“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.”

“The public school system is not about educating black children. Never has been. Inner-city schools are about social control. Period. They’re operated as holding pens—miniature jails, really. It’s only when black children start breaking out of their pens and bothering white people that society even pays any attention to the issue of whether these children are being educated.”

“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.”

“Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue’s responsibility until it engulfs his pupils’ lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring.”

“The walls of the educational system must come down. Education should not be a privilege, so the children of those who have money can study.”

“The only kind of appeal that wins any instinctive response in party politics is an appeal to hostile feeling; the men who perceive the need of cooperation are powerless. Until education has been directed for a generation into new channels, and the Press has abandoned incitements to hatred, only harmful policies have any chance of being adopted in practice by our present political methods. But there is no obvious means of altering education and the Press until our political system is altered. From this dilemma there is no issue by means of ordinary action, at any rate for a long time to come. The best that can be hoped, it seems to me, is that we should, as many of us as possible, become political skeptics, rigidly abstaining from belief in the various attractive party programmes that are put before us from time to time.”

“It is in our power to educate all the children of the world to become a little better as people, a little happier.”