5
" But however minimal, however threadbare, it (collective memory) is ballast of a kind. We all need that seven-eighths of the iceberg, the ballast of the past, a general past, the place from which we came.
That is why history should be taught in school. to all children, as much of it as possible. If you have no sense of the past, no access to historical narrative, you are afloat, untethered; you cannot see yourself as a part of the narrative, you cannot place yourself within a context. You will not have an understanding of time, and a respect for memory and its subtle victory over the remorselessness of time. "
― Penelope Lively
6
" There are instances, indeed, wherein men shew a vanity in resembling a great man in his countenance, shape, air, or other minute circumstances, that contribute not in any degree to his reputation; but it must be confess’d, that this extends not very far, nor is of any considerable moment in these affections. For this I assign the following reason. We can never have a vanity of resembling in trifles any person, unless he be possess’d of very shining qualities, which give us a respect and veneration for him. These qualities, then, are, properly speaking, the causes of our vanity, by means of their relation to ourselves. Now after what manner are they related to ourselves? They are parts of the person we value, and consequently connected with these trifles; which are also suppos’d to be parts of him. These trifles are connected with the resembling qualities in us; and these qualities in us, being parts, are connected with the whole; and by that means form a chain of several links betwixt ourselves and the shining qualities of the person we resemble. But besides that this multitude of relations must weaken the connexion; ’tis evident the mind, in passing from the shining qualities to the trivial ones, must by that contrast the better perceive the minuteness of the latter, and be in some measure asham’d of the comparison and resemblance. "
― David Hume , A Treatise of Human Nature
13
" The question is not, Does or doesn't public schooling create a public? The question is, What kind of public does it create? A conglomerate of self-indulgent consumers? Angry, soulless, directionless masses? Indifferent, confused citizens? Or a public imbued with confidence, a sense of purpose, a respect for learning, and tolerance? The answer to this question has nothing whatever to do with computers, with testing, with teacher accountability, with class size, and with the other details of managing schools. The right answer depends on two things and two things alone: the existence of shared narratives and the capacity of such narratives to provide an inspired reason for schooling. "
― Neil Postman , The End of Education: Redefining the Value of School
15
" This was a respect in which he paid due homage to the wise old spirit of the late Emiel Kroger, that romantically practical Teuton who used to murmur to Pablo, between sleeping and waking, a sort of incantation that went like his: Sometimes you will find it and other times you won't find it and the times you don't find it are the times when you have got to be careful. Those are the times when you have got to remember that other times you will find it, not this time but the next time, or the time after that, and then you've got to be able to go home without it, yes, those times are the times when you have got to be able to go home without it, go home alone without it... "
― Peter Straub , American Fantastic Tales: Terror and the Uncanny from the 1940's Until Now
16
" Public education does not serve a public. It creates a public. And in creating the right kind of public, the schools contribute toward strengthening the spiritual basis of the American Creed. That is how Jefferson understood it, how Horace Mann understood it, how John Dewey understood it, and in fact, there is no other way to understand it. The question is not, Does or doesn't public schooling create a public? The question is, What kind of public does it create? A conglomerate of self-indulgent consumers? Angry, soulless, directionless masses? Indifferent, confused citizens? Or a public imbued with confidence, a sense of purpose, a respect for learning, and tolerance? The answer to this question has nothing whatever to do with computers, with testing, with teacher accountability, with class size, and with the other details of managing schools. The right answer depends on two things, and two things alone: the existence of shared narratives and the capacity of such narratives to provide an inspired reason for schooling. "
― Neil Postman , The End of Education: Redefining the Value of School
