George Andrew Olah Quotes

I had an Edinburgh, middle-class childhood and a public school education.

A person born in the middle class, as I was, educated in bourgeois institutions, … is poorly prepared to take a leading part in revolutionary activity.

The children are taught more of the meanest state in Europe than of the country they are born and bred in, despite the singularity of its characteristics, the interest of its history, the rapidity of its advance, and the stupendous promise of its future.

When I was growing up, I was lucky to benefit from a first class education.

I think I was interested in history without knowing it and that became very clear when I arrived in France. Everything that I was really interested in was there, but I knew nothing, no education, no art education, no education beyond high school. It was extremely overwhelming and it still is.

I'm always represented as a bit of a class warrior - a bit Down With Men and Down With Middle-Class People. Whereas I'm actually very fond of men and am middle-class. I even went to boarding school in Perthshire.

For the better part of my life, I was always trying to manufacture somehow what I would consider 'living.' Because I grew up sort of upper-middle class and I didn't relate so much to that as a life, and I wanted to really find 'living.'

We have done a poor job educating people about education. Only when we have clarified that can we talk about how best to achieve it.

It is not systematic education which somehow molds society, but, on the contrary, society which, according to its particular structure, shapes education in relation to the ends and interests of those who control the power in that society.

In order to invest in our future, we must ensure that we appropriately protect programs that provide skills, services, and education for middle-class Americans rather than providing tax breaks for large corporations.

I just wanted to be an ordinary, middle-class person. When I was at Cambridge, I made great efforts to lose the last remnants of my Cockney accent.

One of the great privileges of having grown up in a middle-class literary English household, but having gone to school in the front lines in Southeast London, was that I became half-street-urchin and half-good-boy at home. I knew that dichotomy was possible.

My dad grew up in a working-class Jewish neighbourhood, and I got a scholarship from my dad's union to go to college. I went there to get an education, not as an extension of privilege.

I fell through the holes in the educational system. But education is still a way to change a life.

My parents are the last of the middle class. My father worked for the government designing sea mines. My mother was a substitute teacher. Together, they worked really only until they were sixty.

Middle-class families know education begins at birth.

My early childhood prepared me to be a social psychologist. I grew up in a South Bronx ghetto in a very poor family. From Sicilian origin, I was the first person in my family to complete high school, let alone go to college.

My upbringing was middle-class but my parents' families were both working-class so I had this odd combination of working-class background but in a privileged position.

The intellectual is a middle-class product; if he is not born into the class he must soon insert himself into it, in order to exist. He is the fine nervous flower of the bourgeoisie.

Our understanding of Shakespeare already depends largely on the vitality of Renaissance elements in our education. Each man must live in his own generation, as the saying is; but the generations are bound together by the golden links of the great tradition of civilization.

We talk about what's important to Hispanics: education, family, creating an environment in which you can achieve what you want to achieve because there aren't going to be obstacles in your way.

Colleges sort as much as they teach.

An educated proletariat is a constant source of disturbance and danger to any nation.

This College system went into practice to draw a line of demarcation between the two classes of society—it separated the children of the rich from the children of the poor.

Public schooling is welfare for the middle class.