Happy Educational Institution Quotes

To prosper and to be happy in this life, you have to enter into a Faustian contract with the Prince of Darkness. This is what I realized at last. But it was too late, you see. Even the Devil has a cut-off for age. And they blame these companies, corporations and educational institutes for not being accommodating enough.

I learned what education was expected to do for an individual. Before going there I had a good deal of the then rather prevalent idea among our people that to secure an education meant to have a good, easy time, free from all necessity for manual labor. At Hampton I not only learned that it was not a disgrace to labor, but learned to love labor, not alone for its financial value, but for labor’s own sake and for the independence and self-reliance which the ability to do something which the world wants done brings. At that institution I got my first taste of what it meant to live a life of unselfishness, my first knowledge of the fact that the happiest individuals are those who do the most to make others useful and happy.

The prison population consists of heterogeneous elements; but, taking only those who are usually described as 'the criminals' proper, and of whom we have heard so much lately from Lombroso and his followers, what struck me most as regards them was that the prisons, which are considered as preventive of anti-social deeds, are exactly the institutions for breeding them. Every one knows that absence of education, dislike of regular work, physical incapability of sustained effort, misdirected love of adventure, gambling propensities, absence of energy, an untrained will, and carelessness about the happiness of others are the causes which bring this class of people before the courts. Now I was deeply impressed during my imprisonment by the fact that it is exactly these defects of human nature--each one of them--which the prison breeds in its inmates; and it is bound to breed them because it is a prison, and will breed them so long as it exists.

Dream by dream I am educating myself to become that rare character, rarer, in truth, than any member of the Psychoanalytic Institute, a dream connoisseur. Not a dream stopper, a dream explainer, an exploiter of dreams for the crass practical ends of health and happiness, but an unsordid collector of dreams for themselves

those at the very top of the class—are going to face a burden that they would not face in a less competitive atmosphere. Citizens of happy countries have higher suicide rates than citizens of unhappy countries, because they look at the smiling faces around them and the contrast is too great. Students at “great” schools look at the brilliant students around them, and how do you think they feel? The phenomenon of relative deprivation applied to education is called—appropriately enough—the “Big Fish–Little Pond Effect.” The more elite an educational institution is, the worse students feel about their own academic abilities. Students who would be at the top of their class at a good school can easily fall to the bottom of a really good school. Students who would feel that they have mastered a subject at a good school can have the feeling that they are falling farther and farther behind in a really good school. And that feeling—as subjective and ridiculous and irrational

Ironically, many of the institutions that run the economy, such as medicine, education, law and even psychology are largely dependent upon failing health. If you add up the amounts of money exchanged in the control, anticipation and reaction to failing health (insurance, pharmaceutical research and products, reactive or compensatory medicine, related legal issues, consultation and therapy for those who are unwilling to improve their physical health and claim or believe the problem is elsewhere, etc.), you end up with an enormous chunk. To keep that moving, we need people to be sick. Then we have the extreme social emphasis placed on the pursuit and maintenance of a lifestyle based on making money at any cost, often at the sacrifice of health, sanity and well-being.

That meant we had to ruthlessly target the other defense mechanism—the schools—in order to nullify the church’s influence. Read the words of your founding fathers and you’ll learn all you to need to know about why your schools were our prime directive:   “Educate and inform the whole mass of the people, for they are the only sure reliance for the preservation of liberty.” (Thomas Jefferson)   “The best means of forming a manly, virtuous, and happy people will be found in the right education of the youth. Without this foundation, every other means, in my opinion, will fail.” (George Washington)   “Learned Institutions ought to be the favorite objects with every free people. They throw that light over the public mind, which is the best security against crafty and dangerous encroachments on the public liberty.” ( James Madison)

the present grandeur and prospective pre-eminence of that glorious American Republic, in which Europe enviously seeks its model and tremblingly foresees its doom. Selecting for an example of the social life of the United States that city in which progress advances at the fastest rate, I indulged in an animated description of the moral habits of New York. Mortified to see, by the faces of my listeners, that I did not make the favourable impression I had anticipated, I elevated my theme; dwelling on the excellence of democratic institutions, their promotion of tranquil happiness by the government of party, and the mode in which they diffused such happiness throughout the community by preferring, for the exercise of power and the acquisition of honours, the lowliest citizens in point of property, education, and character. Fortunately recollecting the peroration of a speech, on the purifying influences of American democracy and their destined spread over the world, made by a certain eloquent senator (for whose vote in the Senate a Railway Company, to which my two brothers belonged, had just paid 20,000 dollars), I wound up by repeating its glowing predictions of the magnificent future that smiled upon mankind—when the flag of freedom should float over an entire continent, and two hundred millions of intelligent citizens, accustomed from infancy to the daily use of revolvers, should apply to a cowering universe the doctrine of the Patriot Monroe.

It is what human beings do. We compare ourselves to those in the same situation as ourselves, which means that students in an elite school—except, perhaps, those at the very top of the class—are going to face a burden that they would not face in a less competitive atmosphere. Citizens of happy countries have higher suicide rates than citizens of unhappy countries, because they look at the smiling faces around them and the contrast is too great. Students at “great” schools look at the brilliant students around them, and how do you think they feel? The phenomenon of relative deprivation applied to education is called—appropriately enough—the “Big Fish–Little Pond Effect.” The more elite an educational institution is, the worse students feel about their own academic abilities. Students who would be at the top of their class at a good school can easily fall to the bottom of a really good school. Students who would feel that they have mastered a subject at a good school can have the feeling that they are falling farther and farther behind in a really good school. And that feeling — as subjective and ridiculous and irrational as it may be — matters. How you feel about your abilities — your academic “self-concept” — in the context of your classroom shapes your willingness to tackle challenges and finish difficult tasks. It’s a crucial element in your motivation and confidence.

PEOPLE LIVING IN THE WEST, in societies that we describe as Western, or as the free world, may be educated in many different ways, but they will all emerge with an idea about themselves that goes something like this: I am a citizen of a free society, and that means I am an individual, making individual choices. My mind is my own, my opinions are chosen by me, I am free to do as I will, and at the worst the pressures on me are economic, that is to say I may be too poor to do as I want. This set of ideas may sound something like a caricature, but it is not so far off how we see ourselves. It is a portrait that may not have been acquired consciously, but is part of a general atmosphere or set of assumptions that influence our ideas about ourselves. People in the West therefore may go through their entire lives never thinking to analyze this very flattering picture, and as a result are helpless against all kinds of pressures on them to conform in many kinds of ways. The fact is that we all live our lives in groups—the family, work groups, social, religious and political groups. Very few people indeed are happy as solitaries, and they tend to be seen by their neighbours as peculiar or selfish or worse. Most people cannot stand being alone for long. They are always seeking groups to belong to, and if one group dissolves, they look for another. We are group animals still, and there is nothing wrong with that. But what is dangerous is not the belonging to a group, or groups, but not understanding the social laws that govern groups and govern us. When we’re in a group, we tend to think as that group does: we may even have joined the group to find “like-minded” people. But we also find our thinking changing because we belong to a group. It is the hardest thing in the world to maintain an individual dissident opinion, as a member of a group. It seems to me that this is something we have all experienced—something we take for granted, may never have thought about. But a great deal of experiment has gone on among psychologists and sociologists on this very theme. If I describe an experiment or two, then anyone listening who may be a sociologist or psychologist will groan, oh God not again—for they will have heard of these classic experiments far too often. My guess is that the rest of the people will never have heard of these experiments, never have had these ideas presented to them. If my guess is true, then it aptly illustrates my general thesis, and the general idea behind these essays, that we (the human race) are now in possession of a great deal of hard information about ourselves, but we do not use it to improve our institutions and therefore our lives.

It is widely accepted, if not too often articulated, that governments and international agencies should limit their efforts to the elimination of the more obvious forms of suffering, rather than take on a task so uncertain, so abstruse and so susceptible to varying interpretations as the promotion of happiness. Many believe that policies and legislations aimed at establishing minimum standards with regard to wages, health care, working conditions, housing and education (in the formal, very limited sense of the word) are the most that can reasonably be expected from institutions as a contribution towards human well-being. There seems to be an underlying assumption that an amelioration in material conditions would eventually bring in its wake an improvement in social attitudes, philosophical values and ethical standards. The Burmese saying ‘Morality (sila) can be upheld only when the stomach is full’ is our version of a widely held sentiment which cuts across cultural boundaries.

The great lie can only be defeated by the New World Order. The sooner the New World Order is established by the institutions of the world, the sooner the suffering caused by the lie will end.

This institution does not exist for your education alone; it does not exist for your comfort and happiness altogether, although those things are important, and we keep them in mind; it exists that we may give you intelligence, skill of hand, and strength of mind and heart; and we help you in these ways that you, in turn, may help others.

The state, the official religion, the bureaucracy, the army, these resurgent institutions of civilization were capable indeed of effecting great constructive transformations of the environment, but the human price of their success was heavy: the class structure, the lifetime fixation of function, the monopoly of land and economic and educational opportunity, the inequalities of property and privilege, the chronic savagery of slavery and war, the fears and obsessions and paranoid ambitions of the ruling classes, culminating in mass destructions and exterminations. In short, a nightmare. Such constant miscarriages of power and organization offset the genuine claims that could be made for this system, and raised serious questions, at least in the minds of the oppressed and the enslaved, about the value of civilization itself. These doubts encouraged the notion that if only the past institutions and structures of civilization were destroyed, men would be happy, virtuous, and free. Rousseau expressed this idea in its most extreme form in his prize essay for the Academy at Dijon, in which he castigated the demoralizing effects of the arts and sciences, those features of civilization about which people had the fewest doubts.

Capitalism began as a theory about how the economy functions. It was both descriptive and prescriptive – it offered an account of how money worked and promoted the idea that reinvesting profits in production leads to fast economic growth. But capitalism gradually became far more than just an economic doctrine. It now encompasses an ethic – a set of teachings about how people should behave, educate their children and even think. Its principal tenet is that economic growth is the supreme good, or at least a proxy for the supreme good, because justice, freedom and even happiness all depend on economic growth. Ask a capitalist how to bring justice and political freedom to a place like Zimbabwe or Afghanistan, and you are likely to get a lecture on how economic affluence and a thriving middle class are essential for stable democratic institutions, and about the need therefore to inculcate Afghan tribesmen in the values of free enterprise, thrift and self-reliance. This new religion has had a decisive influence on the development of modern science, too. Scientific research is usually funded by either governments or private businesses. When capitalist governments and businesses consider investing in a particular scientific project, the first questions are usually ‘Will this project enable us to increase production and profits? Will it produce economic growth?’ A project that can’t clear these hurdles has little chance of finding a sponsor. No history of modern science can leave capitalism out of the picture. Conversely, the history of capitalism is unintelligible without taking science into account. Capitalism’s belief in perpetual economic growth flies in the face of almost everything we know about the universe. A society of wolves would be extremely foolish to believe that the supply of sheep would keep on growing indefinitely. The human economy has nevertheless managed to keep on growing throughout the modern era, thanks only to the fact that scientists come up with another discovery or gadget every few years – such as the continent of America, the internal combustion engine, or genetically engineered sheep. Banks and governments print money, but ultimately, it is the scientists who foot the bill. Over the last few years, banks and governments have been frenziedly printing money. Everybody is terrified that the current economic crisis may stop the growth of the economy. So they are creating trillions of dollars, euros and yen out of thin air, pumping cheap credit into the system, and hoping that the scientists, technicians and engineers will manage to come up with something really big, before the bubble bursts. Everything depends on the people in the labs. New discoveries in fields such as biotechnology and nanotechnology could create entire new industries, whose profits could back the trillions of make-believe money that the banks and governments have created since 2008. If the labs do not fulfil these expectations before the bubble bursts, we are heading towards very rough times.