Quotes About Education

Lo! we are diseased and dying, cried the dark hosts; we cannot write, our voting is vain; what need of education, since we must always cook and serve? And the Nation echoed and enforced this self-criticism, saying: Be content to be servants, and nothing more; what need of higher culture for half-men?

What in the name of reason does this nation expect of a people, poorly trained and hard pressed in severe economic competition, without political rights, and with ludicrously inadequate common-school facilities? What can it expect but crime and listlessness, offset here and there by the dogged struggles of the fortunate and more determined who are themselves buoyed by the hope that in due time the country will come to its senses?

The opposition to Negro education in the South was at first bitter, and showed itself in ashes, insult, and blood; for the South believed an educated Negro to be a dangerous Negro.

Education must not simply teach work - it much teach life

John, she said, does it make every one—unhappy when they study and learn lots of things? He paused and smiled. I am afraid it does, he said.

Today even the attitude of the Southern whites toward the blacks is not, as so many assume, in all cases the same; the ignorant Southerner hates the Negro, the workingmen fear his competition, the money-makers wish to use him as a laborer, some of the educated see a menace in his upward development, while others—usually the sons of the masters—wish to help him to rise.

We may say, for instance, that nearly two-thirds of them cannot read or write. This but partially expresses the fact. They are ignorant of the world about them, of modern economic organization, of the function of government, of individual worth and possibilities,—of nearly all those things which slavery in self-defence had to keep them from learning.

For every social ill the panacea of Wealth has been urged,—wealth to overthrow the remains of the slave feudalism; wealth to raise the cracker Third Estate; wealth to employ the black serfs, and the prospect of wealth to keep them working; wealth as the end and aim of politics, and as the legal tender for law and order; and, finally, instead of Truth, Beauty, and Goodness, wealth as the ideal of the Public School.

the chief problem in any community cursed with crime is not the punishment of the criminals, but the preventing of the young from being trained to crime.

There are many, many exceptions, but, in general, it is true that there is scarcely a bishop in Christendom, a priest in the church, a president, a governor, mayor, or legislator in the United States, a college professor or public school teacher who does not in the end stand by War and Ignorance as the main method for the settlement of our pressing human problems. And this despite the fact that they may deny it with their mouths every day.

It is fair to say that the Negro carpetbag governments established the public schools of the south. Although recent researches have shown many germs of a public school system in the south before the war, there can be no reasonable doubt that common school instruction in the south, in the modern sense of the term, was founded by the Freedmen's Bureau and missionary societies, and that the state public school system was formed mainly by Negro Reconstruction governments.

The function of the university is not simply to teach bread-winning, or to furnish teachers for the public schools or to be a centre of polite society; it is, above all, to be the organ of that fine adjustment between real life and the growing knowledge of life, an adjustment which forms the secret of civilization.

The function of the university is not simply to teach bread-winning, or to furnish teachers for the public schools or to be a centre of polite society; it is, above all, to be the organ of that fine adjustment between real life and the growing knowledge of life, an adjustment which forms the secret of civilization. Such

They have, to be sure, their proportion of ne'er-do-weels, their pedants and lettered fools, but they have a surprisingly small proportion of them; they have not that culture of manner which we instinctively associate with university men, forgetting that in reality it is the heritage from cultured homes, and that no people a generation removed from slavery can escape a certain unpleasant rawness and gaucherie, despite the best of

The opposition to Negro education in the South was at first bitter, and showed itself in ashes, insult, and blood; for the South believed an educated Negro to be a dangerous Negro. And the South was not wholly wrong; for education among all kinds of men always has had, and always will have, an element of danger and revolution, of dissatisfaction and discontent. Nevertheless, men strive to know.

But the very voices that cry hail to this good work are, strange to relate, largely silent or antagonistic to the higher education of the Negro.

A university is a human invention for the transmission of knowledge and culture from generation to generation, through the training of quick minds and pure hearts, and for this work no other human invention will suffice, not even trade and industrial schools.

The fact of the matter was that in the pre-war South, there were two insuperable obstacles to a free public school system. The first was the attitude of the owners of property. They did not propose under any circumstances to be taxed for the public education of the laboring class. They believed that laborers did not need education; that it made their exploitation more difficult; and that if any of them were really worth educating, they would somehow escape their condition by their own efforts.

Patience, Humility, Manners, and Taste, common schools and kindergartens, industrial and technical schools, literature and tolerance,—all these spring from knowledge and culture, the children of the university. So must men and nations build, not otherwise, not upside down.

Long they stood together, peering over the gray unresting water. John, she said, does it make every one—unhappy when they study and learn lots of things? He paused and smiled. I am afraid it does, he said. And, John, are you glad you studied? Yes, came the answer, slowly but positively. She watched the flickering lights upon the sea, and said thoughtfully, I wish I was unhappy,—and—and, putting both arms about his neck, I think I am, a little, John.

The opposition to Negro education in the South was at first bitter, and showed itself in ashes, insult, and blood; for the South believed an educated Negro to be a dangerous Negro. And the South was not wholly wrong; for education among all kinds of men always has had, and always will have, an element of danger and revolution, of dissatisfaction and discontent.

We need reforms] to make the Negro church a place where colored men and women of education and energy can work for the best things regardless of their belief or disbelief in unimportant dogmas and ancient and outworn creeds.

III. THE PLANTER How seven per cent of a section within a nation ruled five million white people and four million black people and sought to make agriculture equal to industry through the rule of property without yielding political power or education to labor.

It is the public schools, however, which can be made, outside the homes, the greatest means of training decent self-respecting citizens.