"If leisure and political power are a reason for liberal education, then everybody in America now has this reason, and everybody where democracy and industrialization penetrate will ultimately have it. If leisure and political power require this education, everbody in America now requires it... If the people are not capable of acquiring this education, they should be deprived of political power and probably of leisure. Their uneducated political power is dangerous, and their uneducated leisure is degrading and will be dangerous. If the people are incapable of achieving the education that responsible democratic citizenship demands, then democracy is doomed, Aristotle rightly condemned the mass of mankind to natural slavery, and the sooner we set about reversing the trend toward democracy the better it will be for the world."
--Robert Maynard Hutchins, The Great Conversation: The substance of a liberal education, 1952, p. 17-18.
"I have no doubt that a hundred years ago we thought of dear, little, far-off, feudal Japan in the same way in which we think of the underdeveloped countries today. With our assistance Japan became a full-fledged, industrialized world power in the space of forty years. We and the Japanese thought, in the 1860's, how wonderful it would be if this result could be achieved. We and they fixed our minds on the economic development of Japan and modified the educational system of that country on "American lines" to promote this economic development. So the rich got richer, the poor got poorer, the powerful got more bellicose; and Japan became a menace to the world and to itself."
--ibid., p. 19-20.