All schools, all colleges have two great functions: to confer, and to conceal valuable knowledge.

Creationists have also changed their name ... to intelligent design theorists who study 'irreducible complexity' and the 'abrupt appearance' of life—yet more jargon for 'God did it.' ... Notice that they have no interest in replacing evolution with native American creation myths or including the Code of Hammarabi alongside the posting of the Ten Commandments in public schools.

Early in my school career, I turned out to be an incorrigible disciplinary problem. I could understand what the teacher was saying as fast as she could say it, I found time hanging heavy, so I would occasionally talk to my neighbor. That was my great crime, I talked in school.

I approached the bulk of my schoolwork as a chore rather than an intellectual adventure. The tedium was relieved by a few courses that seem to be qualitatively different. Geometry was the first exciting course I remember. Instead of memorizing facts, we were asked to think in clear, logical steps. Beginning from a few intuitive postulates, far reaching consequences could be derived, and I took immediately to the sport of proving theorems.

Imagine the people who believe such things and who are not ashamed to ignore, totally, all the patient findings of thinking minds through all the centuries since the Bible was written. And it is these ignorant people, the most uneducated, the most unimaginative, the most unthinking among us, who would make themselves the guides and leaders of us all; who would force their feeble and childish beliefs on us; who would invade our schools and libraries and homes. I personally resent it bitterly.

It appears that the extremely important papers that trigger a revolution may not receive a proportionately large number of citations. The normal procedures of referencing are not used for folklore. A real scientific revolution, like any other revolution, is news. The Origin of Species sold out as fast as it could be printed and was denounced from the pulpit almost immediately. Sea-floor spreading has been explained, perhaps not well, in leading newspapers, magazines, books, and most recently in a color motion picture. When your elementary school children talk about something at dinner, you rarely continue to cite it.

It is curious to reflect on how history repeats itself the world over. Why, I remember the same thing was done when I was a boy on the Mississippi River. There was a proposition in a township there to discontinue public schools because they were too expensive. An old farmer spoke up and said if they stopped the schools they would not save anything, because every time a school was closed a jail had to be built.
It's like feeding a dog on his own tail. He'll never get fat. I believe it is better to support schools than jails.

It is impossible for us adequately to conceive the boldness of the measure which aimed at universal education through the establishment of free schools. ... it had no precedent in the world's history ... But time has ratified its soundness. Two centuries proclaim it to be as wise as it was courageous, as beneficient as it was disinterested. ... The establishment of free schools was one of those grand mental and moral experiments whose effects could not be developed and made manifest in a single generation. ... The sincerity of our gratitude must be tested by our efforts to perpetuate and improve what they established. The gratitude of the lips only is an unholy offering.

It is the inefficiency and sham of ... our schools ... that save us from being dashed on the rocks of false doctrine instead of drifting down the midstream of mere ignorance.

Nothing could have been worse for the development of my mind than Dr. Butler's school, as it was strictly classical, nothing else being taught, except a little ancient geography and history. The school as a means of education to me was simply a blank. During my whole life I have been singularly incapable of mastering any language. Especial attention was paid to versemaking, and this I could never do well. I had many friends, and got together a good collection of old verses, which by patching together, sometimes aided by other boys, I could work into any subject.

Nothing enrages me more than when people criticize my criticism of school by telling me that schools are not just places to learn math and spelling, they are places where children learn a vaguely defined thing called socialization. I know. I think schools generally do an effective and terribly damaging job of teaching children to be infantile, dependent, intellectually dishonest, passive and disrespectful to their own developmental capacities. (1981)

One should guard against preaching to the young man success in the customary sense as the aim in life. ... The most important motive for work in school and in life is pleasure in work, pleasure in its result, and the knowledge of the value of the result to the community.

Originally a pupil of Liebig, I became a pupil of Dumas, Gerhardt and Williamson: I no longer belonged to any school.

Physicist Isador Isaac Rabi, who won a Nobel Prize for inventing a technique that permitted scientists to probe the structure of atoms and molecules in the 1930s, attributed his success to the way his mother used to greet him when he came home from school each day. “Did you ask any good questions today, Issac?” she would say.

The science of the modern school … is in effect … the acquisition of imperfectly analyzed misstatements about entrails, elements, and electricity…

The world is your school.

There are three schools of magic. One: State a tautology, then ring the changes on its corollaries; that's philosophy. Two: Record many facts. Try to find a pattern. Then make a wrong guess at the next fact; that's science. Three: Be aware that you live in a malevolent Universe controlled by Murphy's Law, sometimes offset by Brewster's Factor; that's engineering.

Without undervaluing any other human agency, it may be safely affirmed that the Common School, improved and energized, as it can easily be, may become the most effective and benignant of all the forces of civilization. Two reasons sustain this position. In the first place, there is a universality in its operation, which can be affirmed of no other institution whatever... And, in the second place, the materials upon which it operates are so pliant and ductile as to be susceptible of assuming a greater variety of forms than any other earthly work of the Creator.