“Close examination of the evidence shows that the poor were being included in private education, and only those who did not want to go to school were missing out. There was no need for public school except as a tool to undermine the church's influence in education.”

“Marco reported that homeless children [in Kublai Kahn's city of Daidu] were cared for and educated. While he says little about the system of education in China, we know from records of the time that Kublai Khan created thousands of public schools to provide a basic education for all children, including those of poor peasants. Until then, only the wealthy were literate. Kublai's bid at 'universal education' had never been attempted by any country on Earth. In the western world, nearly 500 years would pass before governments began to take responsibility for the public education of all children.”

“Going to school is not the same as going shopping. Parents should not be burdened with locating a suitable school for their child. They should be able to take their child to the neighborhood public school as a matter of course and expect that it has well-educated teachers and a sound educational program.”

“In many places it is literally not safe physically for youngsters to go to school. And in many schools, and its becoming almost generally true, it is spiritually unsafe to attend public schools. Look back over the history of education to the turn of the century and the beginning of the educational philosophies, pragmatism and humanism were the early ones, and they branched out into a number of other philosophies which have led us now into a circumstance where our schools are producing the problems that we face.”

“To educate the peasantry, three things are needed: schools, schools and schools.”

“[The] overuse and misuse of standardized tests is only the start of the problems with NCLB. NCLB uses these test scores to impose sanctions that have no record of success as school improvement strategies, and in fact are not really educational strategies at all. They're political strategies designed to promote privatization and market reform in public education.”