Hughes Education Quotes

Being from the Future meant very little when my education on the past was so limited

The more I read, the more I was led to abhor and detest my enslavers. I could regard them in no other light than a band of successful robbers, who had left their homes, and gone to Africa, and stolen us from our homes, and in a strange land reduced us to slavery. I loathed them as being the meanest as well as the most wicked of men. As I read and contemplated the subject, behold! that very discontentment which Master Hugh had predicted would follow my learning to read had already come, to torment and sting my soul to unutterable anguish. As I writhed under it, I would at times feel that learning to read had been a curse rather than a blessing. It had given me a view of my wretched condition, without the remedy. it opened my eyes to the horrible pit, but to no ladder upon which to get out. in moments of agony, I envied my fellow-slaves for their stupidity. I have often wished myself a beast. I preferred the condition of the meanest reptile to my own. Any thing, no matter what, to get rid of thinking! It was this everlasting thinking of my condition that tormented me. There was no getting rid of it. It was pressed upon me by every object within sight or hearing, animate or inanimate. The silver trump of freedom had roused my soul to eternal wakefulness. Freedom now appeared, to disappear no more forever. It was heard in every sound and seen in every thing. It was ever present to torment me with a sense of my wretched condition. I saw nothing without seeing it, I heard nothing without hearing it, and felt nothing without feeling it. It looked from every star, it smiled in every calm, breathed in every wind, and moved in every storm.

A simple tale, told at the right moment, transforms a person's life with the order its pattern brings to incoherent energies. (Myth and Education)

But artists didn't need to achieve "firsts", and Hughes wanted to be an artist.

To read is to translate, for no two persons' experiences are the same. A bad reader is like a bad translator: he interprets literally when he ought to paraphrase and paraphrases when he ought to interpret literally.

I had let it all grow. I had supposed It was all OK. Your life Was a liner I voyaged in. Costly education had fitted you out. Financiers and committees and consultants Effaced themselves in the gleam of your finish. You trembled with the new life of those engines. That first morning, Before your first class at College, you sat there Sipping coffee. Now I know, as I did not, What eyes waited at the back of the class To check your first professional performance Against their expectations. What assessors Waited to see you justify the cost And redeem their gamble. What a furnace Of eyes waited to prove your metal. I watched The strange dummy stiffness, the misery, Of your blue flannel suit, its straitjacket, ugly Half-approximation to your idea Of the properties you hoped to ease into, And your horror in it. And the tanned Almost green undertinge of your face Shrunk to its wick, your scar lumpish, your plaited Head pathetically tiny. You waited, Knowing yourself helpless in the tweezers Of the life that judges you, and I saw The flayed nerve, the unhealable face-wound Which was all you had for courage. I saw that what you gripped, as you sipped, Were terrors that killed you once already. Now I see, I saw, sitting, the lonely Girl who was going to die. That blue suit. A mad, execution uniform, Survived your sentence. But then I sat, stilled, Unable to fathom what stilled you As I looked at you, as I am stilled Permanently now, permanently Bending so briefly at your open coffin.

Television has greater power over the lives of most Americans than any educational system or government or church. It is the control center of most homes-more ubiquitous and more controlling than Orwell's Big Brother

our tragedy begins humid. in a humid classroom. with a humid text book. breaking into us. stealing us from ourselves. one poem. at a time. it begins with shakespeare. the hot wash. the cool acid. of dead white men and women. people. each one a storm. crashing. into our young houses. making us islands. easy isolations. until we are so beleaguered and swollen with a definition of poetry that is white skin and not us. that we tuck our scalding. our soreness. behind ourselves and learn poetry. as trauma. as violence. as erasure. another place we do not exist. another form of exile where we should praise. honor. our own starvation. the little bits of langston. phyllis wheatley. and angelou during black history month. are the crumbs. are the minor boats. that give us slight rest. to be waterdrugged into rejecting the nuances of my own bursting extraordinary self. and to have this be called education. to take my name out of my name. out of where my native poetry lives. in me. and replace it with keats. browning. dickson. wolf. joyce. wilde. wolfe. plath. bronte. hemingway. hughes. byron. frost. cummings. kipling. poe. austen. whitman. blake. longfellow. wordsworth. duffy. twain. emerson. yeats. tennyson. auden. thoreau. chaucer. thomas. raliegh. marlowe. burns. shelley. carroll. elliot… (what is the necessity of a black child being this high off of whiteness.) and so. we are here. brown babies. worshipping. feeding. the glutton that is white literature. even after it dies. (years later. the conclusion: shakespeare is relative. white literature is relative. that we are force fed the meat of an animal that our bodies will not recognize. as inherent nutrition. is not relative. is inert.)

Television has greater power over the lives of most Americans than any educational system, government, or church.

Life isn't all beer and skittles; but beer and skittles, or something better of the same sort, must form a good part of every Englishman's education.

Christianity is absurd and impossible. Now, you know, it cannot be that! It may be untrue--I am not speaking of that now, even though I am perfectly certain that it is absolutely true--but it cannot be absurd so long as educated and virtuous people continue to hold it. To say that it is absurd is simple pride; it is to dismiss all who believe in it as not merely mistaken, but unintelligent as well---

MOMA's values were blown through the American education system, from high school upwards-and downwards, too, greatly raising the status of "creativity" and "self-expression" in kindergarten. By the 1970s, the historical study of modern art had expanded to the point where students were scratching for unexploited thesis subjects. By the mid-eighties, twenty-one-year-old art-history majors would be writing papers on the twenty-six-year-old graffitists.

The whole usefulness of education consists only in the memory of it

T.S. Eliot said to me 'There’s only one way a poet can develop his actual writing – apart from self-criticism & continual practice. And that is by reading other poetry aloud – and it doesn’t matter whether he understands it or not (i.e. even if it’s in another language.) What matters above all, is educating the ear.' What matters, is to connect your own voice with an infinite range of verbal cadences & sequences – and only endless actual experience of your ear can store all that in your nervous system. The rest can be left to your life & your character.

We listened, as all boys in their better moods will listen (ay, and men too for the matter of that), to a man whom we felt to be, with all his heart and soul and strength, striving against whatever was mean and unmanly and unrighteous in our little world. It was not the cold, clear voice of one giving advice and warning from serene heights to those who were struggling and sinning below, but the warm, living voice of one who was fighting for us and by our sides, and calling on us to help him and ourselves and one another.

T.S. Eliot said to me “There’s only one way a poet can develop his actual writing – apart from self-criticism & continual practice. And that is by reading other poetry aloud – and it doesn’t matter whether he understands it or not (i.e. even if it’s in another language.) What matters above all, is educating the ear.

Next week is Negro History Week," said Simple. "And how much Negro history do you know?" "Why should I know Negro history?" I replied. "I am an American." "But you are also a black man," said Simple, "and you did not come over on the Mayflower—at least, not the same Mayflower as the rest." "What rest?" I asked. "The rest who make up the most," said Simple, "then write the history books and leave us out, or else put in the books nothing but prize fighters and ballplayers. Some folks think Negro history begins and ends with Jackie Robinson." "Not quite," I said. "Not quite is right," said Simple. "Before Jackie there was Du Bois and before him there was Booker T. Washington, and before him was Frederick Douglass and before Douglass the original Freedom Walker, Harriet Tubman, who were a lady. Before her was them great Freedom Fighters who started rebellions in the South long before the Civil War. By name they was Gabriel and Nat Turner and Denmark Vesey." "When, how, and where did you get all that information at once?" I asked. "From my wife, Joyce," said Simple. "Joyce is a fiend for history. She belongs to the Association for the Study of Negro Life and History. Also Joyce went to school down South. There colored teachers teach children about our history. It is not like up North where almost no teachers teach children anything about themselves and who they is and where they come from out of our great black past which were Africa in the old days.

You say Christianity is absurd and impossible. Now, you know, it cannot be that! It may be untrue—I am not speaking of that now, even though I am perfectly certain that it is absolutely true—but it cannot be absurd so long as educated and virtuous people continue to hold it. To say that it is absurd is simple pride; it is to dismiss all who believe in it as not merely mistaken, but unintelligent as well

At this point in my boating education, I didn’t even know what a “norther” was. Nor did I appreciate what happens when wind blows against the direction of a current. I can tell you now what happens: The wind pushing against the flowing water causes the seas to build and build. They go vertical. They get steep. They form cliffs of ocean blue that boats can fall right off. I’d never heard of nor imagined such a thing. Scott and I were about to see such waves up close.

There’s only one way a poet can develop his actual writing – apart from self-criticism & continual practice. And that is by reading other poetry aloud – and it doesn’t matter whether he understands it or not (i.e. even if it’s in another language.) What matters above all, is educating the ear. What matters, is to connect your own voice with an infinite range of verbal cadences & sequences – and only endless actual experience of your ear can store all that in your nervous system.

Dream of Freedom There’s a dream in the land With its back against the wall. By muddled names and strange Sometimes the dream is called. There are those who claim This dream for theirs alone— A sin for which, we know They must atone. Unless shared in common Like sunlight and like air, The dream will die for lack Of substance anywhere. The dream knows no frontier or tongue, The dream no class or race. The dream cannot be kept secure In any one locked place. This dream today embattled, With its back against the wall— To save the dream for one, It must be saved for ALL.

Lazlo Bock, senior vice president of people operations at Google, made the following comments in an interview published by the New York Times in June 2013: “One of the things we’ve seen from all our data crunching is that G.P.A.’s (grade point averages) are worthless as a criteria for hiring, and test scores are worthless. Google famously used to ask everyone for a transcript and G.P.A.’s and test scores, but we don’t anymore…. We found that they don’t predict anything. What’s interesting is the proportion of people without any college education at Google has increased over time as well. So we have teams where you have 14 percent of the team made up of people who’ve never gone to college.” Doing well in college—earning high test scores and grades—has no measurable correlation with becoming an effective worker or manager.  This is incontrovertible evidence that the entire Higher Education system is detached from the real economy: excelling in higher education has little discernible correlation to real-world skills or performance.

Another example of neoracist influence in K–12 public education comes from New York City. In 2018, the NYC Department of Education earmarked $23 million for mandatory “anti-bias” training for the city’s teachers over the course of four years. Leading this charge was chancellor of schools Richard Carranza, whose philosophy has less to do with eliminating actual racism than with eliminating so-called white supremacy culture in schools. In a presentation to top administrators, Carranza called for an end to all aspects of white supremacy, including “a sense of urgency,” “worship of the written word,” “perfectionism,” “individualism,” and “objectivity.” Instead of these false values, he argued that teachers should prioritize non-white values like “the ability to relate to others.” The idea that perfectionism, objectivity, and good grammar belong to white people and shouldn’t be taught to blacks and Hispanics is exactly the kind of idea that leaders of the civil rights movement fought against. There is nothing anti-racist about this idea. It is, at its core, racist.

Whatever the reason, the fact is that there was no widespread catechetical teaching for Christian children. Things were going to change. The growing awareness of the need for Christian education was one of the chief forces behind the desire in the sixteenth century to reform the rite of baptism.

After being shown the demesne by Pikeman, and consulting with him at length, the elders had expressed their willingness to bring their fellows to live and work in Bourne on the same terms that My Lord had agreed with his own serfs. Hugh watched in disbelief as Bourne signed a writ, prepared by Thurkell, which not only granted them extra land but rights of access to education, medicine and a meal of meat every seven days. It was a word in disarray when base-born men, sworn to obedience through their oaths of fealty, could expect rewards in return for their labour. Pg 135

After being shown the demesne by Pikeman, and consulting with him at length, the elders had expressed their willingness to bring their fellows to live and work in Bourne on the same terms that My Lord had agreed with his own serfs. Hugh watched in disbelief as Bourne signed a writ, prepared by Thurkell, which not only granted them extra land but rights of access to education, medicine and a meal of meat every seven days. It was a world in disarray when base-born men, sworn to obedience through their oaths of fealty, could expect rewards in return for their labour.

In an attempt to head off such stinging and potentially damaging criticism both Rockefeller and Carnegie poured hundreds of millions of dollars into public works. In Rockefeller’s case the money went to Chicago University, the Rockefeller Institute for Medical Research (today Rockefeller University), and the General Education Board that announced it would teach children ‘to do in a perfect way the things their fathers and mothers are doing in an imperfect way’. In 1913 he and his son established the Rockefeller Foundation that remains one of the richest charitable organisations in the world. Carnegie too used his money to encourage education. His grand scheme was to fund the opening of libraries, and between 1883 and 1929 more than 2,000 were founded all over the world. In many small towns in America and in Britain, the Carnegie Library is still one of their most imposing buildings, always specially designed and built in a wide variety of architectural styles. In 1889, Carnegie wrote his Gospel of Wealth first published in America and then, at the suggestion of Gladstone, in Britain. He said that it was the duty of a man of wealth to set an example of ‘modest, unostentatious living, shunning display or extravagance’, and, once he had provided ‘moderately’ for his dependents, to set up trusts through which his money could be distributed to achieve in his judgement, ‘the most beneficial result for the community’. Carnegie believed that the huge differences between rich and poor could be alleviated if the administration of wealth was judiciously and philanthropi-cally managed by those who possessed it. Rich men should start giving away money while they lived, he said. ‘By taxing estates heavily at death, the state marks its condemnation of the selfish millionaire’s unworthy life.

Since I began teaching I’ve wanted to expand the curriculum, but my first year was mostly about surviving rather than looking critically at what I teach and why I was teaching it. American literature conjures up a strong multicultural image for me. I’ve followed Sherman Alexie’s characters on the struggle to find them themselves; I’ve explored the New Mexican desert of Rudolfo Anaya’s novels; I’ve traveled down Harlem streets with Hughes and experienced Hurston’s southern lifestyle. I imagined, when I received my first teaching assignment of American literature, that these authors would be the ones to grace my classroom. However, the way that my English 10 colleagues read the new state standards and the common assessments required by my district made it almost impossible to fit these authors into a “dead white guy” curriculum. I began to struggle through a year of teaching the curriculum as it was, feeling that I was doing a disservice to my students and my educational upbringing. I was required to stay on track with what other teachers in my grade level were doing, when they were testing, and how much time they were spending on units.

Fred Hirsch observed that education had already become a resource-hungry activity aimed more at providing individuals with saleable credentials, than at improving society’s overall levels of wisdom and skill. Hirsch

The goal of the education system is for students to obtain a credential rather than skills that are essential in the real economy. The credential is seen as a proxy for knowledge or even wisdom; but a proxy of knowledge is not the same as knowledge embedded in human and social capital.

Martin Hughes found that four-year-olds were perfectly happy to tell you that ‘two plus three’ equal ‘five’, and were even quite willing to say that ‘two wuggles and three wuggles’ make ‘five wuggles’, without having a clue what a wuggle was. But they refused to add ‘two thousands and three thousands’ because, they said, ‘we haven’t done thousands yet’. By four years of age they had already learned that maths was a very special and precarious world where you had to tread carefully, and had to wait to be ‘taught’ before you could move.99

You see, at Rugby I was rather a great man. There one had a share in the ruling of 300 boys, and a good deal of responsibility; but here one has only just to take care of oneself, and keep out of scrapes; and that's what I never could do.

Hughes wondered if Norton had deliberately withheld the information from him. “And being a man of the cloth is how you’d know your griffins from your dragons?” “No, my doctorate is in history. And I’m just a deacon. A lay preacher. I suppose I’m just over-educated.” He gave Hughes a thin smile. “I happen to know my griffins from my dragons, that’s all.

The Boston Latin School, Harvard College and mighty Yale College (founded at New Haven, Connecticut, in 1701, by strict Congregationalists, when Harvard showed alarming signs of liberalism) were merely the most conspicuous of many excellent educational institutions which gave New England the highest literacy rate in the colonies and quite probably in the world. Inoculation

The majority of effort channeled toward achieving racial equity hasn't been applied to the part of life that has the biggest influence on people's skills and mindsets: namely birth to eighteen years of age.

By [college], many skills, attitudes, and habits have already been formed. We can have a much bigger impact on people at younger ages. Efforts to achieve true equity should focus instead on high-quality kindergarten and pre-K, high-quality weekend learning programs, high-quality charter schools, and high-quality after-school tutoring.

It was surprising what old experiences remembered could do to a presumedly educated, civilized man.

Neoracists believe that we must indoctrinate children to cure them of racism. I say that children are racially innocent by nature, and we should protect that racial innocence for as long as possible.

he knew, as absolutely as a man may know the colour of his eyes, that it was secure again and beyond shaking. During those weeks in Rome the cloudy deposit had run clear and the channel was once more visible. Or, better still, that vast erection of dogma, ceremony, custom and morals in which he had been educated, and on which he had looked all his life (as a man may stare upon some great set-piece that bewilders him), seeing now one spark of light, now another, flare and wane in the darkness, had little by little kindled and revealed itself in one stupendous blaze of divine fire that explains itself. Huge principles, once bewildering and even repellent, were again luminously self-evident;

He couldn't make her understand that. She'd not been educated beyond simple words. To her the most bitter cup was to be cut away from life. To lose this amber hair, this crimson mouth, this molten flesh; to receive in its place the cold ash of oblivion. He repeated, "There's worse things. There's wishing you could die. There's wishing you could close your eyes and your memory forever.

Page 5-6: The elected branches in the liberal breakthrough of 1964-65 passed three great civil rights laws: the Civil Rights Act of 1964, the Voting Rights Act of 1965, and the Immigration and Naturalization Act of 1965. All were based on the principle of nondiscrimination by race or national origin. … The Immigration and Naturalization Act ended a long-standing policy, so repugnant to liberal values and so embarrassing in cold war competition, of immigration quotas by national origin preference. … Then came the unintended consequences of reform. Government agencies and federal courts approved affirmative action policies, based ironically on the nondiscrimination laws of 1964-65, that imposed preferences, justified to compensate for past discrimination and designed to win proportional representation for minority groups in education, jobs, and government contracts. Similarly, in immigration policy, the reforms of 1965, intended to purge national origin quotas but not to expand immigration or to change its character, produced instead a flood of new arrivals that by the mid-1990s exceeded 30 million people, more than three-quarters of them arriving not from Europe but from Latin America and Asia. Despite the purging of racial and ethnic preferences by the 1964-65 laws, the ancestry of most immigrants in the 1990s entitled them to status as presumptive victims of historic discrimination in the united states. As members of protected classes, they enjoyed priority over most native-born Americans under affirmative action regulations.

Quoting page 85: The OCR [Office for Civil Rights] in the early 1970s in effect experienced an internal capture shift. The black agenda activists who had dominated the office between 1965 and 1970 were joined and to some extend displaced by a new cadre of Latino activists. Not content with the transitional model of bilingual education, which used native-language instruction as a bridge to English language proficiency, the Latino nationalists called for Spanish-based cultural maintenance programs of indefinite duration. La Raza Unida’s 1967 founding statement captured the Chicano spirit of cultural nationalism and linguistic ethnocentrism: “The time of subjugation, exploitation, and abuse of human rights of La Raza in the United States is hereby ended forever,” the manifesto proclaimed. “[We] affirm the magnificence of La Raza, the greatness of our heritage, our history, our language, our traditions, our contributions to humanity and culture.

Quoting Page 87: In 1978 a four-year study by the American Institutes for Research, sponsored by the USOE [U.S. Office of Education], concluded that most of the Hispanic students involved [in bilingual/bicultural programs[ were native speakers of English, that those who needed to learn English competence were not in fact acquiring it, that most bilingual programs were aimed at linguistic and cultural maintenance rather than learning English, and that the segregated Hispanic students who were already alienated from school simply remained so.

To initiate its EIR program, USCIS would also turn to an agitator. Brad Feld, an early-stage investor and prolific blogger, had become exasperated when officers of two promising startups under his watch were forced to return to their home countries because they couldn’t secure visas. He shared their story on a blog, attracting the attention of other entrepreneurs, including Ries, who couldn’t understand why there was no visa category for an entrepreneur with American investors and employees. In lieu of that category, many entrepreneurs were at the mercy of visa examiners who didn’t understand how they operated. At the point of visa application, many startups had not hired many employees or generated much revenue. This confused traditional visa examiners, who would then ask odd and irrelevant questions, often before a denial. To give just one example, it’s been years since AOL required a compact disc to use its service. And yet, visa examiners were demanding proof of a warehouse, where software startups would store their CD inventory for shipping to customers. As Feld’s idea of a “startup visa” became intertwined with, and paralyzed by, the broader debate on comprehensive immigration reform, the USCIS, with White House support, sought to accomplish something administratively within the existing law. It instituted an EIR program, to organize and educate a specialty unit of immigration officers to handle entrepreneur and startup nonimmigrant visa cases.22 The project also called for educating entrepreneurs about the available options, one of which they may have overlooked. For instance, the O-1 visa, which was reserved “for those with extraordinary ability,” had proven a successful channel for actors, athletes, musicians, directors, scientists, artists, businessmen, engineers, and others who could provide ample evidence of their unique and impressive abilities, attributes, awards, and accolades. It had even created some controversy, when visa evaluators took the term “model” to an extreme, awarding a visa to one of Hugh Hefner’s ex-girlfriends, a Playboy centerfold from Canada named Shera Berchard.23 If she was confident enough to assert and explain her “extraordinary ability,” why weren’t entrepreneurs?

When teachers participate in a literary experience with a professionally presented children's play, they are offering their students a text quite different from anything that they will experience within their classrooms. Within this literary experience, teachers join as equals with their students, and each, as audience members within the darkened space of the performance, create their own poems to hold within themselves or share with others.

THE BLUE FLANNEL SUIT" I had let it all grow. I had supposed It was all OK. Your life Was a liner I voyaged in. Costly education had fitted you out. Financiers and committees and consultants Effaced themselves in the gleam of your finish. You trembled with the new life of those engines. That first morning, Before your first class at College, you sat there Sipping coffee. Now I know, as I did not, What eyes waited at the back of the class To check your first professional performance Against their expectations. What assessors Waited to see you justify the cost And redeem their gamble. What a furnace Of eyes waited to prove your metal. I watched The strange dummy stiffness, the misery, Of your blue flannel suit, its straitjacket, ugly Half-approximation to your idea Of the properties you hoped to ease into, And your horror in it. And the tanned Almost green undertinge of your face Shrunk to its wick, your scar lumpish, your plaited Head pathetically tiny. You waited, Knowing yourself helpless in the tweezers Of the life that judges you, and I saw The flayed nerve, the unhealable face-wound Which was all you had for courage. I saw that what you gripped, as you sipped, Were terrors that killed you once already. Now I see, I saw, sitting, the lonely Girl who was going to die. That blue suit, A mad, execution uniform, Survived your sentence. But then I sat, stilled, Unable to fathom what stilled you As I looked at you, as I am stilled Permanently now, permanently Bending so briefly at your open coffin.