Quotes About Education

Lori says, "Look at this. Your SATs are in the 600s. And you have a 3.8 average this semester. That's really good." "It's an easy school." "No, it isn't." "It's not that big a deal." "It is a big deal, actually. These are applying-to-college stats. Have you thought about that?" "No." "Why not?

At breakfast—lumpy oats with no sugar—when I ask how to get to school and what time I'm expected to be there, Mrs. Byrne looks at her husband and then back at me. She pulls her dark paisley scarf tight around her shoulders. "Dorothy, Mr. Byrne and I feel that you are not ready for school.

Wordsworth and Keats and Shelley. Our teacher made us memorize the words to "Ode on a Grecian Urn," and alone in the kitchen now I close my eyes and whisper Thou still unravish'd bride of quietness, Thou foster-child of Silence and slow Time . . . but that's all I can remember.

But what is hard to understand is why the math and science gap launched a massive movement on behalf of girls, and yet a much larger gap in reading, writing, and school engagement created no comparable effort for boys.

Children need to be moral more than they need to be in touch with their feelings. They need to be well educated more than they need classroom self-esteem exercises and support groups. Nor are they improved by having their femininity or masculinity "reinvented." Emotional fixes are not the answer. Genuine self-esteem comes with pride in achievement, which is the fruit of disciplined effort.

As our schools become more feelings centered, risk averse, competition-free, and sedentary, they move further and further from the characteristic sensibilities of boys.

Boys today bear the burden of several powerful cultural trends: a therapeutic approach to education that valorizes feelings and denigrates competition and risk, zero-tolerance policies that punish normal antics of young males, and a gender equity movement that views masculinity as predatory. Natural male exuberance is no longer tolerated.

The vast majority of American boys and girls are psychologically healthy. On the other hand, there is strong evidence that they are morally and academically undernourished.

For all education is outside, not inside, the schoolroom.

ridiculous if not positively touched, filthy and mean-spirited to be so poor, vain to have airs and graces when so poor, superstitious to hold any religious beliefs, thickheaded to hold any political beliefs, hoity-toity to hold any esthetic beliefs, fustian to pretend to any education, when so poor.

Blindur er boklaus madur - Blind is the bookless man.

So you see, it doesn't terribly matter if you miss one item of knowledge in a series of similar items because providing you understand the series you already know without knowing that you know.

These are my habits and the way I spend my life: studying literature.

De leerling, die de meester vragen stelt om wijzer te worden, moet niet worden bestraft, als hij alles wil onderzoeken.

Education can lift individuals out of poverty and into rewarding careers.

When nearly a third of our high school students do not graduate on time with their peers, we have work to do. We must design our middle and high schools so that no student gets lost in the crowd and disconnected from his or her own potential.

we wouldn't offer our child just one kind of book if we wanted him to become an avid reader: we can learn how to do the same with food.

When people talk only about what they're protecting their kids from, they're not thinking about what they're depriving them of.

non-intervention was a deliberate strategy based on the notion that children shouldn't learn how to obey just because adults told them to. Teachers wanted kids to learn self-control for themselves. Even if this took time. "BELIEVE

Highly scheduled lives and early academics aren't what our children's brains evolved to need.

Research has found that student participation drops more as class size increases (Kenney & Banerjee, 2011).

Indeed, humans won't speak or produce language unless they are taught to do so, which means that our remarkable capacity doesn't amount to much at all if someone isn't there to provide a model for how to use it.

We would never ask a hearing student to comprehend a lecture in Mandarin if he or she did not have proficiency in the language. Nevertheless, we ask this feat of deaf children everyday.

We are increasingly abandoning Aristotle's view of paideia—learning and habituating virtues for personal flourishing and the common good—in favor of technical-instrumental education leading to private wealth for some, argues philosopher Richard Eldridge: "to abandon the cultivation of virtues and instead to teach only in order to produce measurable outcomes is to capitulate to an individualist culture of instrumental control and private satisfactions."44