Quotes About Teaching

Hairwoman is torturing us with essays. Do English teachers spend their vacations dreaming up these things?

We are studying American history for the ninth time in nine years.

Precalculus was taught in dog whistle, a pitch too high to hear.

Then Ms. Conners blows her whistle to stop and explain the retarded scoring system in tennis where the numbers don't make sense and love doesn't count for anything.

We are studying American history for the ninth time in nine years. Another review of map skills, one week of Native Americans, Christopher Columbus in time for Columbus Day, the Pilgrims in time for Thanksgiving. Every year they say we're going to get right up to the present, but we always get stuck in the Industrial Revolution. We got to World War 1 in seventh grade - who knew there had been a war with the whole world? We need more holidays to keep the social studies teachers on track.

The work of any decent detective is at least nine-tenths monotony, despite the invariably brisk pace of any detective novel, or even a police file, for that matter . . . . No, if I wanted a life filled with non-stop excitement and challenge, I should not choose the life of a detective. High-wire acrobatics, perhaps, or teaching twelve-year-olds, or motherhood, but not detecting.

Give a man a fish,' he said, 'and you feed him for a day. Teach a man to fish, and for the rest of his life you can sell him rods and reels and hooks and leaders and flies and lures and God only knows what else.

One learns nothing from those who return our love.

One of the reasons I wanted to teach deaf children was because it made me very sad that they spoke so clumsily and that they moved with less grace that I knew was possible of deaf people.

Whenever I went to an historical moment that was sad or where something terrible happened, it was, for me, a learning moment, a teaching moment for those who survived.

We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.

Nothing can be believed unless it is first understood; and that for any one to preach to others that which either he has not understood nor they have understood is absurd.

Science should be taught not in order to support religion and not in order to destroy religion. Science should be taught simply ignoring religion.

Life is good for only two things, discovering mathematics and teaching mathematics.

It is much better to learn the elements of geology, of botany, or ornithology and astronomy by word of mouth from a companion than dully from a book.

One of the reasons we don't do as well as we should is that we are all over-taught.

I would say here something that was heard from an ecclesiastic of the most eminent degree: The intention of the Holy Spirit is to teach us how one goes to heaven, not how the heavens go.

I try to learn certain areas of computer science exhaustively; then I try to digest that knowledge into a form that is accessible to people who don't have time for such study.

To teach one who has no curiosity to learn, is to sow a field without ploughing it.

The energy available for each individual man is his income, and the philosophy which can teach him to be content with penury should be capable of teaching him also the uses of wealth.

Only dead mathematics can be taught where the attitude of competition prevails: living mathematics must always be a communal possession.

Teaching creationism in science class as an alternative to evolution is inappropriate.

The Science of Mind is intensely practical because it teaches us how to use the Mind Principle for definite purposes, such as helping those who are sick, impoverished, or unhappy.

Science which is acquired unwillingly, soon disappears; that which is instilled into the mind in a pleasant and agreeable manner, is more lasting.