Category Archives: Quotes

As every second post on this site is a quote. You’ll find a deep and broad variety of quotes under this category, which overlap with several other tags and categories. Many of the quotes are larded with links for deeper reading on the subject of the quote, or connections between the subject of the quotes and other people, things, or ideas. See the Taxonomies page for more about this category.

The Weekly Text, 20 February 2026, Black History Month Week III: A Reading on Arturo Schomburg

Sometime not long after I returned to New York in 2021, I attended a lecture a the New York Public Library (the main on 5th Avenue and 42nd Street, with the lions Patience and Fortitude at the front) on Arturo Schomburg. When I lived in Harlem, I walked by his namesake, the Schomburg Center for Research in Black Culture, every morning on my way to work. I also regularly stopped in to view exhibits there as well.

Therefore, Arturo Schomburg has been something of a presence in my intellectual life since 2004.

There are two biographies of Arturo Schomburg: Diasporic Blackness: The Life and Times of Arturo Schomburg,  by Vanessa Valdes or Arturo Schomburg: Black Bibliophile and Collector by Elinor Des Verney Sinette. I read the latter

One thing that I did pick up on at the lecture and in Ms Sinette’s book, however, was the existence of this article from the man himself. This is a PDF of an article “Arthur” (one thing I learned about Schomburg is that very little is known about him, including which given version of his given name he was using at any time) Schomburg wrote on Black History, “The Negro Digs Up His History.” Nota bene, please, that I have only posted the reading; next year at this time (I already have the basic structure assembled) you’ll find a fully realized lesson plan to accompany this article.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Muhammad Ali on Joe Frazier

“Frazier is so ugly that he should donate his face to the US Bureau of Wild Life.”

Muhammad Ali

Excerpted from: Sherrin, Ned, ed. The Oxford Dictionary of Humorous Quotations. New York: Oxford University Press. 1996.

C(yril) L(ionel) (R)obert James

“C(yril) L(ionel) R(obert) James: (1901-1989) Trinidadian writer and political activist. As a young man he moved to Britain, where his first work, The Life of Captain Cipriani, was published in 1929. His study of Toussaint-Louverture, The Black Jacobins (1938) was a seminal work. During his first stay in the U.S. (1938-53), he became friends with Paul Robeson. Eventually deported to Britain because of his Marxism and labor activism, James wrote on cricket for the Guardian. His Beyond the Boundary (1963) mixes autobiography with commentary on politics and sports. He returned the to the U.S. in 1970 but eventually settled permanently in Britain.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Bernard Coard on the Intellectual and Emotional Oppression of the West Indian Child in the British School System

“The Black child acquires two fundamental attitudes or beliefs as a result of his experiencing the British school system: a low self-image, and consequently low expectations in life. These are obtained through streaming, banding, bussing, ESN [Educationally Sub-Normal] schools, racist news media, and a white middle-class curriculum; by totally ignoring the Black child’s language, history, culture, identity. Through the choice of teaching materials, the society emphasizes who and what it thinks is important—and by implication, by omission, who and what it thinks is unimportant, infinitesimal, irrelevant. Through the belittling, ignoring, or denying of a person’s identity, one can destroy perhaps the most important aspect of a person’s personality—his sense of identity, of who he is. Without this, he will get nowhere.”

Excerpted from: Coard, Bernard. How the West Indian Child Is Made Educationally Sub-Normal in the British School System: 50th Anniversary Expanded Fifth Edition. Kingston, Jamaica: McDermott Publishing, 2021.

Paul Robeson in Testimony Before the House Un-American Activities Committee (HUAC)

“My father was a slave and my people died to build this country, and I’m going to stay right here and have a part of it, just like you. And no fascist-minded people like you will drive me from it. Is that clear?”

Paul Robeson, Testimony before House Un-American Activities Committee. 

Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

Teddy Wilson

“Teddy Wilson (originally Theodore Shaw) (1912-1986) U.S. pianist and bandleader, the principal pianist of the swing era. Born in Austin, Texas, he began recording as the leader of small groups in 1935. These recordings, which featured Billie Holiday, are classics of small-group swing. Wilson joined Benny Goodman’s trio in 1936. After 1940 he worked primarily as a leader of small groups or as a solo pianist, showcasing his tasteful and refined amalgam of the styles of Fats Waller, Earl Hines, and Art Tatum.”

Excerpted from: Macey, David. The Penguin Dictionary of Critical Theory. New York: Penguin, 2001.

Carter G. Woodson on the Oppressor’s Methodology

“If you teach the Negro that he has accomplished as much good as any other race he will aspire to equality and justice without regard to race. Such an effort would upset the program of the oppressor in Africa and America. Play up before the Negro, then, his crimes and shortcomings. Let him learn and admire the Hebrew, the Greek, the Latin and the Teuton. Lead the Negro to detest the man of African blood—to hate himself. The oppressor may then conquer, exploit, oppress and even annihilate the Negro by segregation without fear or trembling. With the truth hidden there will be little expression of thought to the contrary.

The American Negro has taken over an abundance of information which others have made accessible to the oppressed, but he has not yet learned to think and plan for himself as others do for themselves. Well might this race be referred to as the most docile and tractable people on earth. This merely means that when the oppressors once start the large majority of the race in the direction of serving the purposes of their traducers, the task becomes so easy in the years following that they have little trouble with the masses thus controlled. It is a most satisfactory system, and it has become so popular that European nations of foresight are sending some of their brightest minds to the United States to observe the Negro in ‘inaction’ in order to learn how to deal likewise with Negroes in their colonies. What the Negro in America has become satisfied with will be accepted as the measure or what should be allotted him elsewhere. Certain Europeans consider the ‘solution to the race problem in the United States’ one of our great achievements.”

Excerpted/Adapted from: Woodson, Carter G. The Mis-education of the Negro. Eastford, CT: Martino Fine Books, 2018.

The Algonquin Wits: Aleck Woollcott and Charles MacArthur Take a Vacation

“Aleck Woollcott and playwright Charles MacArthur once took a voyage to Europe together. After their ship had been two days at sea, MacArthur emerged onto the deck to join Aleck, confiding to him, ‘I can’t get over the feeling that I’m on a boat.’”

Excerpted from: Drennan, Robert E., ed. The Algonquin Wits. New York: Kensington, 1985.

Term of Art: Social Promotion

“social promotion: The policy of promoting students from one grade to the next with their age group even though they have not mastered the skills and knowledge that are considered appropriate for the next grade level. See also promotion. Contrast retention.

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Concepts in Economics: Central Planning

“Central planning: The operation of an economy through centralized decision-taking whereby the decisions are taken at the center and orders issued to enterprises concerning their production and investment plans. While in theory such a system should allow the use of all resources in an economy in the public interest, without wasteful duplication of effort, the amount of information required to achieve efficiency is too great, and the incentives to supply the center with viable information are too poor. As a result, centrally planned economies, such as those of the former Soviet Union and other Eastern European countries, were not able to perform as well as a decentralized system based on competition between independent decision makers, and had to abandon central planning in the late 1980s in favor of the market economy.”

Excerpted from: Black, John, Nigar Hashimzade, and Gareth Miles. Oxford Dictionary of Economics. New York: Oxford University Press, 2012.