Quotes About Education

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. For what is the use of transmitting knowledge if the individual's total development lags behind?

An educational method that shall have liberty as its basis must intervene to help the child to a conquest of liberty. That is to say, his training must be such as shall help him to diminish as much as possible the social bonds which limit his activity.

Discipline must come through liberty. We do not consider an individual disciplined only when he has been rendered as artificially silent as a mute and as immovable as a paralytic. He is an individual annihilated, not disciplined.

The first idea that the child must acquire, in order to be actively disciplined, is that of the difference between good and evil; and the task of the educator lies in seeing that the child does not confound good with immobility, and evil with activity.

The teacher must derive not only the capacity, but the desire, to observe natural phenomena. The teacher must understand and feel her position of observer the activity must lie in the phenomenon.

There is in every child a painstaking teacher, so skilful that he obtains identical results in all children in all parts of the world. The only language men ever speak perfectly is the one they learn in babyhood, when no one can teach them anything!

We teachers can only help the work going on, as servants wait upon a master.

Children must grow not only in the body but in the spirit, and the mother longs to follow the mysterious spiritual journey of the beloved one who to-morrow will be the intelligent, divine creation, man.

What is generally known as discipline in traditional schools is not activity, but immobility and silence. It is not discipline, but something that festers inside a child, arousing his rebellious feelings.

Even so those who teach little children too often have the idea that they are educating babies and seek to place themselves on the child's level by approaching him with games, and often with foolish stories. Instead of all this, we must know how to call to the man which lies dormant within the soul of the child.

you do not exist, you cannot hope to grow. That is the tremendous step the child takes, the step that goes from nothing to something.

I withdrew from active work among deficients, and began a more thorough study of the works of Itard and Séguin. I felt the need of meditation. I did a thing which I had not done before, and which perhaps few students have been willing to do,—I translated into Italian and copied out with my own hand, the writings of these men, from beginning to end, making for myself books as the old Benedictines used to do before the diffusion of printing.

To assist a child we must provide him with an environment which will enable him to develop freely.

I was more than an elementary teacher, for I was present, or directly taught the children, from eight in the morning to seven in the evening without interruption. These two years of practice are my first and indeed my true degree in pedagogy. From the very beginning of my

A teacher simply assists him at the beginning to get his bearings among so many different things and teaches him the precise use of each of them; that is to say, she introduces him to the ordered and active life of the environment. But then she leaves him free in the choice and execution of his work.

I succeeded in teaching a number of the idiots from the asylums both to read and to write so well that I was able to present them at a public school for an examination together with normal children. And they passed the examination successfully.

For a man is not only a biological but a social product, and the social environment of individuals in the process of education, is the home. Scientific pedagogy will seek in vain to better the new generation if it does not succeed in influencing also the environment within which this new generation grows! I

The school must permit the free, natural manifestations of the child if in the school scientific pedagogy is to be born. This is the essential reform. No one may affirm that such a

While everyone was admiring the progress of my idiots, I was searching for the reasons which could keep the happy healthy children of the common schools on so low a plane that they could be equalled in tests of intelligence by my unfortunate pupils!

From the child itself he will learn how to perfect himself as an educator.

Others, after having studied children carefully, have come to the conclusion that the first two years are the most important of life. Education during this period must be intended as a help to the development of the psychic powers inherent in the human individual.

Thus prepared, I was able to proceed to new experiments on my own account. This is not the place for a report of these experiments, and I will only note that at this time I attempted an original method for the teaching of reading and writing, a part of the education of the child which was most imperfectly treated in the works of both Itard and Séguin.

The situation would be very much the same if we should place a teacher who, according to our conception of the term, is scientifically prepared, in one of the public schools where the children are repressed in the spontaneous expression of their personality till they are almost like dead beings. In such a school the children, like butterflies mounted on pins, are fastened each to his place, the desk, spreading the useless wings of barren and meaningless knowledge which they have acquired.

It behooves us to think of what may happen to the spirit of the child who is condemned to grow in conditions so artificial that his very bones may become deformed.