Quotes About Schooling

Indeed, children's intrinsic motivation in school has been shown to decline every year over the course of traditional schooling.

I wasn't a troublemaker. I wasn't impertinent. The teachers liked me. But year after year, the comments on my report cards basically came down to a single point, and it was 100% accurate: I seemed to get nothing whatsoever out of all those long hours spent in the classroom.

Performing arts was something I was always part of. That was may be the only common thread that ran throughout my education, throughout my schooling years. But apart from that, there were no friends or no long term associations. That was the only thing I knew was with me wherever I went.

It's interesting because with a lot of people who I've met in comedy, it seems not to matter what your background is. In terms of formal schooling - I feel like that's a nineteenth century term - but in terms of where you went to high school or college, or wherever, all that really is irrelevant, I have found, in comedy.

Preventing children from going to school, and preventing teachers from doing their jobs, seems to be not just undemocratic but intolerable.

At primary school, I thought I was George Best. Then I got to secondary school, and it was more serious.

Keeping our kids engaged and in school must become a national priority.

I am opposed to the use of public funds for private education.

Anyone who sends their children now to government schools usually does it because they can't afford private education. I went to a government college where 350 out of 400 girls said their brothers go to private schools.

By the time I was leaving school, there were no factories. There was no industry.

There should be room in education for schooling to be more responsive to events, more focused on varying interpretations and more able to create artistic and technological responses to the world as it changes.

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.

To obtain high marks in school often requires a high degree of conformity to conventional ways of looking at the world and people."24

One of the reasons the rich get richer, the poor get poorer, and the middle class struggles in debt is that the subject of money is taught at home, not in school. Most of us learn about money from our parents. So what can poor parents tell their child about money? They simply say, "Stay in school and study hard." The child may graduate with excellent grades, but with a poor person's financial programming and mindset.

According to the Progressives, education is to be not subject-centered, but child-centered. ("We don't teach history, we teach Johnny.")

Minnows and catfish can recognize each member of their own species by his particular, person-specific odor. It is hard to imagine a solitary, independent, existentialist minnow, recognizable for himself alone; minnows in a school behave like interchangeable, identical parts of an organism. But there it is.

The best school in the world will scarcely save a boy who hates the school and the purpose it serves and the society that created it.

I quit school in the sixth grade because of pneumonia. Not because I had it, but because I couldn't spell it.

School taught me only to read and write. And that sliver of learning set me on the surest road to starving to death in honesty and ignorance. You were the first to open my eyes to widespread corruption. To have understood that the only forces that drive humanity are thieving and swindling - that's real intelligence. And you didn't even go to school.

Wisdom is not a product of schooling but of the lifelong attempt to acquire it.

I want to oppose the idea that the school has to teach directly that special knowledge and those accomplishments which one has to use later directly in life. The demands of life are much too manifold to let such a specialized training in school appear possible [...] The development of general ability for independent thinking and judgement should always be placed foremost.

The matter was that never before had she known what she was doing in school. She had always thought she was there to pass from one grade to another, and she was ever so startled to get a glimpse of the fact that she was there to learn how to read and write and cipher and generally use her mind, so she could take care of herself when she came to be grown up.

YOU aren't any grade at all, no matter where you are in school. You're just yourself, aren't you? What difference does it make what grade you're in? And what's the use of your reading little baby things too easy for you just because you don't know your multiplication table?

Do you know how to pick a lock?' 'Not in the least, I'm afraid.' 'I often wonder what we go to school for,' said Wimsey.