“Government schooling is inevitably an exercise in statist brainwashing, not genuine education; and it is hardly “moral” for a large gang (government) to (legally) rob one segment of the population, keep the loot, and share a little of it with various “needy” individuals.” ― The Law, by Frédéric Bastiat, Copyright © 2007 by the Ludwig von Mises Institute, Auburn, Alabama (www.mises.org), Page VII.
“As Berger puts it, “There exists an international subculture composed of people with Western-type higher education, especially in the humanities and social science, that is indeed secularized. This subculture is the principal ‘carrier’ of progressive, enlightened beliefs and values. While its members are relatively thin on the ground, they are very influential, as they control the institutions that provide the ‘official’ definitions of reality, notably the educational system, the media of mass communication, and the higher reaches of the legal system.” ― HOW (NOT) TO BE SECULAR, Reading Charles Taylor, Copyright © 2014 by James K. A. Smith, Published by Wm. B. Eerdmans Publishing Co., Grand Rapids, Michigan, and Cambridge, United Kingdom, Page 19.
“We have now entered a phase in history when the monopoly over learning and the publication of intelligence have fallen to professional intellectuals―an anomaly, especially in the history of the English-speaking peoples, going against the grain of the nonintellectual genius of their character, and against their traditions of nonspecialization and of common sense (the noun “intellectual,” designating a specific kind of brain-person, became widespread in English only around 1890; like “intelligentsia,” it was a term imported from socialist and Russian usage). This emergence of a meritocracy whereby distinctions of formal education replace older distinctions of wealth and birth is, contrary to the once optimistic pipe-dreams of nineteenth-century liberals and socialists, a poisonous development. It is at any rate, typical of our interregnum.” ― Remembered Past; On History, Historians, and Historical Knowledge, by John Lukacs, Chapter I, Page 81, edited by Mark G. Malvasi and Jeffrey O. Nelson, ISI Books, Wilmington, Delaware, © 2005 ISI Books.
“Compulsory public education, in North America and Western and Central Europe, by 1914 reached the average age of eleven, and after four or five years of schooling its recipients had acquired a minimum facility of expression, something that cannot be taken for granted today.” ― Remembered Past; On History, Historians, and Historical Knowledge, by John Lukacs, Chapter I, Page 83, edited by Mark G. Malvasi and Jeffrey O. Nelson, ISI Books, Wilmington, Delaware, © 2005 ISI Books.