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Treat them just the same as anybody else, give them an opportunity to make a living, and to get an education."
--
Huey Long on his Negro policy as President (Williams p.704)

 

Huey Long

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And what have our unions done? What do they aim to do? To improve the standard of life, to uproot ignorance and foster education, to instill character, manhood and independent spirit among our people; to bring about a recognition of the interdependence of man upon his fellow man. We aim to establish a normal work-day, to take the children from the factory and workshop and give them the opportunity of the school and the play-ground. In a word, our unions strive to lighten toil, educate their members, make their homes more cheerful, and in every way contribute an earnest effort toward making life the better worth living.

 

Samuel Gompers

 

In the old times of which I have spoken, they desired to make all men think exactly alike. All the mechanical ingenuity of the world cannot make two clocks run exactly alike, and how are you going to make hundreds of millions of people, differing in brain and disposition, in education and aspiration, in conditions and surroundings, each clad in a living robe of passionate flesh — how are you going to make them think and feel alike? If there is an infinite god, one who made us, and wishes us to think alike, why did he give a spoonful of brains to one, and a magnificent intellectual development to another? Why is it that we have all degrees of intelligence, from orthodoxy to genius, if it was intended that all should think and feel alike?

 

Robert G. Ingersoll

 

Samuel smiled at me. "Freedom and fairness are very important to you, aren't they?"
I nodded, and frowned. "They're important to everybody."
He laughed. "Oh, no, Anita, you would be amazed at the number of people who try to give away their freedom at every opportunity. They much prefer that someone else make their decisions."

 

Laurell K. Hamilton

 

"What I would like to know is what I should be doing."
"I see what you mean," Freeling said, "but I'm afraid I can't tell you. If you were a lathe operator I'd say make that part, but you're a part of management, and you can't treat managerial people that way."
"Go ahead," Forlesen told him. "I won't mind."
[...] "What I meant was that if I knew what you ought to be doing I'd hire a clerk to do it. You're where you are because we feel—rightly or wrongly—that you can find your own work, recognize it when you see it, and do it or get somebody else to. Just make damn sure you don't step on anybody's toes while you're doing it, and don't make more trouble than you fix. [...] Don't come running to me with complaints, and don't let me get any complaints about you. Now what was it you wanted to see me about?"
"I don't," Forlesen said. "You said you wanted to see me."
"Oh. Well, I'm through."

 

Gene Wolfe

 

Even before 1918 we had traveled far from the doctrine of 1870, that "elementary" education was the education of a special class which would obtain no other — what the Committee of Council called in 1839 education "suited to the condition of workmen and servants" — and secondary education that of their masters.

 

R. H. Tawney