kind of related, ran across this Washington Post piece that they published for MLK day:

Answer Sheet Analysis:
MLK: ‘If we are not careful, our colleges will produce … close-minded, unscientific, illogical propagandists’

By Valerie Strauss, Jan. 17

Here, as I have published in recent years to mark the federal holiday honoring the Rev. Martin Luther King Jr., are some of his prophetic writings related to the purpose of education and the U.S. government’s efforts toward educating its citizens.

Just read these excerpts:

— King attended Morehouse College, and this is an excerpt from “The Purpose of Education,” a piece he wrote in the February 1947 edition of the college’s student newspaper, the Maroon Tiger:

As I engage in the so-called “bull sessions” around and about the school, I too often find that most college men have a misconception of the purpose of education. Most of the “brethren” think that education should equip them with the proper instruments of exploitation so that they can forever trample over the masses. Still others think that education should furnish them with noble ends rather than means to an end.

It seems to me that education has a two-fold function to perform in the life of man and in society: the one is utility and the other is culture. Education must enable a man to become more efficient, to achieve with increasing facility the ligitimate goals of his life.

Education must also train one for quick, resolute and effective thinking. To think incisively and to think for one’s self is very difficult. We are prone to let our mental life become invaded by legions of half truths, prejudices, and propaganda.

At this point, I often wonder whether or not education is fulfilling its purpose. A great majority of the so-called educated people do not think logically and scientifically. Even the press, the classroom, the platform, and the pulpit in many instances do not give us objective and unbiased truths. To save man from the morass of propaganda, in my opinion, is one of the chief aims of education. Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction.

The function of education, therefore, is to teach one to think intensively and to think critically. But education which stops with efficiency may prove the greatest menace to society. The most dangerous criminal may be the man gifted with reason, but with no morals.

The late Eugene Talmadge, in my opinion, possessed one of the better minds of Georgia, or even America. Moreover, he wore the Phi Beta Kappa key. By all measuring rods, Mr. Talmadge could think critically and intensively; yet he contends that I am an inferior being. Are those the types of men we call educated?

We must remember that intelligence is not enough. Intelligence plus character — that is the goal of true education. The complete education gives one not only power of concentration, but worthy objectives upon which to concentrate. The broad education will, therefore, transmit to one not only the accumulated knowledge of the race but also the accumulated experience of social living.

If we are not careful, our colleges will produce a group of close-minded, unscientific, illogical propagandists, consumed with immoral acts. Be careful, “brethren!” Be careful, teachers!

This is an excerpt of a speech King delivered March 14, 1964, when he accepted the John Dewey Award from the United Federation of Teachers:

For most of the past decade the field of education has been a battleground in the freedom struggle. It was not fortuitous that education became embroiled in this conflict. Education is one of the vital tools the Negro needs in order to advance. And yet it has been denied him by devises of segregation and manipulations with quality.

Historically, to keep Negroes in oppression they were deprived an education. In slave days it was illegal to teach a slave to read or write. With the ending of slavery and the emergence of quasi freedom, Negroes were only partially educated — sufficient to make their work efficient but insufficient to raise them to equality.

It is precisely because education is the road to equality and citizenship that it has been made more elusive for Negroes than many other rights. The walling off of Negroes from equal education is part of the historical design to submerge him in second-class status. Therefore as Negroes have struggled to be free they have had to fight for the opportunity for a decent education. ...

The richest nation on Earth has never allocated enough resources to build sufficient schools, to compensate adequately its teachers, and to surround them with the prestige our work justifies. We squander funds on highways, on the frenetic pursuit of recreation, on the overabundance of overkill armament, but we pauperize education.

Here’s an excerpt from “Where Do We Go From Here: Chaos or Community?” (New York: Harper & Row, 1967):

In the treatment of poverty nationally, one fact stands out: there are twice as many white poor as Negro poor in the United States. Therefore I will not dwell on the experiences of poverty that derive from racial discrimination, but will discuss the poverty that affects white and Negro alike.

Up to recently we have proceeded from a premise that poverty is a consequence of multiple evils: lack of education restricting job opportunities; poor housing which stultified home life and suppressed initiative; fragile family relationships which distorted personality development.

The logic of this approach suggested that each of these causes be attacked one by one. Hence a housing program to transform living conditions, improved educational facilities to furnish tools for better job opportunities, and family counseling to create better personal adjustments were designed. In combination these measures were intended to remove the causes of poverty.

While none of these remedies in itself is unsound, all have a fatal disadvantage. The programs have never proceeded on a coordinated basis or at a similar rate of development. Housing measures have fluctuated at the whims of legislative bodies. They have been piecemeal and pygmy. Educational reforms have been even more sluggish and entangled in bureaucratic stalling and economy-dominated decisions. Family assistance stagnated in neglect and then suddenly was discovered to be the central issue on the basis of hasty and superficial studies.

At no time has a total, coordinated and fully adequate program been conceived. As a consequence, fragmentary and spasmodic reforms have failed to reach down to the profoundest needs of the poor.

In addition to the absence of coordination and sufficiency, the programs of the past all have another common failing — they are indirect. Each seeks to solve poverty by first solving something else. I am now convinced that the simplest approach will prove to be the most effective — the solution to poverty is to abolish it directly by a now widely discussed measure: the guaranteed income. ...

We are likely to find that the problems of housing and education, instead of preceding the elimination of poverty, will themselves be affected if poverty is first abolished.

Valerie Strauss

Valerie Strauss is an education writer who authors The Answer Sheet blog. She came to The Washington Post as an assistant foreign editor for Asia in 1987 and weekend foreign desk editor after working for Reuters as national security editor and a military/foreign affairs reporter on Capitol Hill. She also previously worked at UPI and the LA Times