To confuse compulsory schooling with equal educational opportunity is like confusing organized religion with spirituality. One does not necessarily lead to the other. Schooling confuses teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new.
It has always seemed strange to me that in our endless discussions about education so little stress is laid on the pleasure of becoming an educated person, the enormous interest it adds to life. To be able to be caught up into the world of thought—that is to be educated."[Saturday Evening Post, September 27, 1958]
...even though I was getting better education at home than any of the kids in Toyah, I'd need to go to finishing school when I was thirteen, both to acquire social graces and to earn a diploma. Because in this world, Dad said, it's not enough to have a fine education. You need a piece of paper to prove you go it.
Shifting the frame only slightly, the choice of a theory from among the range of always ideologically founded theories is itself necessarily ideologically motivated. Positioning is unavoidable; positioning is the result of choice from among a range of possibilities; that choice is socially meaningful - it is ideological.
If anyone says that the best life of all is to sail the sea, and then adds that I must not sail upon a sea where shipwrecks are a common occurrence and there are often sudden storms that sweep the helmsman in an adverse direction, I conclude that this man, although he lauds navigation, really forbids me to launch my ship.
I mean that they (students) should not play life, or study it merely, while the community supports them at this expensive game, but earnestly live it from beginning to end. How could youths better learn to live than by at once trying the experiment of living? Methinks this would exercise their minds as much as mathematics.
There was a new simplicity to what I did, a door that had opened before me to worlds I had not imagined. From where I sat, if you watched carefully you could marvel at it, like the impossible birth of a cottonseed or the slow rise of a wooden house: the steady construction of a man, built brick by brick from the shadow of a boy.
Be in beta. Do things badly. Abandon perfectionism. Following this advice can seem nearly impossible when pitted against our identity. But when we allow ourselves to go into the rapid iteration of trial and error, like a child learning to walk, the feel-good neurological response just may charm away the snake of a strangling ego.
But I've learned that intelligence alone doesn't mean a damned thing. Here in your university, intelligence, education, knowledge, have all become great idols. But I know now there's one thing you've all overlooked: intelligence and education that hasn't been tempered by human affection isn't worth a damn.
Teaching should be such that what is offered is perceived as a valuable gift and not as hard duty. Never regard study as duty but as the enviable opportunity to learn to know the liberating influence of beauty in the realm of the spirit for your own personal joy and to the profit of the community to which your later work belongs.
I don’t think people realise how vital libraries are or what a colossal danger it would be if we were to lose any more. Having had a truncated school life myself, all of my education from the age of 17 has been self-taught. I wouldn’t be the person I am today if it wasn’t for the opportunities the library gave me.
I have an unshaken conviction that democracy can never be undermined if we maintain our library resources and a national intelligence capable of utilizing them."[Letter to Herbert Putnam; in: Waters, Edward N.: Herbert Putnam: the tallest little man in the world; Quarterly Journal of the Library of Congress 33:2 (April 1976), p. 171]
A plongeur is a slave, and a wasted slave, doing stupid and largely unnecessary work. He is kept at work, ultimately, because of a vague feeling that he would be dangerous if he had leisure. And educated people, who should be on his side, acquiesce in the process, because they know nothing about him and consequently are afraid of him.
For in spite of itself any movement that thinks and acts in terms of an ‘ism becomes so involved in reaction against other ‘isms that it is unwittingly controlled by them. For it then forms its principles by reaction against them instead of by a comprehensive, constructive survey of actual needs, problems, and possibilities.
You squeeze the eyedropper, and a drop of pond water drips out onto the microscope stage. You look at the projected image. The drop is full of life - strange beings swimming, crawling, tumbling; high dramas of pursuit and escape, triumph and tragedy. This is a world populated by beings far more exotic than in any science fiction movie...
