“An eternal question about children is, how should we educate them? Politicians and educators consider more school days in a year, more science and math, the use of computers and other technology in the classroom, more exams and tests, more certification for teachers, and less money for art. All of these responses come from the place where we want to make the child into the best adult possible, not in the ancient Greek sense of virtuous and wise, but in the sense of one who is an efficient part of the machinery of society. But on all these counts, soul is neglected.”

“Education, The less you think about it, the more it makes sense.”

“Feminist education — the feminist classroom — is and should be a place where there is a sense of struggle, where there is visible acknowledgment of the union of theory and practice, where we work together as teachers and students to overcome the estrangement and alienation that have become so much the norm in the contemporary university.”

“We have an obligation and a responsibility to be investing in our students and our schools. We must make sure that people who have the grades, the desire and the will, but not the money, can still get the best education possible.”

“Fifty years after Brown, we should have learned that there is no magic in white classmates. The magic lies at the intersection of educational opportunity and attitude—the coming together of teachers who know how to teach and children who are ready to learn. No one thing—not the ballot, not changes in school governance, not desegregation—will produce that happy confluence. We have to demand that the schools get ready for our children. But we also have to make sure, using every resource at our disposal, that our children are ready for school.”

“Civilized" society is a hopeful belief and protest that science, money and goods make man count for more than any other animal. In this sense everything that man does is religious and heroic, and yet in danger of being fictitious and fallible,”