Education

"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."

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

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

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

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

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

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

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

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

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

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

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

"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."

"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."

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

"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."

"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."

"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."

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

"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."

"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 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."

"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.”"

"[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."

"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."

"Subtle humor requires higher level language skills."

"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."

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

"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..."

"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."

"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."

"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."

"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."

"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."

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

"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 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."

"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."

"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."

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

"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."

"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."

"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."

"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."

"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."

"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."

"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.""

"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."

"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."