Quotes About Education

The factory model of education is a gargantuan bureaucracy. Some kids are good fits - I wasn't. The system gives you bad grades and tells you you're stupid. You don't think, 'If this kid's not a good fit, it could be the system's fault.'

Anybody who tells you that a two-day conference, you're going to turn into the General Patton of leadership, they're not telling you the truth. But you can learn the fundamentals; you can absolutely understand the fundamentals.

At 14, I started reading popular scripts, wanted to learn Telugu, read books and improve my language. Then I got married at 15.

We schoolmasters must temper discretion with deceit.

I had very bad temper tantrums. I was in more grammar schools than there are years of grammar school. I got kicked out of, like, two preschools, a kindergarten.

Besides being a slum kid with no great education in anything except how to fight and stay alive and steal, I also had this temper.

The work of popular education, the temperance movement, the peace movement, are to a great extent carried on by the young. Their meetings show that the young understand one of their tasks: that of bringing together the different classes through social intercourse.

In high school, I did the 'The Tempest' at Lincoln Center for Joe Papp.

In September of 1960, I was blessed - and I'm not saying blessed in the everyday religious way - when Temple University accepted me after scoring 500 on the SAT. I was 23 years old, and they put me in remedial. I was the happiest remedial person on earth.

I grew up in West Philly, and I took an acting class at Temple University there. Then, after school, I moved to San Francisco.

You may be educated abroad, you may be a great scientist, politician, but you always have a sneaking fear that if you don't go to temples or do the ordinary things that you have been told to do, something evil might happen, so you conform. What happens to the mind that conforms? Investigate it, please.

I never liked the way the professor used the books — zeroing in on "the text," raking and raking, sifting and sifting it through narrower and narrower filters.

read to each other from novels by George Eliot and Dickens and Hardy and Tolstoy during my elementary school years. My brother Bill (now a professor of English)

She like history . . . and wished the English teacher would ask the class to read history books. Instead the teacher was 'always' assigning poems.

Sometimes we try to get our students into an analytic frame of mind, and we onder why they get bored after awhile! I've had a great reaction from some of the kids when I do a summary of a story, and then ask the kids if that story gets any bells going in their heads — gets them thinking about their own lives. that's when they start paying attention, and that's when they'll speak up.

There was nothing more beautiful in the world than the sight of a teacher getting upset.

How do those people who don't read books plug the gaps in their day? The journeys, the break-times, the evenings when the telly is crap, the time in bed before sleep arrives?

Maxwell's theory of electromagnetism is generally studied only by advanced students of physics, but Albert had mastered it by the time he was sixteen years old.

Mass education, because it produces hosts of badly educated people liberated from fatalism, will contribute to instability (p. 123).

The more urbanized, the more educated, and even the more enlightened the world becomes, counterintuitively, the more politically unstable it becomes, too.*42 This is what techno-optimists and those who inhabit the world of fancy corporate gatherings are prone to miss: They wrongly equate wealth creation—and unevenly distributed wealth creation at that—with political order and stability.

He believed that a teacher should stimulate and guide the student with questions, so that the student not only was exposed to the answer but remembered how the answer was reached.

Poor kids, through no fault of their own, are less prepared by their families, their schools, and their communities to develop their God-given talents as fully as rich kids. For economic productivity and growth, our country needs as much talent as we can find, and we certainly can't afford to waste it. The opportunity gap imposes on all of us both real costs and what economists term "opportunity costs.

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.

More plausible suspects in our mystery are the things that students collectively bring with them to school, ranging from(on the positive side of the ledger) academic encouragement at home and private funding for "extras" to (on the negative side) crime, drugs, and disorder. Whom you go to school with matters a lot.