“Enrollments in American colleges tripled between 1955 and 1970, 250% in the Soviet Union, 400% in France, and more than 200% in China by 1965. Gaddis writes, "What governments failed to foresee was that more young people, plus, more education, when combined with a stalemated Cold War, could be a prescription for insurrection. Learning does not easily compartmentalize. How do you prepare students to think for purposes approved by the state, or by their parents, without also equipping them to think for themselves? Youths throughout history had often wished question their elders values. Now, with university educations, their elders had handed them the training to do so. The result was discontent with the world as it was.”

“That was Youth with its reckless exuberance when all things were possible pursued by Age where we are now, looking back at what we destroyed, what we tore away from that self who could do more, and its work that's become my enemy because that's what I can tell you about, that Youth who could do anything. ”

“He stared at the cheap linoleum between his shoes and admitted to himself that once again he had fallen into the trap that often snared so many of the educated and upper-class locals when they convinced themselves that the rest of the population was stupid and ignorant. Cranwell was smarter than most lawyers in town, and infinitely more prepared.”

“The book will be a demonstration that children, without being coerced or manipulated, or being put in exotic, specially prepared environments, or having their thinking planned and ordered for them, can, will and do pick up from the world around them important information about what we call the Basics. It will also demonstrate that "ordinary" people, without special schooling themselves, can give their children whatever slight assistance may be needed to help them in their exploration of the world, and that to do this requires no more than a little tact, patience, attention and readily available information. ”

“. . .biographers tend to regard as character those elements of personality that remain constant, or nearly so, throughout. . .Like practitioners of fractal geometry, biographers seek patterns that persist as one moves from micro- to macro-levels of analysis, and back again.. . .It follows from this that the scale across which we seek similarity need not be chronological. Consider the following incidents in the life of Stalin between 1929 and 1940, arranged not by dates but in terms of ascending horror. Start with the parrot he kept in a cage in his Kremlin apartment. The dictator had the habit of pacing up and down for long periods of time, smoking his pipe, brooding, and occasionally spitting on the floor. One day the parrot tried to mimic Stalin's spitting. He immediately reached into the cage with his pipe and crushed the parrot's head. A very micro-level event, you might well say, so what?But then you learn that Stalin, while on vacation in the Crimea, was once kept awake by a barking dog. It turned out to be a seeing-eye dog that belonged to a blind peasant. The dog wound up being shot, and the peasant wound up in the Gulag. And then you learn that Stalin drove his independently minded second wife, who tried to talk back to him, into committing suicide. And that he arranged for Trotsky, who also talked back, to be assassinated halfway around the world. And that he arranged as well the deaths of as many of Trotsky's associates that he could reach, as well as the deaths of hundred of thousands of other people who never had anything to do with Trotsky. And that when his own people began to talk back by resisting the collectivization of agriculture, he allowed some fourteen million of them to die from the resulting starvation, exile, or imprisonment.Again, there's self-similarity across scale, except that the scale this time is a body count. It's a fractal geometry of terror. Stalin's character extended across time and space, to be sure, but what's most striking about it is its extension across scale: the fact that his behavior seemed much the same in large matters, small matters, and most of those that lay in between.”

“The value of a college education is not the learning of many facts but the training of the mind to think”

“Whereas she wished more of the population were better educated, she also believed that education was largely wasted on the majority of the people she met.”