I attended schools in Seattle through the University of Washington, from which I was graduated in 1931. I spent the next year at Northwestern University.

I met my wife, Margaret L. Mack, at the University of Chicago. We were married in 1936. She died in 1970.

After the war, I returned to Minnesota, from which I soon moved to Brown University, and a year later, to Columbia University where I remained from 1947 until 1958.

The Chicago Economics Department was in intellectual ferment, although the central issues of the 1930's were very different from those in later times. I had never before encountered minds of that quality at close quarters and they influenced me strongly.

I attended schools in Seattle through the University of Washington, from which I was graduated in 1931. I spent the next year at Northwestern University.

The delicate and intricate pattern of competition and cooperation in the economic behavior of the hundreds of thousands of citizens of Stockholm offers a challenge to the economist that is perhaps as complex as the challenges of the physicist and the chemist.

Even before I came to Chicago, I had gotten interested in the existence of dispersion of prices under conditions which economic theory said would yield a single price.

And yet I would not freely exchange my science for those of my fellow laureates. They are forever confined in their professional discussions to the small numbers of their fellow scientists.

I started working and publishing in price theory by 1938.

It was in the 1960s that I began the detailed study of public regulation.

My interests were aroused, and my faith in the cliches of the subject destroyed, as so often with other subjects, by the discussions with my friend, Aaron Director.

My main graduate training was received at the University of Chicago from which I received the Ph.D. in 1938.

In the 1950s, I proposed the survivor method of determining the efficient sizes of enterprises, and worked on delivered price systems, vertical integration, and similar topics.

In 1958, I came to Chicago where I have remained.

A Swedish physicist can not discuss his work with fifty people unless he goes abroad. A Swedish economist can get opinions and instructions in his native language from thousands upon thousands of his fellow citizens.

My teaching began in 1936 at Iowa State College where T. W. Schultz was the department chairman.

Two years later, I went to the University of Minnesota from which I was on leave for several years during the war as a member of Statistical Research Group at Columbia University.

That subject has lost its one time appeal to economists as our science has become more abstract, but my interest has even grown more intense as the questions raised by the sociology of science became more prominent.

If you never miss a plane, you’re spending too much time at the airport.

A transition period is a period between two transition periods.

Jails and prisons are the complement of schools; so many less as you have of the latter, so many more must you have of the former.

Headteachers and governing bodies run schools and that won't change.

We don't focus as much in schools on educational knowledge which requires thinking and application, as we do on acquiring facts.

Schools that are to cater for the whole population must offer courses that are as rich and varied as are the needs and abilities of the children who enter them.

We really think it is a good thing for scientists to spend a little bit of their time either in the community or in schools or helping to train high school teachers.

Schools are successful only insofar as they reduce the dependence of a child's opportunities upon his social origins.

Sex education may be a good idea in the schools, but I don't believe the kids should be given homework.

At a moderate calculation, among a million of persons inhabiting the metropolis, there are, at least, twenty-five thousand children who attend these schools, and cost their parents as many pounds sterling, per annum.

I do not see any reason why they should not be given the means to give their teachers just as high an education as is secured by attendance at the Protestant schools.

And lastly, the political revolutions from 1911 to the present time have done more to bring about tremendous social changes everywhere than even the economic and industrial changes and the new schools.

I went to the local schools, the local state primary school, and then to the local grammar school. A secondary school, which technically was an independent school, it was not part of the state educational system.

Lesbianism is so rampant in some of the schools in southeast Oklahoma that they'll only let one girl go to the bathroom. Now think about it. Think about that issue. How is it that that's happened to us?

Universal suffrage should rest upon universal education. To this end, liberal and permanent provision should be made for the support of free schools by the State governments, and, if need be, supplemented by legitimate aid from national authority.

Good schools, good jobs, good government. These are not unreasonable demands. But sadly, some of our people have already lost heart and have left Hawaii to look for these things elsewhere.

Scientists at MIT and engineering schools all across America say that they could improve the fuel economy standards for the existing set of vehicles by 10 miles per gallon using existing technology, without compromising safety or comfort at all.

If we had in this room a hundred teachers, good teachers from good schools, and asked them to define the word education, there would be very little general agreement.

Catholic schools in our Nation's education have been paramount in teaching the values that we as parents seek to instill in our children.

Despite the amazing diversity we're blessed with in this country, schools are still in large part segregated because of economic disparity. Sports are one of the few areas where kids are really given the opportunity to interact with those of different races and religions.

Some go on to trade schools or get further training for jobs they are interested in. Some go into the arts, some are craftsmen, some take a little time out to travel, and some start their own businesses. But our graduates find and work at what they want to do.

In traditional schools, you're penalized for making a mistake. But that won't work in the new information culture, in the digital world we live in today.

I saw how many people were poor and how many kids my age went to school hungry in the morning, which I don't think most of my contemporaries in racially segregated schools in the South thought very much about at the time.

The success of our economy shouldn't determine the success of our schools.

The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done.

The day is past when schools could afford to give sufficient time and attention to the teaching of the ancient languages to enable the student to get that enjoyment out of classical literature that made the lives of our grandfathers so rich.

There happened to be guitar classes at the college, and there was a guitar teacher there with whom I used to play. In addition, I also would go out into country schools and teach little kids basic guitar and singing a few times a week.

Today, over half of China's undergraduate degrees are in math, science technology and engineering, yet only 16 percent of America's undergraduates pursue these schools.

You can do and use the skills that you have. The schools need you. The teachers need you. Students and parents need you. They need your actual person: your physical personhood and your open minds and open ears and boundless compassion, sitting next to them, listening and nodding and asking questions for hours at a time.

Many students graduate from college and professional schools, including those of social work, nursing, medicine, teaching and law, with crushing debt burdens.

We have an obligation and a responsibility to be investing in our students and our schools. We must make sure that people who have the grades, the desire and the will, but not the money, can still get the best education possible.