R. H. Tawney Quotes

The organization of education on lines of class, which, though qualified in the last twenty years, has characterized the English system of public education since its very inception, has been at once a symptom, an effect, and a cause of the control of the lives of the mass of men and women by a privileged minority. The very assumption on which it is based, that all that the child of the workers needs is "elementary education" — as though the mass of the people, like anthropoid apes, had fewer convolutions in their brains than the rich — is in itself a piece of insolence.

Labour can claim with some confidence that it is both voicing the demands of nearly all enlightened educationalists and working for the only organization of education which will enable the community to make the best use of the most precious of its natural resources — the endowments of its children.

A society which reverences the attainment of riches as the supreme felicity will naturally be disposed to regard the poor as damned in the next world, if only to justify itself for making their life a hell in this.

The foundation of democracy is the sense of spiritual independence which nerves the individual to stand alone against the powers of this world.

Because men are men, social institutions - property rights and the organisation of industry, and the system of public health and education – should be planned...to emphasise and strengthen, not the class differences which divide but the common humanity which unites them.

Transference from the primary school to higher education should depend solely upon whether it is likely to be for the benefit of the children concerned.

Virtues are often conquered by vices, but their rout is most complete when it is inflicted by other virtues, more militant, more efficient, or more congenial.

In place... of "elementary" education for nine-tenths of the children and "secondary" education for the exceptionally fortunate or the exceptionally able, we need to envisage education as two stages in a single course which will embrace the whole development of childhood and adolescence up to sixteen, and obliterate the vulgar irrelevances of class inequality and economic pressure in a new educational synthesis.