Best 54 quotes in «schooling quotes» category

Only time, education and plenty of good schooling will make anti-segregation work.

A person who says “every person has a right to a decent education” may not actually mean “people should be robbed to support bad schools” or “all children should be forced into a prison-like building for 12 years.

Any child who can spend an hour or two a day, or more if he wants, with adults that he likes, who are interested in the world and like to talk about it, will on most days learn far more from their talk than he would learn in a week of school.

Considering he was neither priest nor scholar, the young man gave sensible, thoughtful replies -- the more so, perhaps, for being untrained, for he had not learned what he should believe or should not believe. Present a statement to him in flagrant contradiction to all Christian doctrine and he could be persuaded to agree on its good sense, unless he remembered it was the sort of thing of which pyres are made for the incautious.

A relationship is a process. If you have nothing to learn - you have a slave to teach. 's why schools are effective.

A single heartbreak teaches you more than what a lifetime of schooling can

Arleen thanked Pana. Getting off the phone, she thanked Jesus. She smiled. When she smiled she looked like a different person. The press had loosened its grip. From landlords, she had heard eighty-nine nos but one yes. Jori accepted his mother’s high five. He and his brother would have to switch schools. Jori didn’t care. He switched schools all the time. Between seventh and eighth grades, he had attended five different schools—when he went at all. At the domestic-violence shelter alone, Jori had racked up seventeen consecutive absences. Arleen saw school as a higher-order need, something to worry about after she found a house.

As long as high schools strive to list the number of Ivy League schools their graduates attend and teachers pile on work without being trained to identify stress-related symptoms, I fear for our children’s health. I am not mollified by the alums of my daughter’s school who return to tell everyone that the rigor of high school prepared them for college, making their first year easier than they’d anticipated. If they make it that far.

Do not give them a candle to light the way, teach them how to make fire instead. That is the meaning of enlightenment.

Did reiser og nogle Mænd aarlig af stæd, Som skal for Laugmanden aflegge sin Eed, Laug-Rættes-Mænd Loven dem nævner; Om hver den der sværger, forstaar sig derpaa, Det lader jeg denne gang u-omtalt staa, Til Dagen naar HErren indstævner.

Education is a natural community function and occurs inevitably, since the young grow up on the old, towards their activities, and into (or against) their institutions; and the old foster, teach, train, exploit and abuse the young. Even neglect of the young, except physical neglect, has an educational effect -- not the worst possible.

Education is a system designed to make you feel inferior, yet they encourage you to accept it in order to be superior

Education aims at solving problems, but some educators are problems to be solved

For many years I have been asking myself why intelligent children act unintelligently at school. The simple answer is, "Because they're scared." I used to suspect that children's defeatism had something to do with their bad work in school, but I thought I could clear it away with hearty cries of "Onward! You can do it!" What I now see for the first time is the mechanism by which fear destroys intelligence, the way it affects a child's whole way of looking at, thinking about, and dealing with life. So we have two problems, not one: to stop children from being afraid, and then to break them of the bad thinking habits into which their fears have driven them. What is most surprising of all is how much fear there is in school. Why is so little said about it. Perhaps most people do not recognize fear in children when they see it. They can read the grossest signs of fear; they know what the trouble is when a child clings howling to his mother; but the subtler signs of fear escaping them. It is these signs, in children's faces, voices, and gestures, in their movements and ways of working, that tell me plainly that most children in school are scared most of the time, many of them very scared. Like good soldiers, they control their fears, live with them, and adjust themselves to them. But the trouble is, and here is a vital difference between school and war, that the adjustments children make to their fears are almost wholly bad, destructive of their intelligence and capacity. The scared fighter may be the best fighter, but the scared learner is always a poor learner.

Half of teachers leave the profession within their first four years, and kids with behaviour challenges and their parents are cited as one of the major reasons.

If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man's future.

In the lower classes the school master does not work for the parent, but against the parent. Modern education meanshanding down the customs of the minority, and rooting out the customs of the majority.

Everything is like a wall. Said a scholar to the troll. Bang your head to go on through. Then you'll see, there is no queue.

History has been stolen from us and replaced with guilt inducing lies.

If you feed a child, you strengthen him for a day; if you educate him, you strengthen him for a lifetime.

It isn't a coincidence that governments everywhere want to educate children. Government education, in turn, is supposed to be evidence of the state's goodness and its concern for our well-being. The real explanation is less flattering. If the government's propaganda can take root as children grow up, those kids will be no threat to the state apparatus. They'll fasten the chains to their own ankles.

It is usually unbearably painful to read a book by an author who knows way less than you do, unless the book is a novel.

My teacher Hilda is the best." - Nora, the cute loris

It was a time when a degree was expected but not much respected.

Literature cannot be imposed; it must be discovered.

Mig angrer av mit hjertens grund jeg bogen skulde lære at jeg for alt det jeg har slitt fik intet andet til profit end umag og besvære. Hvad har vi nu, fordi vi gik vel 20 aars tid i skole, Og mangt et slag i Haanden fik, samt banket rygg og kjole?

My opinion is that a school with no playground isn't a school at all.

Paying the high cost of education is better than paying the high price of ignorance.

No teacher has the right to cure a child of making noises on a drum. The only curing that should be practiced is the curing of unhappiness.

Not long after the book came out I found myself being driven to a meeting by a professor of electrical engineering in the graduate school I of MIT. He said that after reading the book he realized that his graduate students were using on him, and had used for the ten years and more he had been teaching there, all the evasive strategies I described in the book — mumble, guess-and-look, take a wild guess and see what happens, get the teacher to answer his own questions, etc. But as I later realized, these are the games that all humans play when others are sitting in judgment on them.

One problem with the way the educational system is set up is that it only recognizes a certain type of intelligence, and it’s incredibly restrictive - very, very restrictive. There’s so many types of intelligence, and people who would be at their best outside of that structure get lost.

In my school, no consideration is given to anything unreasonable; the heart of the matter is to use the power of the knowledge of martial arts to gain victory any way you can.

Schooling is a manufacturing process whereby the raw material called curious boys is turned into products called obedient men.

Schooling isn't important to get success but studies, experiences and skills are essential.

Schools themselves aren't creating the opportunity gap: the gap is already large by the time children enter kindergarten and does not grow as children progress through school. The gaps in cognitive achievement by level of maternal education that we observe at age 18-powerful predictors of who goes to college and who does not - are mostly present at age 6when children enter school. Schooling plays only a minor role in alleviating or creating test score gaps.

Schools train you to be ignorant with style [...] they prepare you to be a usable victim for a military industrial complex that needs manpower. As long as you're just smart enough to do a job and just dumb enough to swallow what they feed you, you're going to be alright [...] So I believe that schools mechanically and very specifically try and breed out any hint of creative thought in the kids that are coming up.

Since in early youth it cannot be known what ends are likely to occur to us in the course of life, parents seek to have their children taught a great many things, and provide for their skill in the use of means for all sorts of arbitrary ends, of none of which can they determine whether it may not perhaps hereafter be an object to determine their pupil, but which it is at all events possible that he might aim at; and this anxiety is so great that they commonly neglect to form and correct their judgement on the value of the things which may be chosen as ends.

...some nights I'd sneak out and listen to the radio in my Dad's old Chevy - children need solitude - they don't teach that in school...

The problems on campus life today are not about free speech. They are about how the students have absolutely nothing to do with their lives but sit and listen to lectures, find the best parties to attend, and otherwise discover first-world problems to stew about and protest. That's the root of the problem. This is not a commercial environment where people are incentivized to find value in each other. Campuses have become completely artificial 4-year holding tanks for infantilized kids with zero experience in actual life in which people find ways to get along. These students are not serving each other in a market exchange, and very few have worked at day in their lives, so their default is to find some offense and protest. It's all they've been taught to do and all they know how to do. Idle hands and parents' money = trouble.

Strange times are these in which we live when old and young are taught falsehoods in school. And the person that dares to tell the truth is called at once a lunatic and fool

The fact that no one made demands on her knowledge in her special field was lucky for Simochka. Not only she but many of her girlfriends had graduated from the institute without any such knowledge. There were many reasons for this. The young girls had come from high schools with very little grounding in mathematics and physics. They had learned in the upper grades that at faculty council meetings the school director had scolded the teachers for giving out failing marks, and that even if a pupil didn't study at all he received a diploma. In the institute, when they found time to sit down to study, they made their way through the mathematics and radio-technology as through a dense pine forest. But more often there was no time at all. Every fall for a month or more the students were taken to collective farms to harvest potatoes. For this reason, they had to attend lectures for eight and ten hours a day all the rest of the year, leaving no time to study their course work. On Monday evenings there was political indoctrination. Once a week a meeting of some kind was obligatory. Then one had to do socially useful work, too: issue bulletins, organize concerts, and it was also necessary to help at home, to shop, to wash, to dress. And what about the movies? And the theater? And the club? If a girl didn't have some fun and dance a bit during her student years, when would she do so afterward? For their examinations Simochka and her girlfriends wrote many cribs, which they hid in those sections of female clothing denied to males, and at the exams they pulled out the one the needed, smoothed it out, and turned it in as a work sheet. The examiners, of course, could have easily discovered the women students' ignorance, but they themselves were overburdened with committee meetings, assemblies, a variety of plans and reports to the dean's office and to the rector. It was hard on them to have to give an examination a second time. Besides, when their students failed, the examiners were reprimanded as if the failures were spoiled goods in a production process—according to the well-known theory that there are no bad pupils, only bad teachers. Therefore the examiners did not try to trip the students up but, in fact, attempted to get them through the examination with as good results as possible.

The task for parents and teachers is not to teach, it is how to inspire the people of youth to find their desire to learn.

There is no smarter professor than life, and no wiser sage than experience.

This idea that children won't learn without outside rewards and penalties, or in the debased jargon of the behaviorists, "positive and negative reinforcements," usually becomes a self-fulfilling prophecy. If we treat children long enough as if that were true, they will come to believe it is true. So many people have said to me, "If we didn't make children do things, they wouldn't do anything." Even worse, they say, "If I weren't made to do things, I wouldn't do anything." It is the creed of a slave.

To stimulate life, leaving it free, however, to unfold itself--that is the first duty of the educator.

To understand a child we have to watch him at play, study him in his different moods; we cannot project upon him our own prejudices, hopes and fears, or mould him to fit the pattern of our desires. If we are constantly judging the child according to our personal likes and dislikes, we are bound to create barriers and hindrances in our relationship with him and in his relationships with the world. Unfortunately, most of us desire to shape the child in a way that is gratifying to our own vanities and idiosyncrasies; we find varying degrees of comfort and satisfaction in exclusive ownership and domination.

What I learned on my own I still remember

We had some good times at school. I didn't know how good those times was till I left, but I guess that's the way of it

Well, Jack, we have taken the Macedonian, and your share of the prize, if we get her in safely, may be two hundred dollars; what will you do with it?” Stephen Decatur, commanding the frigate United States, North Atlantic, near the Azores Islands, 1812. “One hundred will go to my mother, sir, and the other I shall spend on schooling.” Jack Creamer, aged ten.

Yes,’ I say. ‘It’s my first actual day of high school ever. I moved from the country. I was home-schooled via distance ed before now.’ ‘Incredible.’ He shakes my free hand, while lying in that peculiar position. ‘You’ve managed to evade formal education for a signifcant period of your life. Congratulations and well done.’ ‘Are you taking the piss?’ ‘Good God, no.