facilities presented by the peculiarly favourable constitution of our planetary system. The planets... are quite few in number, and their masses... very unequal, and much less than that of the sun; they are... very distant from one another; they have forms almost spherical; their orbits are nearly circular, and only slightly inclined to each other, and so on. It results from all these circumstances that the perturbations are generally inconsiderable, and that... it is usually sufficient to take into the account, in connexion with the action of the sun... the influence of only one other planet..."

"If... our solar system had been composed of a greater number of planets concentrated into a less space, and nearly equal in mass; if their orbits had presented very different inclinations, and considerable eccentricities; if these bodies had been of a more complicated form, such as very eccentric ellipsoids... supposing the same law of gravitation to exist, we should not yet have succeeded in subjecting the... celestial phenomena to our mathematical analysis, and probably we should not even have been able to disentangle the present principal law."

"Important as it was to render apparent the rigorous logical universality of mathematical science, it was equally so to indicate the conditions which limit for us its real extension, so as not to... lead the human mind astray from the true scientific direction in the study of the most complicated phenomena, by the chimerical search after an impossible perfection."

"Having thus exhibited the essential object and the principal composition of mathematical science, as well as its general relations with... natural philosophy, we have now to pass to... examination of the great sciences of which it is composed."

"It would be inconsistent with the scale of this work, and not necessary to its design, to carry the analysis of the truths and processes of algebra any further; which is moreover the less needful, as the task has been recently and thoroughly performed by other writers. Professor Peacock’s Algebra, and Mr. Whewell’s Doctrine of Limits, should be studied by every one who desires to comprehend the evidence of mathematical truths, and the meaning of the obscurer processes of the calculus; while, even after mastering these treatises, the student will have much to learn on the subject from M. Comte, of whose admirable work one of the most admirable portions is that in which he may truly be said to have created the philosophy of the higher mathematics."

"John Stuart Mill, A System of Logic (1843) p. 369 of the 1846 edition."

"The want of a comprehensive map of the wide region of mathematical science—a bird's-eye view of its leading features, and of the true bearings and relations of all its parts—is felt by every thoughtful student. He is like the visitor to a great city, who gets no just idea of its extent and situation till he has seen it from some commanding eminence. To have a panoramic view of the whole district—presenting at one glance all the parts in due co-ordination, and the darkest nooks clearly shown—is invaluable to either traveller or student. It is this which has been most perfectly accomplished for mathematical science by the author whose work is here presented."

"Clearness and depth, comprehensiveness and precision, have never, perhaps, been so remarkably united as in Augusts Comte. He views his subject from an elevation which gives to each part of the complex whole its true position and value, while his telescopic glance loses none of the needful details, and not only... pierces to the heart of the matter, but converts its opaqueness into such transparent crystal, that other eyes are enabled to see as deeply into it as his own."

"The great bulk of the "Course" is the probable cause of the fewness of those to whom even this section of it is known. Its presentation in its present form is therefore felt by the translator to be a most useful contribution to mathematical progress in this country."

"When a great thinker has clothed his conceptions in phrases which are singular even in his own tongue, he who professes to translate him is bound faithfully to preserve such forms of speech, as far as is practicable; and this has been here done with respect to such peculiarities of expression as belong to the author, not as a foreigner, but as an individual—not because he writes in French, but because he is Auguste Comte."

"Passages which are obscure at the first reading will brighten up at the second; and as ...[the student's] studies cover a larger portion of... Mathematics, he will see more and more clearly their relations to one another, and to those which he is next to take up."

"[O]btain a perfect familiarity with the "Analytical Table of Contents," which maps out the whole subject, the grand divisions of which are also indicated in the Tabular View facing the title-page."

"I always wondered how it would be to be in the sky like a bird, flying that huge machine."

"At the time, as a girl in my community, the best you could do was be a nurse or a teacher. There was little inspiration to be a pilot. I had to rely on my own research and the little career guidance to learn more about aviation."

"I realized that teaching was not my passion"

"But even then, I did not get the blessing of my parents"

"There were times I felt like throwing in the towel but, I liked the idea of serving my country, and at the back of my mind, I also wanted to see myself in the cockpit of a military plane"

"It is such grassroots programs that are helping young people to develop an interest in aviation and engineering. Botswana is one of the few countries in which Airbus Foundation has launched the famed Little Engineers Discovery program"

"To date, we have flown close to 400 students in partnership with Air Botswana and the Civil Aviation Authority of Botswana"

"This initiative will train 30 youth aged between 18 and 35 years for three months and equip them with the latest skills in CV writing, social media and digital branding, and business planning, among others"

"I have fulfilled my dreams. I hope to inspire young women to be fearless in pursuing what sets their souls on fire. I want to teach them to be brave enough to explore uncharted territory and make strides in male-dominated industries"

"When I was growing up, I never had the chance to sit like this with a pilot or get into an airplane until I had the chance to fly one. After I qualified as a pilot, I sat down and thought: ‘What can I do to give the upcoming generation, especially those who grew up in a village, like me, an opportunity to do that?’"

"I started Dare to Dream to give back to the community and to try and open up their eyes to opportunities that they wouldn’t otherwise be exposed to"

"We just need to channel the youth in the right direction to take advantage of the technological era, and prepare them for the Fourth Industrial Revolution (4IR) and the businesses of tomorrow, which will be definitely different from the businesses of today,” she says."

"In other African countries such as Rwanda, you’ll find that coding and robotics are part of the curriculum"

"This time around I knew nobody was going to stand on my way, now I was going to follow my dreams. My mother cried. I told her “No mother, this is my dream, this what I want; this is what resonates in my hear"

"When I was growing up as a dusty little village girl, I never had the chance to sit down with a pilot nor see the inside of a flying machine until I had the opportunity to fly it"

"Therefore, seven years ago I started Dare to Dream, to give the upcoming generation a chance I never had!"

"We will work assiduously to ensure victory for the party in all future elections."

"I want to assure you that the doors of our government will now be wide open to women. The women represent a sizable voting block and no government can get to power without the support of women and that is why we are here."

"Children from our local government areas do not apply to the state university even though they are indigenes of the state."

"It will be good to let our people know that every local government has a certain number of slots of admission into the state university. This is because they are the major stakeholders."

"But in many occasions after admission, we found out that so many local government areas did not meet up their slots."

"Life is about taking risks and whatever you do in life amounts to taking risks. I knew that when I left the classroom and university environment to take up being the running mate of a sitting governor, it was either I win or I lose."

"I believe that God orders people’s destinies and whatever comes your way is a risk and whatever you take up to do in life, as long as you believe in God, and believe in yourself, God will sort it out with you"

"We might have hurt each other in the process of politicking. Now, that is over, we should put it behind us as brothers and sisters, mend our fences because the things that unite us are more than the things that divide us."

"If we focus on things that unite us as Adamawa citizens and Nigerians, we will build a better Adamawa State for ourselves and our children yet unborn."

"Education is crucial in any type of society for the preservation of the lives of its members and the maintenance of the social structure. Under certain circumstances, education also promotes social change. The greater portion of that education is informal, being acquired by the young from the example and behavior of elders in the society. Under normal circumstances, education grows out of the environment; the learning process being directly related to the pattern of work in the society. [...] Indeed, the most crucial aspect of pre-colonial African education was its relevance to Africans, in sharp contrast with what was later introduced. The following features of indigenous African education can be considered outstanding: its close links with social life, both in a material and spiritual sense; its collective nature; its many-sidedness; and its progressive development in conformity with the successive stages of physical, emotional, and mental development of the child. There was no separation of education and productive activity or any division between manual and intellectual education. Altogether, through mainly informal means, pre-colonial African education matched the realities of pre-colonial African society and produced well-rounded personalities to fit into that society."

"The colonizers did not introduce education into Africa: they introduced a new set of formal educational institutions which partly supplemented and partly replaced those which were there before. The colonial system also stimulated values and practices which amounted to new informal education. The main purpose of the colonial school system was to train Africans to help man the local administration at the lowest ranks and to staff the private capitalist firms owned by Europeans. In effect, that meant selecting a few Africans to participate in the domination and exploitation of the continent as a whole. It was not an educational system that grew out of the African environment or one that was designed to promote the most rational use of material and social resources. It was not an educational system designed to give young people confidence and pride as members of African societies, but one which sought to instill a sense of deference towards all that was European and capitalist. Education in Europe was dominated by the capitalist class. The same class bias was automatically transferred to Africa; and to make matters worse the racism and cultural boastfulness harbored by capitalism were also included in the package of colonial education. Colonial schooling was education for subordination, exploitation, the creation of mental confusion, and the development of underdevelopment."

"Some of the contradictions between the content of colonial education and the reality of Africa were really incongruous. On a hot afternoon in some tropical African school, a class of black shining faces would listen to their geography lesson on the seasons of the year—spring, summer, autumn, and winter. They would learn about the and the river Rhine but nothing about the of or the river . If those students were in a British colony, they would dutifully write that "we defeated the in 1588"—at a time when Hawkins was stealing Africans and being knighted by Queen Elizabeth I for so doing. If they were in a French colony, they would learn that "the , our ancestors, had blue eyes," and they would be convinced that "Napoleon was our greatest general"—the same Napoleon who reinstituted slavery in the Caribbean island of , and was only prevented from doing the same in Haiti because his forces were defeated by an even greater strategist and tactician, the African Toussaint L'Ouverture."

"In Europe, the church had long held a monopoly over schooling from feudal times right into the capitalist era. By the late nineteenth century, that situation was changing in Europe; but, as far as the European colonizers were concerned, the church was free to handle the colonial educational system in Africa. The strengths and weaknesses of that schooling were very much to be attributed to the church. [...] The church's role was primarily to preserve the social relations of colonialism, as an extension of the role it played in preserving the social relations of capitalism in Europe. Therefore, the Christian church stressed humility, docility, and acceptance. Ever since the days of slavery in the West Indies, the church had been brought in on condition that it should not excite the African slaves with doctrines of equality before God. In those days, they taught slaves to sing that all things were bright and beautiful, and that the slavemaster in his castle was to be accepted as God's work just like the slave living in a miserable hovel and working twenty hours per day under the whip. Similarly, in colonial Africa, churches could be relied upon to preach turning the other cheek in the face of exploitation, and they drove home the message that everything would be right in the next world. Only the Dutch Reformed church of South Africa was openly racist, but all others were racist in so far as their European personnel were no different from other whites who had imbibed racism and cultural imperialism as a consequence of the previous centuries of contact between Europeans and the rest of the world."

"Learning to read and write, and do simple maths, is a basic requirement to be able to navigate in today’s increasingly globalized and competitive world. Providing children with quality education opens the door for them to a lifetime of better opportunities. These translate not only in terms of the jobs that they will be able to have and how much they will earn, but it also has an impact on their physical and mental health. Although many countries in Africa are taking significant steps to ensure quality education for all, too many children are still being left behind. One in five primary school age children are not in the classroom. And almost six in ten adolescents are out of school. This is due to several interlinking factors such as geographical location, gender, extreme poverty, disability, crises, conflict, and displacement."

"Girls’ education is the heart of FAWE’s activities, so whatever we are working on, we are committed to promote it,"

"We are working closely with the Ministry of Education in terms of impleme ting policies and carrying out advocacy on the promotion of the girls’ education,"

"Our wish is to see girls educated and transiting from one level of education to another and reach the level of getting PHDs like their brothers do."

"Assessment of prior experiential learning (APEL) ... can grant visibility to outsider knowledge that is valuable for its divergence from academic ways of knowing, not only its similarity, and rewrite the relationship between experiential learning and academic authority."

"In 2010, a Bolivian law granted to the state a monopoly on the formation of teachers. As a consequence, private institutions were gradually closed, including the Catholic Sedes Sapientiae and a parallel Adventist college. The question at issue is whether states are entitled to create monopolies in certain fields of higher education that exclude private academic institutions, including those inspired by specific religious values."

"The refusal to register Segero Unam Christian Academy raises serious questions about the state of freedom of religion or belief in South Korea. When neutrality is interpreted to exclude faith‑based education from legal recognition, it becomes a tool of exclusion rather than fairness. When a pastor’s public advocacy for constitutional freedoms is treated as disqualifying “political activity,” the boundary between education policy and ideological policing becomes dangerously thin."

"Freedom of expression, association, and education are important, intimate, and public rights but in an ideal list or hierarchy they come after [ freedom of religion or belief ], and it can even be argued that they derive from it."

"When schools cloak spiritual practices in the language of science, they bypass parental authority and compromise the religious freedom of students."

"Our children are starving for people who can provide them with practical skills that will allow them to build a life for themselves. There are many adults who have those skills and would love the opportunity to prepare [children] for a jobs-based economy, if only they were allowed. There are welders, machinists, lawyers, artists, graphic designers, writers, accountants and more out there, all with skills our children need. …Why shouldn’t any principal at a public school have the option to hire someone like me with significant real-world experience?"

"The ministry believes in the importance of the role of the museums in spreading cultural and art awareness and to shed light on the art treasures in Egypt. I urge the citizens to visit the museums in this period."

"Opening the museums for free falls within the framework of the Culture Ministry's belief in the key role of museums in raising cultural awareness."

"The move aims to highlight the country's artistic and historic treasures, foster communication among categories of society alongside shedding light on contributions of the nation's notable figures."

"It's really just showing that there is more that you could be enjoying, that you could be learning from, that you could be reading."

"It is easy enough to be the first, we can each try something and be the first woman or the first African woman to do X, Y or Z. But, if it’s something worthwhile you don’t want to be the only. …I hope that I can, in any way, inspire someone to do what I have done but learn from my mistakes and do better than I have done."

"Sometimes people ask me how long it took me to put that together and I always say that it either took about a couple of years or all my life, depending on how you look at it."

"No, when you’re doing something you do it because you have a passion for doing it or you want to see it come to fruition but you’re not necessarily looking beyond that. It certainly has had an impact on people – people as readers, people as writers – because I think there were a lot of people who read that book who wanted to be writers and were influenced by it in one way or another. So, I guess it has had an influence and has a continuing influence; this new anthology demonstrates a continuing link to those writers and that whole literary history of women of African descent who are using words creatively, whether orature, spoken word, speeches, the written word, different genres."

"The internet has made it possible for writers to have greater visibility and to access different parts of their literary history but I don’t think things have necessarily changed so much towards literary responses to black women writers of African descent. Somehow a lot of praise is still kept on a few, as if they have to represent everybody, and they’re the only ones who will actually get that sort of literary accreditation and critical attention."

"It’s really just showing that there is more that you could be enjoying, that you could be learning from, that you could be reading. There are things that could open your mind, that could enlighten you that you have to seek out for yourself because it is not being offered within your formal curriculum."

"If I said to you, put together an anthology of two-hundred women of European descent that would include everyone from Jane Austen to JK Rowling – that would be difficult! You’d have left out a lot of people and that’s the case here: there are two-hundred wonderful contributors but there are many more that could’ve been in it – so it’s something that I’m proud of but something that in a strange way I’m not quite satisfied with. It’s never a question of saying this was a definitive anthology; the first one wasn’t definitive in that way and this one is not. But anyway it’s a start – I’ll do another one maybe."

"I don’t even know when they do that, sometimes I think that they can only think of a few people so they just bung me on! I think it’s an honour to be thought of in those grandiose terms but I’m not living my life with an ambition to be on some list and I’m not even sure that it’s true – but its a great honour!"

"Follow your dreams and the rest will follow. Being a social entrepreneur is often a journey of hills and valleys, and very fulfilling if you always keep your goals in sight."

"If you make the community feel that you care about them, then there’s less need to fight them."

"Disease transmission goes in both directions."

"We have already disrupted the natural way of life."

"The wildlife authority was established in an era of fences and fines in the ’50s."

"People poach because they’re hungry, they have no other alternative."

"I am glad that the One Health approach is being seen as a viable approach to conservation, that’s great."

"I would like to expand our impact to other countries in Africa where gorillas are found and other parts of Uganda where gorillas are not found, working with local stakeholders. Something else I feel strongly about is to help increase the number of women leaders in conservation through my role on the leadership council of Women for the Environment – Africa, and leaders of color in conservation in my role as the Vice President of the African Primatological Society that is building African leadership in primate research and conservation."

"It is important to choose a career based on something you truly care about because when the going gets tough, what keeps you going is your passion and purpose. I have found that you will never be able to please everyone all of the time, especially if you want to make a difference and change the world. When you work alone you go fast, when you work with others you go far; I have learnt the importance of teamwork, having a motivated team, and building partnerships with external stakeholders. As a founder of an NGO and social enterprise, I have also learnt to place values ahead of talent when hiring people. On a personal note, I have learnt how important it is to be an authentic leader, and strive to develop a healthy work/life balance. when asked what she wish to know before her career."

"I see myself stepping down from being the CEO of our NGO and social enterprise and devoting more of my time on the Board, spending more time growing as a leader and mentoring my team, and others in my sector. I also see myself spending more time advocating for our approach to a wider audience in Africa and the rest of the world. I am humbled to be a finalist of the 2020 Tällberg Eliasson Global Leadership Prize because of our One Health approach to Conservation. . When she was asked "where do you see yourself in the next 5 years?""

"Veterinary training enables you to impact many sectors if you would like to take up these amazing opportunities. It has been a truly interesting and rewarding journey for me to be able to make a difference in conservation, public health, tourism, and agriculture sectors through my training as a veterinarian. . Her advice to budding vets."

"Enjoy parenthood, don’t try to be a perfect parent, spend as much time as possible with your children because they change so fast during the first few years and two decades of their life, and you don’t want to miss many of those moments in helping to shape their values. My eldest son recognised his first elephant at the age of two, in the national park, not in a storybook. Let them follow their passion and be who they want to be and encourage them to be authentic, build their leadership qualities, and fulfill their potential in life. I am truly indebted to my mother, who on top of being a hands-on mother and grandmother, encouraged me to follow my dream to pursue a career with animals because she realised that from an early age, I hated to see them suffering, and even when being a Vet in Uganda was not a profession that paid well, and I am truly indebted to her for that. . Her advice to parents."

"Finally, happiness is…"

"I was born in Kenya, but spent my early life in Manyara National Park, Tanzania, where my father was doing his pioneering research on the social behaviour of wild African elephants. We lived in a series of small rondavels on the banks of the Ndala river, at the foot of a forested escarpment with a waterfall cascading down the cliffs about 100 metres from Camp. I remember splashing in rock pools close to elephants drinking in the river, and bumping into buffalo as we made our way back to our rooms at night. There was a magical place called the Ground Water Forest into which the elephants would disappear for long periods, where natural springs from the Ngorongoro mountain catchment gushed out of the rocks – we’d often stop there to pick fresh watercress in a stream at the end of a day, or climb into the vines wishing we could get higher like the monkeys. We had two little orphaned genet cats and a banded mongoose as pets that my mother had raised by hand, which I think were probably the first great loves of my life.. Speaking of her background."

"Both family and friends come to visit every now and then. We’re used to a long-distant social life in Kenya as everyone lives miles apart, so you tend to stay overnight if you go to visit someone. That being said our lives are full of social interaction in Samburu, with many people coming through Camp both from abroad and from the local nomadic communities. . Speaking of family and friends."

"Well firstly, I would urge parents (all adults in fact) to see a film called Racing Extinction. It’s a few years old but it’s a good place to start. Then I’d encourage these same grown-ups to read Half Earth: Our Planet’s Fight for Life by E.O. Wilson. With these under their belt, they’ll be in a great place to start thinking about how to explain the situation to their kids. In my opinion, our understanding of our place in the world needs to be firmly grounded in Science, especially biology. I am often astounded by the disconnect in people’s minds between their day to day life and our absolute reliance on the natural world. Unfortunately we seem increasingly trapped in a culture of rogue materialism that is bankrupting our planet. We simply cannot continue with the business as usual model when it comes to consumption. There also needs to be much more accountability and transparency in how things are procured and produced, their long term environmental impact and pollution. I’ve often felt that too many academic disciplines – especially at tertiary level – are taught in isolation, and Economics is a prime example. So broadening the education system to prioritise environment is critical. In the end, there is one overriding cause that unites us all, the health of our biosphere which underpins the very fabric of life on which we all depend for our survival. We live on a finite planet, a fact that we ignore at our peril. Turning things around should be our number one priority."

"YES! We all need to cut our consumption and be much more aware of where things come from and the impact this has on the natural world. One should NEVER buy wildlife products. One must always check the labels for things like palm oil (in all its hidden forms), stay informed and help where one can by joining hands with effective conservation. https://berkshirewoman.com/?p=1945. Her advice to consumers."

"I am a great believer in the power of the individual to make change, and this applies as much to how we travel or spend our money as to the way we bring up our children. After all, one can only lead by example. In my view, this means always asking the best of oneself – standing by one’s principles, speaking up when others are silent, or reining in one’s sense of entitlement. So I’d ask everyone to start taking small steps, every day, that favour the environment. Join hands with us. Together, we become a powerful force for change."

"Gestating a book is like waiting for a Camembert to mature. There’s definitely something large and unwritten inside me, but the ooze hasn’t started yet. Like any busy mum, I struggle to set enough quiet time aside in the day to focus. Even finding time to answer your questions has been a challenge! On top of mothering and a full time job, life in north Kenya can be somewhat left field and unpredictable. We’ve chosen an unusual route out of principle, and so unusual stuff happens on a daily basis. I think it will make for some good stories. So, yes, there’s a book coming, that I can confirm 100%."

"The most important thing that happens when you become a parent is that you stop being the centre of your own universe. And it’s such a relief! I also didn’t know that I would have the capacity to love so much, and that you love each child in a completely different way. It’s been the greatest adventure having kids. I would like my daughters to follow their hearts and do what they really believe in. I hope that through their upbringing they will care for the same things that I do – and I’m glad to say that I see the signs already in my eldest child – but they must choose their own paths."

"Elephants are special because they are highly intelligent, sentient creatures that share much in common with us. They are self-aware, feel complex emotions like empathy and compassion, and even have a sense of their own mortality, all of which suggests a kind of consciousness that is similar to our own. They are sensitive, loving, and humorous, and at times real drama queens, but on the whole are always doing something interesting in relation to one other. What appeals to me most is that they are social, immersed in a web of complex relationships. The more you get to know them as individuals, the more you understand that each elephant has its own unique personality and character, is defined by its life experiences, and relies heavily on the elephants it knows for love and support. All of which is very similar to humans."

"Right now, we need people to come to Kenya urgently to show their love and concern for wildlife by visiting the protected areas and national parks. Eco-tourism brings desperately needed funds to wildlife areas which helps keep conservation efforts going. Without tourist dollars conservancies find it hard to support the people who’ve given their land over to wildlife, and national parks and protected areas struggle to pay salaries or put fuel in anti-poaching vehicles, so the wildlife suffers as a result. Kenya is actually a very safe country. I live here with my children. And when you visit as a tourist you are looked after from the moment you arrive until the moment you leave. So come to Kenya! Come see the elephants of Samburu and stay with us at Elephant Watch!"

"Yes. So, over the years, women have kind of been laid back and marginalized because of the traditional system that does not give them a place at the decision making table. It has been quite endemic and the message we’ve been carrying to most women in the communities is that we do not really have to wait to be called to the table: we can create our own table and begin to work from there."

"Yes. When we initially launched out it was quite challenging to get people to understand what we were actually trying to do. Particularly because Nigeria is culturally speaking very much patriarchal. When I launched out, I got challenged by some men who felt like: “what are you doing, you’re just a women, you should not be doing this, you won’t find a husband, etc”. Also, it was strange to find a woman who was working with a major government agency that works around the issues of environment. I actually thought for a women to find someone like me doing what I was doing, that she was going to be very supportive but rather I got challenged by her asking me if I was going to take over the assignment, the task of the government agency. And I said no I was only working toward complementing their effort across the communities that they also covered. But over time, we have been able to penetrate communities and also get a lot of men to endorse the work that we were doing not just by exploring gender responsive approaches to our work but also preaching the message of gender equality and women’s empowerment in the light that it is not a competition or contest between men and women but rather a collaboration, a partnership to make life better for men, women, children, households, communities. And with that approach, we’ve been able to get a lot of men supporting our work and also helping us carry the message to their wives, their mothers and their daughters."

"We do a lot of advocacy. We disseminate information. We form these women into groups. We conduct a lot of trainings. We build the capacities of these women around various areas of interests. For example, we have the WISE women’s clean cookstove entrepreneurship and training program that focuses on building the capacities of women to become clean cookstove entrepreneurs and advocates. To make sure that they would educate people in their community on the negative impact of deforestation, reliance on the traditional methods of cooking which are not energy efficient and also led to the deaths of so many women. We do training, we do advocacy, we do awareness creation, we do digital empowerment training because we believe that, in the times that we’re in, digital literacy is key for women to become more informed and also for creating visibility around the solutions that they are proffering in their community. So, these are some of the activities and strategies that we explore."

"From the beginning, it was just something I was passionate about and I did a bit of consulting work that has helped me earn an income. I channelled part of that income to launching the ideas that I had. Over time, as the work continued to grow I had family members who were also supporting me and then in 2007 I found World Pulse. I had become connected to Women Earth Alliance which was then Women Global Green Action Network. In 2005, Women Global Green Action Network launched a search for women who were working on issues around environmental justice and social justice around the world and I was one of the women that were invited for the first strategic meeting in Mexico though I didn’t make it but I kept in touch with the organizers and eventually one of the organizers launched the women earth alliance and I am a funding member of the Women Earth Alliance which has been a formal partner and founder of WISE. I think our first funding support came through Women Earth Alliance. From way back, in 2005 when we got fund by Women Global Green Action Network and we got connected with World Pulse, that has continued to create visibility for our work and also attract funders. We’ve benefited from funding support from Women Earth Alliance, Global Greengrants Funds, we’ve benefited from capacity building support from Women Leaders for the World. We’ve gotten support from UNDP, a project funded by the United Nations development program and global program facility. Recently we’ve also be funded by Global Funds for Women.. Funding of WISE."

"It is not just about addressing every environmental challenges we find but more of those that directly affect the lives of women across communities because there are facts that tell that women are the most affected by environmental challenges. For example, the issue of access to clean cooking energy; the facts and figures around the health consequences and the environmental consequences; women tracking as much as 2 km or more from their communities just to go and gather firewood for their cooking. And in the process of doing this, a lot of them get assaulted, some of them get raped, some of them get kidnapped. At the end of the day, no one is talking about these issues. So, we started looking at working with women across communities to see how they can be at the front lines of addressing these environmental challenges that have a direct impact on their life or the life of their family members and their communities. . What WISE is all about."

"World leaders must integrate women in their decision."

"One of the reports that caught our attention was the World Health Organisation’s reports which said Nigeria tops the list of countries where women were dying annually from smoke related illnesses."

"Over the years the women’s voices have been missing from the decision making tables."

"They are however able to take actions by either creating their own spaces to make changes or becoming authors of their own change."

"Women should stop emphasising they are being marginalised, that is an expired message."

"We should be authors of our own change, if we are not called to the decision making tables, then we must create ours."

"We believe that the more informed women get, the more equipped they are financially and in terms of skills, the better the society will be."

"The call for women’s empowerment is therefore not a contest between men and women, but a call for partnership, a call for a society where everybody’s voice counts, where we know that We all need each other."

"By inspiring understanding and appreciation for investment in women and women’s inclusion, we contribute to creating a better world."

"The business I did last before meeting WISE was storage of ginger. I took a loan from a cooperative and invested in it, that year ginger fell far below cost price and I was only able to get not up to ten per cent of my capital."

"Knowledge can only be genuinely transitional if it is biographical knowledge. ... Biographicity means that we can redesign again and again, from scratch, the contours of our life within the specific contexts in which we (have to) spend it, and that we experience these contexts as shapeable and designable. ... The main issue is to decipher the ‘surplus meanings’ of our biographical knowledge, and that in turn means perceiving the potentiality of our unlived lives."

"Transformative learning is an adult dimension of reason assessment involving the validation and reformulation of meaning structures."