c2p-cmd/Good-Quotes-Authors huggingface dataset:
When children are very young, they have natural curiosities about the world and explore them, trying diligently to figure out what is real. As they become "producers " they fall away from exploration and start fishing for the right answers with little thought. They believe they must always be right, so they quickly forget mistakes and how these mistakes were made. They believe that the only good response from the teacher is "yes," and that a "no" is defeat.
— John Holt, How Children Fail
They visited him in saris, clumping gracelessly through red mud and long grass ... and introduced themselves as Mrs. Pillai, Mrs. Eapen and Mrs. Rajagopalan. Velutha introduced himself and his paralyzed brother Kuttappen (although he was fast asleep). He greeted them with the utmost courtesy. He addressed them all as Kochamma [an honorific title for a woman] and gave them fresh coconut water to drink. He chatted to them about the weather. The river. The fact that in his opinion coconut trees were getting shorter by the year. As were the ladies in Ayemenem. He introduced them to his surly hen. He showed them his carpentry tools, and whittled them each a little wooden spoon.It is only now, these years later, that Rahel with adult hindsight recognized the sweetness of that gesture. A grown man entertaining three raccoons, treating them like real ladies. Instinctively colluding in the conspiracy of their fiction, taking care not to decimate it with adult carelessness. Or affection. [emphasis mine]It is after all so easy to shatter a story. To break a chain of thought. To ruin a fragment of a dream being carried around carefully like a piece of porcelain.To let it be, to travel with it, as Velutha did, is much the harder thing to do.
— Arundhati Roy, The God of Small Things
the difference between the old and the new education being) in a word, the old was a kind of propagation - men transmitting manhood to men; the new is merely propaganda.
— C.S. Lewis, The Abolition of Man
If my duty to my parents is a superstition, then so is my duty to posterity. If justice is a superstition, then so is my duty to my country or my race. If the pursuit of scientific knowledge is a real value, then so is conjugal fidelity. The rebellion of new ideologies against the Tao is a rebellion of the branches against the tree: if the rebels could succeed they would find that they had destroyed themselves.
— C.S. Lewis, The Abolition of Man
A good education helps us make sense of the world and find our way in it
— Mike Rose, Why School?
If you’ve got a dozen pitchers, you need to speak 12 different languages.
— Michael   Lewis, Moneyball: The Art of Winning an Unfair Game
There was a time we laughed at the old guys up on the hill. The ones who graduated a couple of years before us, and who would hang around the school and the ballpark still, and would sit on the hoods of their cars and tell us how when they were seniors they did it better, faster, and further. We laughed, because we were still doing it, and all they could do was talk. If our goals were not met, there was next year, but it never occurred to us that one day there would not be a next year, and that the guys sitting on the hoods of their cars at the top of the hill, wishing they could have one more year, willing to settle for one last game, could one day be us.
— Tucker Elliot
You go to school everyday. Folks who think they've learned everything they need to know are usually dumber than chickens.
— Jodi Thomas
The whole tendency of modern life is towards scientific planning and organisation, central control, standardisation, and specialisation. If this tendency was left to work itself out to its extreme conclusion, one might expect to see the state transformed into an immense social machine, all the individual components of which are strictly limited to the performance of a definite and specialised function, where there could be no freedom because the machine could only work smoothly as long as every wheel and cog performed its task with unvarying regularity. Now the nearer modern society comes to the state of total organisation, the more difficult it is to find any place for spiritual freedom and personal responsibility. Education itself becomes an essential part of the machine, for the mind has to be as completely measured and controlled by the techniques of the scientific expert as the task which it is being trained to perform.
— Christopher Henry Dawson, Religion and World History: A Selection from the Works of Christopher Dawson
Not long after the book came out I found myself being driven to a meetingby a professor of electrical engineering in the graduate school I of MIT. He said that after reading the book he realized that his graduate students were using on him, and had used for the ten years and more he had been teaching there, all the evasive strategies I described in the book — mumble, guess-and-look, take a wild guess and see what happens, get the teacher to answer his own questions, etc.But as I later realized, these are the games that all humans play when othersare sitting in judgment on them.
— John Holt, How Children Fail
Give a man a hoe and he is something to exploit. Give him a book and he is something to fear.
— Eric Burns, The Joy of Books
A Puritan twist in our nature makes us think that anything good for us must be twice as good if it's hard to swallow. Learning Greek and Latin used to play the role of character builder, since they were considered to be as exhausting and unrewarding as digging a trench in the morning and filling it up in the afternoon. It was what made a man, or a woman -- or more likely a robot -- of you. Now math serves that purpose in many schools: your task is to try to follow rules that make sense, perhaps, to some higher beings; and in the end to accept your failure with humbled pride. As you limp off with your aching mind and bruised soul, you know that nothing in later life will ever be as difficult.What a perverse fate for one of our kind's greatest triumphs! Think how absurd it would be were music treated this way (for math and music are both excursions into sensuous structure): suffer through playing your scales, and when you're an adult you'll never have to listen to music again. And this is mathematics we're talking about, the language in which, Galileo said, the Book of the World is written. This is mathematics, which reaches down into our deepest intuitions and outward toward the nature of the universe -- mathematics, which explains the atoms as well as the stars in their courses, and lets us see into the ways that rivers and arteries branch. For mathematics itself is the study of connections: how things ideally must and, in fact, do sort together -- beyond, around, and within us. It doesn't just help us to balance our checkbooks; it leads us to see the balances hidden in the tumble of events, and the shapes of those quiet symmetries behind the random clatter of things. At the same time, we come to savor it, like music, wholly for itself. Applied or pure, mathematics gives whoever enjoys it a matchless self-confidence, along with a sense of partaking in truths that follow neither from persuasion nor faith but stand foursquare on their own. This is why it appeals to what we will come back to again and again: our **architectural instinct** -- as deep in us as any of our urges.
— Ellen Kaplan, Out of the Labyrinth: Setting Mathematics Free
I follow the course marked out by my principles and, what is more, enjoy a deep and noble pleasure in following it. You deeply despise the human race, at least our part of it; you think it not only fallen but incapable of ever rising again... For my part, as I feel neither the right nor the wish to entertain such opinions of my species and my country, I think it is not necessary to despair of them. In my opinion, human societies, like individuals, amount to something only in liberty...And God forbid that my mind should ever be crossed by the thought that it is necessary to despair of success... You will allow me to have less confidence in your teaching than in the goodness and justice of God.
— Alexis de Tocqueville
I have the impression that our children are much more excited about going to school than children in other countries are. They think of it as a special privilege. Going to school, being with other children, getting books and pencils - all of that is like a dream for them.
— Cheryl Benard, Veiled Courage: Inside the Afghan Women's Resistance
Good work, like good talk or any other form of worthwhile human relationship, depends upon being able to assume an extended shared world.
— Stefan Collini
Purple Mike promises to be an intriguing read that will teach anyone who wants to know about the highs and lows of drug addiction. Purple Mike is a legal, natural high. Enjoy reading.
— Sin Mils
Let failure be your workshop. See it for what is is: the world walking you through a tough but necessary semester, free of tuition. (from Workbook)
— Steven Heighton
I don't care what kind of grades they give you at Delcroix. I wanted you to go there so you'd have a chance to learn how to use your gifts, and be confident enough to fight for what you believe in.
— Inara Scott, The Marked
Research highlights a striking link between between encouraging child-raising and class. Half of working-class parents' interactions with their 12-18 month-olds were affirming, versus 80% among the affluent and 20% among those in poverty.
— Betty Hart, Meaningful Differences in the Everyday Experience of Young American Children
We are in the process of disabling our most distinctive achievement - our educational system - in the name of making the country more like itself.
— Marilynne Robinson
The (nation) state's concern had been the development of citizens - social subjects whose identity was shaped by the goals of the state - and the preparation of a labour force serving the needs of a national economy and administration. That state was interested in cohesion, integration and homogeneity - however imperfectly realized. The globally framed interests of current versions of the market are neither about citizenship - shared social values, aspirations, dispositions - nor about the preparation of a labour force.....
— Gunther Kress, Multimodality: A Social Semiotic Approach to Contemporary Communication: Exploring Contemporary Methods of Communication
Shifting the frame only slightly, the choice of a theory from among the range of always ideologically founded theories is itself necessarily ideologically motivated. Positioning is unavoidable; positioning is the result of choice from among a range of possibilities; that choice is socially meaningful - it is ideological.
— Gunther Kress, Multimodality: A Social Semiotic Approach to Contemporary Communication: Exploring Contemporary Methods of Communication
A tax-supported, compulsory educational system is the complete model of the totalitarian state.
— Isabel Paterson, God of the Machine
In large part, we are teachers precisely because we remember what it was like to be a student. Someone inspired us. Someone influenced us. Or someone hurt us. And we’ve channeled that joy (or pain) into our own unique philosophies on life and learning and we’re always looking for an opportunity to share them—with each other, our students, parents, or in our communities.
— Tucker Elliot
Education may well be, as of right, the instrument whereby every individual, in a society like our own, can gain access to any kind of discourse. But we well know that in its distribution, in what it permits and in what it prevents, it follows the well-trodden battle-lines of social conflict. Every educational system is a political means of maintaining or of modifying the appropriation of discourse, with the knowledge and the powers it carries with it.
— Michel Foucault
Getting an education is an awfully wearing process!
— Jean Webster, Daddy-Long-Legs
We as economic society are going to have to pay our whole population to go to school and pay it to stay at school.
— R. Buckminster Fuller, Education Automation: Freeing the Scholar to Return to His Studies
Stand aside for a while and leave room for learning, observe carefully what children do, and then, if you have understood well, perhaps teaching will be different from before.
— Loris Malaguzzi
A university training is the great ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society…It is the education which gives a man a clear conscious view of his own opinions and judgments, a truth in developing them, an eloquence in expressing them and a force in urging them.
— John Henry Newman, The Idea of a University
(Quoted by Thomas Carlyle) The rude man requires only to see something going on. The man of more refinement must be made to feel. The man of complete refinement must be made to reflect.
— Thomas Carlyle
The objective of learning is not necessarily to remember. It may even be salutary to forget. It is only when we forget the early pains and struggles of forming letters that we acquire the capacity for writing. The adult does not remember all the history s/he learned but s/he may hope to have acquired a standard of character and conduct, a sense of affairs and a feeling of change and development in culture. Naturally there is nothing against having a well-stocked mind provided it does not prevent the development of other capacities. But it is still more important to allow knowledge to sink into one in such a way that it becomes fruitful for life; this best done when we feel deeply all we learn. For the life of feeling is less conscious, more dream-like, than intellectual activity and leads to the subconscious life of will where the deep creative capacities of humanity have their being. It is from this sphere that knowledge can emerge again as something deeply significant for life. It is not what we remember exactly, but what we transform which is of real value to our lives. In this transformation the process of forgetting, of allowing subjects to sink into the unconscious before "re-membering" them is an important element.
— Henning Hansmann, Education for Special Needs: Principles and Practice in Camphill Schools
When I was twelve I was obsessed. Everything was sex. Latin was sex. The dictionary fell open at 'meretrix', a harlot. You could feel the mystery coming off the word like musk. 'Meretrix'! This was none of your mensa-a-table, this was a flash from a forbidden planet, and it was everywhere. History was sex, French was sex, art was sex, the Bible, poetry, penfriends, games, music, everything was sex except biology which was obviously sex but not really sex, not the one which was secret and ecstatic and wicked and a sacrament and all the things it was supposed to be but couldn't be at one and the same time - I got that in the boiler room and it turned out to be biology after all.
— Tom Stoppard, The Real Thing
I knew that, in a large degree, we were trying an experiment--that of testing whether or not it was possible for Negroes to build up and control the affairs of a large education institution. I knew that if we failed it wold injure the whole race.
— Booker T. Washington, Up from Slavery
Creativity becomes more visible when adults try to be more attentive to the cognitive processes of children than to the results they achieve in various fields of doing and understanding.
— Loris Malaguzzi
Our progress as a nation can be not swifter than our progress in education.
— John F. Kennedy
Body and spirit, I surrendered whole, To harsh Instructors- and received a soul.
— Rudyard Kipling
Now, I have nothing against the public school system as it is presently organized, once you allow the humor of its basic assumption about how it is possible to teach things to children....
— Shirley Jackson, Life Among the Savages
When men decided women could be educated - this is what I think - they educated them on the male plan; they put them into schools with mottoes and school songs and muddy team games, they made them were collars and ties. It was a way to concede the right to learning, yet remain safe; the products of the system would always be inferior to the original model. Women were forced to imitate men, and bound not to succeed at it.
— Hilary Mantel, An Experiment in Love
So what indeed! The lesson I myself learned over and over again when teaching at the college and then the prison was the uselessness of information to most people, except as entertainment. If facts weren't funny or scary, or couldn't make you rich, the heck with them.
— Kurt Vonnegut Jr., Hocus Pocus
The task of teaching has never been more complex and the expectations that burden teachers are carried out in antiquated systems that offer little support—and yet, teachers are finding success every day.
— Tucker Elliot
On a certain level, homeschooling is all about socialization. Whatever the teaching methods used in school or homeschool, it is ultimately the social environment itself that distinguishes homeschooling from conventional school. This social environment includes the nature and quantity of peer interaction; parental proximity; solitude; relationships with adults, siblings, older children, younger children, and the larger community; the ways in which the children are disciplined and by whom; and even the student-teacher ratio and the overall environment where the children spend their time.
— Rachel Gathercole, The Well-Adjusted Child: The Social Benefits of Homeschooling
education is one thing and instruction, however worthy, necessary and incidentally or monetarily educative, another.
— Kingsley Amis, The King's English: A Guide to Modern Usage
Differences in reading ability between five-year olds and eight-year olds are caused primarily by the older children's possessing more knowledge, not by the differences in their memory capacities, reasoning abilities, or control of eye movements.
— E.D. Hirsch Jr., Cultural Literacy: What Every American Needs to Know
Christ is the Lesson as well as the Teacher.
— Darvin Pruitt
Why has pachinko swept Japan? It can hardly be the excitement of gambling, since the risks and rewards are so small. During the hours spent in front of a pachinko machine, there is an almost total lack of stimulation other than the occasional rush of ball bearings. There is no thought, no movement; you have no control over the flow of balls, apart from holding a little lever which shoots them up to the top of the machine; you sit there enveloped in a cloud of heavy cigarette smoke, semi-dazed by the racket of millions of ball bearings falling through machines around you. Pachinko verges on sensory deprivation. It is the ultimate mental numbing, the final victory of the educational system." - Lost Japan, Eng. vers., 1996
— Alex Kerr
For me, it does not 'miss' if (the Potteries Thinkbelt study) goes into the archive, not as an example of how railway carriages can be used for teaching, but as one of the most powerful question marks ever placed against the architecture of university education.
— Roy Landau, The Square Book
Traps!" he said. "Never in the world! Don't think it! Why, Gower is just a necessary olf bore. Nobody's supposed to know much about him--except instructors and their hapless students.
— Henry Blake Fuller, Bertram Cope's Year
People differ to such a degree they agree on nothing,Except death that is, and even on that they disagree.Some say the soul goes on after the death of the bodyWhile others claim the soul, with the body, dies too.
— Mutannabi
(Cedric Price produced the Potteries Thinkbelt) ...project which questioned most of the cherished establishment premises of university education and substituted in their place their complete inversion.
— Roy Landau, The Square Book
I have always had the greatest respect for students. There is nothing I hate more than condescension—the attitude that they are inferior to you. I always assume they have good minds.
— Mark Van Doren
I mean that they (students) should not play life, or study it merely, while the community supports them at this expensive game, but earnestly live it from beginning to end. How could youths better learn to live than by at once trying the experiment of living? Methinks this would exercise their minds as much as mathematics.
— Henry David Thoreau, Walden
Real mystery - the very reason to read (and certainly write) any book - was to them a thing to dismantle, distill and mine out into rubble they could tyrannize into sorry but more permanent explanations; monuments to themselves, in other words. In my view all teachers should be required to stop teaching at age thirty-two and not allowed to resume until they're sixty-five, so that they can live their lives, not teach them away - live lives full of ambiguity and transience and regret and wonder, be asked to explain nothing in public until very near the end when they can't do anything else. Explaining is where we all get into trouble.
— Richard Ford
It could be said that a liberal education has the nature of a bequest, in that it looks upon the student as the potential heir of a cultural birthright, whereas a practical education has the nature of a commodity to be exchanged for position, status, wealth, etc., in the future. A liberal education rests on the assumption that nature and human nature do not change very much or very fast and that one therefore needs to understand the past. The practical educators assume that human society itself is the only significant context, that change is therefore fundamental, constant, and necessary, that the future will be wholly unlike the past, that the past is outmoded, irrelevant, and an encumbrance upon the future -- the present being only a time for dividing past from future, for getting ready.But these definitions, based on division and opposition, are too simple. It is easy, accepting the viewpoint of either side, to find fault with the other. But the wrong is on neither side; it is in their division...Without the balance of historic value, practical education gives us that most absurd of standards: "relevance," based upon the suppositional needs of a theoretical future. But liberal education, divorced from practicality, gives something no less absurd: the specialist professor of one or another of the liberal arts, the custodian of an inheritance he has learned much about, but nothing from.
— Wendell Berry, The Unsettling of America: Culture and Agriculture
Observe & accept what ever arises & know that everything is as it needs to be.
— Allan Lokos, Patience: The Art of Peaceful Living
I probably felt more resentment for what I personally was to suffer than for the wrong they were doing to anyone and everyone. But at that time I was determined not to put up with badly behaved people more out of my own interest than because I wanted them to become good people.
— Augustine of Hippo, Confessions
Much of what we call History is the success stories of madmen.
— John Holt, Instead of Education: Ways to Help People Do Things Better
While meditating we are simply seeing what the mind has been doing all along.
— Allan Lokos, Patience: The Art of Peaceful Living
Congress and state legislatures should not tell teachers how to teach, any more than they should tell surgeons how to perform operations.
— Diane Ravitch, The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education
They had studied law, information technology and art history as part of their beauty treatment, they had let Norwegian taxpayers finance years at university just so that they could end up as overqualified, stay-at-home playthings and sit here exchanging confidences about how to keep their sugar daddies suitably happy, suitably jealous and suitably on their toes.
— Jo Nesbø, Headhunters
American Education has a long history of infatuation with fads and ill-considered ideas. The current obsession with making our schools work like a business may be the worst of them, for it threatens to destroy public education. Who will Stand up to the tycoons and politicians and tell them so?
— Diane Ravitch, The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education
This book is not about "homeschooling" at all. School is an artificial institution contrived by man. This book is about educating a child in the heart of the family given to that child by his Creator.
— Elizabeth Foss, Real Learning: Education In The Heart Of The Home
You have a life make a success of it. 
— Ifeanyi Enoch Onuoha
Those things for which the most money is demanded are never the things which the student most wants. Tuition, for instance, is an important item in the term bill, while for the far more valuable education which he gets by associating with the most cultivated of his contemporaries no charge is made.
— Henry David Thoreau, Walden
I learned to write nice as hell. Birds an' stuff like that, too; not just word writin'. My ol' man'll be sore when he sees me whip out a bird in one stroke. Pa's gonna be mad when he sees me do that. He don't like no fancy stuff like that. He don't even like word writin'. Kinda scare 'im, I guess. Ever' time Pa seen writin', somebody took somepin away from 'im.
— John Steinbeck, The Grapes of Wrath
When I look at a child, I see a living, breathing person, made in God's image, for whom God has a plan. As parent educators, we need to embrace a new notion of learning...we need to engage the hearten order to effectively educate the child. Our vision of a well-educated child is a child who has a heart for learning, a child who has the tools he needs to continue to learn for a lifetime and a child who has the love to want to do it.
— Elizabeth Foss, Real Learning: Education In The Heart Of The Home
Observing your thoughts, feelings & sensations is the grist of the practice.
— Allan Lokos, Patience: The Art of Peaceful Living
...anyone still attempting to argue that Ebonics is a problem for black students or that it is somehow connected to a lack of intelligence or lack of desire to achieve is about as useful as a Betamax video cassette player, and it's time for those folks to be retired, be they teachers, administrators, or community leaders, so the rest of us can try to do some real work in the service of equal access for black students and all students. (15)
— Adam J. Banks, Digital Griots: African American Rhetoric in a Multimedia Age
Unless men may come to a reasonable, solid persuasion and conviction of the truth of the gospel, by the internal evidences of it, . . . by a sight of its glory; it is impossible that those who are illiterate, and unacquainted with history, should have any thorough and effectual conviction of it at all. They may without this, see a great deal of probability of it; it may be reasonable for them to give much credit to what learned men and historians tell them. . . . But to have a conviction, so clear, and evident, and assuring, as to be sufficient to induce them, with boldness to sell all, confidently and fearlessly to run the venture of the loss of all things, and of enduring the most exquisite and long continued torments, and to trample the world under foot, and count all things but dung for Christ, the evidence they can have from history, cannot be sufficient.
— Jonathan Edwards, The Religious Affections
Privatizing our public schools makes as much sense as privatizing the fire department or or the police department
— Diane Ravitch
Morality in the general is well enough known by men, but the particular refinements of virtue are unknown by most persons; thus the majority of parents, without knowing it and without intending it, give very bad examples to their children.
— Anne-Robert-Jacques Turgot, The Turgot Collection
‎Teachers matter. So instead of bashing them, or defending the status quo, let’s offer schools a deal. Give them the resources to keep good teachers on the job, and reward the best ones. In return, grant schools flexibility: To teach with creativity and passion; to stop teaching to the test; and to replace teachers who just aren’t helping kids learn.
— Barack Obama
All situations in which the interrelationships between extremes are involved are the most interesting and instructive.
— Wilhelm von Humboldt, The Limits of State Action
There was a new simplicity to what I did, a door that had opened before me to worlds I had not imagined. From where I sat, if you watched carefully you could marvel at it, like the impossible birth of a cottonseed or the slow rise of a wooden house: the steady construction of a man, built brick by brick from the shadow of a boy.
— Michael Johnston, In the Deep Heart's Core
Sine doctrina vita est quasi mortis imago" [Without learning, life is but the image of death]
— Dionysius Cato
Our task is to build cultural fortresses to protect our emerging nativeness. They must be strong enough to hold at bay the powers of consumerism, the powers of greed and envy and pride. One of the most effective ways for this to come about would be for our universities to assume the awesome responsibility to both validate and educate those who want to be homecomers -- not necessarily to go home but to go someplace and dig in and begin the long search and experiment to become native.
— Wes Jackson, Becoming Native to This Place
Daring to make a difference in today's youth-one page at a time
— william sawyers
In an age in which the media broadcast countless pieces of foolishness, the educated man is defined not by what he knows, but by what he doesn't know.
— Nicolás Gómez Dávila
The bullet that has hit us Muslims today left the gun centuries ago when we let the clergy decide that knowledge and education were not important.
— Nadeem Aslam, The Wasted Vigil
Intellectual and moral growth is no less indispensable than material improvement. Knowledge is a viaticum. Though is a prime necessity; truth is nourishment, like wheat. A reasoning faculty, deprived of knowledge and wisdom, pines away. We should feel the same pity for minds that do not eat as for stomachs. If there be anything sadder than a body perishing for want of bread, it is a mind dying of hunger for lack of light. All progress tends toward the solution. Some day, people will be amazed. As the human race ascends, the deepest layers will naturally emerge from the zone of distress. The effacement of wretchedness will be effected by a simple elevation level.
— Victor Hugo, Les Misérables
[Math] curriculum is obsessed with jargon and nomenclature seemingly for no other purpose than to provide teachers with something to test the students on.
— Paul  Lockhart, A Mathematician's Lament: How School Cheats Us Out of Our Most Fascinating and Imaginative Art Form
If for us culture means museum and library and open house and art gallery, for them it meant the activities and amenities of everyday life... The rift is... between "folk" culture, where the unschooled can be wise, and print culture, which enslaved the other senses to the eye.
— Nick Joaquín, Culture and History
Why did colleges make their students take examinations, and why did they give grade? What did a grade really mean? When a student "studied" did he do anything more than read and think-- or was there something special which no one in Walden Two would know about? Why did the professors lecture to the students? Were the students never expected to do anything except answer questions? Was it true that students were made to read books they were not interested in?
— B.F. Skinner, Walden Two
Will this be in the examination, Mr Hecker?" was the limit of my students' interest in any given subject. If it was going to be in the test they took notes, if it was not going to be in the test they did not take notes. Their silent, depthless stares were unnerving. I told myself that they were not stupid - for how could the final attainment of thousands of years of human progress be stupid?
— Tod Wodicka, All Shall Be Well; And All Shall Be Well; And All Manner of Things Shall Be Well
It is the present living generation that gives character and spirit to the next. Hence the paramount importance of accomplished and energetic teachers in forming the taste the manners and the character of the coming age.
— Alexander Campbell
What do we mean when we say our school 'values' reading?
— Kelly Gallagher, Readicide: How Schools Are Killing Reading and What You Can Do About It
Caius was one of those who gloried in his ignorance, called his lack of letters purity, scorned any subtlety of thought or expression. A man for his time, indeed.
— Iain Pears, The Dream of Scipio
If values are woven into the very concept of education, where is the need for separate value education?
— Vijaya Bharathy
Mogo living brings about true freedom. When you have the inner conviction to do the most good and the least harm, you are free to say no to media, social, and peer pressures. You are free from a nagging sense that your life does not have value or meaning. You are free to imagine and then create a truly successful (in the deepest meaning on the word) life. You are free to be at peace with yourself and all those whom your life touches.
— Zoe Weil, Most Good, Least Harm: A Simple Principle for a Better World and Meaningful Life
We will continue to chase rainbows unless we recognize that they are rainbows and there is no pot of gold at the end of them.
— Diane Ravitch
Equality, citizens, is not the whole of society on a level, a society of tall blades of grass and small oaks, or a number of entangled jealousies. It is, legally speaking, every aptitude having the same opportunity for a career; politically all consciences having the same right. Equality has an organ, gratuitous and compulsory education. We must begin with the right to the alphabet.
— Victor Hugo, Les Misérables
But little Carlos's most important defense was not his good punch but rather the beginnings of a great education.
— Gina Capaldi, A Boy Named Beckoning: The True Story of Dr. Carlos Montezuma, Native American Hero
Although any help is genuinely welcomed, it is more important to be a supportive, proactive parent than it is to be a supportive parent after academic failure and negative behaviors occur.
— Tanya R. Liverman, Memoirs of an Educarer: An Inspiration for Education
Unexamined wallpaper is classroom practices and institutional policies that are so entrenched in school culture or a teacher's paradigm that their ability to affect student learning is never probed.
— Richard F. Elmore
College is the grinding machine of the Mathematical Establishment, a conveyor belt that takes individuals from one cookie cutter to another so that the product comes within tight control limits out of the assembly line.
— Bill Gaede
There is one right thing for the student to do, that is, to develop the habit of weighing worths, of sensing the relative values of the facts that he meets.
— Frank Morton McMurry, How to Study and Teaching How to Study
Assessment can be either formal and/or informal measures that gather information. In education, meaningful assessment is data that guides and informs the teacher and/or stakeholders of students' abilities, strategies, performance, content knowledge, feelings and/or attitudes. Information obtained is used to make educational judgements or evaluative statements. Most useful assessment is data which is used to adjust curriculum in order to benefit the students. Assessment should be used to inform instruction. Diagnosis and assessment should document literacy in real-world contexts using data as performance indicators of students' growth and development.
— Dan Greathouse & kathleen Donalson
The ultimate goal of the educational system is to shift to the individual the burden of pursing his own education. This will not be a widely shared pursuit until we get over our odd conviction that education is what goes on in school buildings and nowhere else.
— John W. Gardner
Schoolmastering kept me busy by day and part of each night. I was an assistant housemaster, with a fine big room under the eaves of the main building, and a wretched kennel of a bedroom, and rights in a bathroom used by two or three other resident masters. I taught all day, but my wooden leg mercifully spared me from the nuisance of having to supervise sports after school. There were exercises to mark every night, but I soon gained a professional attitude towards these woeful explorations of the caves of ignorance and did not let them depress me. I liked the company of most of my colleagues, who were about equally divided among good men who were good teachers, awful men who were awful teachers, and the grotesques and misfits who drift into teaching and are so often the most educative influences a boy meets in school. If a boy can't have a good teacher, give him a psychological cripple or an exotic failure to cope with; don't just give him a bad, dull teacher. This is where the private schools score over state-run schools; they can accommodate a few cultured madmen on the staff without having to offer explanations.
— Robertson Davies, Fifth Business
I grew up in libraries, and I hope I've learned never to take them for granted. A thriving library is the heart of its community, providing access to information and educational opportunities, bringing people together, leveling the playing field, and archiving our history.
— Josie Brown
Except among those whose education has been in the minimalist style, it is understood that hasty moral judgments about people in the past are a form of injustice.
— Jacques Barzun, From Dawn to Decadence: 500 Years of Western Cultural Life, 1500 to the Present
To confuse compulsory schooling with equal educational opportunity is like confusing organized religion with spirituality. One does not necessarily lead to the other. Schooling confuses teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new.
— Wendy Priesnitz
But artists didn't need to achieve "firsts", and Hughes wanted to be an artist.
— Diane Wood Middlebrook, Her Husband: Ted Hughes and Sylvia Plath - A Marriage
We are training not isolated men but a living group of men, - nay, a group within a group. And the final product of our training must be neither a psychologist nor a brickmason, but a man. And to make men, we must have ideals, broad, pure, and inspiring ends of living, - not sordid money-getting, not apples of gold. The worker must work for the lory of his handiwork, not simply for pay; the thinker must think for truth, not for fame. And all this is gained only by human strife and longing; by ceaseless training and education; by founding Right on righteousness and Truth on the unhampered search for Truth...and weaving thus a system, not a distortion, and bringing a birth, not an abortion.
— W.E.B. Du Bois
For my part, the more I went forward in the study of letters, and ever more easily, the greater became the ardour of my devotion to them, until in truth I was so enthralled by my passion for learning that, gladly leaving to my brothers the pomp of glory in arms, the right of heritage and all the honours that should have been mine as the eldest born, I fled utterly from the court of Mars that I might win learning in the bosom of Minerva. And -- since I found the armory of logical reasoning more to my liking than the other forms of philosophy, I exchanged all other weapons for these, and to the prizes of victory in war I preferred the battle of minds in disputation.
— Pierre Abélard, The Story of My Misfortunes
Trying to get more learning out of the present system is like trying to get the Pony Express to compete with the telegraph by breeding faster ponies.
— Edward Fiske
... I, as an anarch, renouncing any bond, any limitation of freedom, also reject compulsory education as nonsense. It was one of the greatest well-springs of misfortune in the world.Compulsory schooling is essentially a means of curtailing natural strength and exploiting people. The same is true of military conscription, which developed within the same context. The anarch rejects both of them - just like obligatory vaccination and insurance of all kinds. He has reservations when swearing an oath. He is not a deserter, but a conscientious objector.
— Ernst Jünger, Eumeswil
It is the modern literature of the educated, not of the uneducated, which is avowedly and aggressively criminal..The vast mass of humanity, with their vast mass of idle books and idle words, have never doubted and never will doubt that courage is splendid, that fidelity is noble, that distressed ladies should be rescued, and vanquished enemies spared. There are a large number of cultivated persons who doubt these maxims of daily life.
— G.K. Chesterton
Welcome to Hartford. The poorest city in the wealthiest state in the richest country on earth.
— Susan Eaton, The Children in Room E4: American Education on Trial
Criticism talks a good deal of nonsense, but even its nonsense is a useful force. It keeps the question of art before the world, insists upon its importance. 
— Henry James
But a progressive policy needs more than just a bigger break with the economic and moral assumptions of the past 30 years. It needs a return to the conviction that economic growth and the affluence it brings is a means and not an end. The end is what it does to the lives, life-chances and hopes of people. Look at London. Of course it matters to all of us that London's economy flourishes. But the test of the enormous wealth generated in patches of the capital is not that it contributed 20%-30% to Britain's GDP but how it affects the lives of the millions who live and work there. What kind of lives are available to them? Can they afford to live there? If they can't, it is not compensation that London is also a paradise for the ultra-rich. Can they get decently paid jobs or jobs at all? If they can't, don't brag about all those Michelin-starred restaurants and their self-dramatising chefs. Or schooling for children? Inadequate schools are not offset by the fact that London universities could field a football team of Nobel prize winners.
— Eric Hobsbawm
Our experience of the governments of the world, our knowledge of the weapons at their disposal, and our awareness of our own limitations justify pessimism. But some mysterious factor deep in the human psyche has produced a countervailing conviction that educating, organizing, uniting, and acting will make a difference. 
— David T. Dellinger
But there is no doubt that to attempt a novel of ideas is to give oneself a handicap: the parochialism of our culture is intense. For instance, decade after decade bright young men and women emerge from their universities able to say proudly: 'Of course I know nothing about German literature.' It is the mode. The Victorians knew everything about German literature, but were able with a clear conscience not to know much about the French.
— Doris Lessing
Now the line is: Forget the classics, concentrate on an education for the 21st century! Which apparently means knowing how to operate electronic devices and figure out a spreadsheet. That's not education, it's vocational training. What once were means seem to have become ends in education. And our more with-it "educators" shift with every passing wind, clutching at the latest gimmick the way drowning men do at straws.
— Paul Greenberg
They weren't hours, these classes; they weren't even forty-five minutes--they were "periods," which sounded to me as if they were each at once a little era and then the end you had to see decisively put to it.
— Gary Lutz
Music and symbols, they're older than human race.Prehuman beings used them to teach early mankind.
— Toba Beta, My Ancestor Was an Ancient Astronaut
Andrew Ross makes sense of this sad artifice [decreasing academic pay] by explaining that academics of all ranks, along with artists, are uniquely willing to tolerate exploitation in the workplace. Ross claims that scholars' readiness "to accept a discounted wage out of 'love for their subject' has helped not only to sustain the cheap labor supply but also to magnify its strength and volume. Like artists and performers, academics are inclined by training to sacrifice earnings for the opportunity to exercise their craft." (p. 64)
— Frank Donoghue, The Last Professors: The Corporate University and the Fate of the Humanities
Education is what remains when we have forgotten all that we have been taught.
— George Savile Halifax
A guidance counselor who has made a fetish of security, or who has unwittingly surrendered his thinking to economic determinism, may steer a youth away from his dream of becoming a poet, an artist, a musician or any other of thousands of things, because it offers no security, it does not pay well, there are no vacancies, it has no "future".
— Henry M. Wriston
If knowledge is not democratized, power can never be.
— Steven Rose, The Making of Memory: From Molecules to Mind
He said, speaking more to himself than to me: 'It was knowledge I sought. Knowledge which is clean and pure, far above the cheating and deceiving in which most men spend their lives.'And do you not find it,' I asked, 'this knowledge which you prize?'In part,' he said. 'I find other things, too. Things I do not desire but must accept. There is still cheating and deceiving.
— John Christopher, Beyond the Burning Lands
Still reading but learning a lot about true education and the process of guiding our children in their educational pursuits.
— Oliver DeMille
The World Bank, anxious that the last vestiges of Zimbabwe's former inclination toward socialism be abandoned, successfully urged the imposition of a token tuition charge for all grade levels. Equivalent to one U. S. dollar per year per child, this fee constitutes a burden to the poorest families, who have responded by sending only boys to classes. Too many of the girls . . . have resorted to prostitution in order to eat.
— Michael Dorris, Rooms in the House of Stone: The "Thistle" Series of Essays
Ah, heavens and earth, friend, if you had made the acquiring of ignorance the study of your life, you could not have graduated with higher honor that you could to-day.
— Mark Twain, Collected Tales, Sketches, Speeches & Essays, 2 Vols
Your education is your life.
— Lailah Gifty Akita
You can only write well, what you have experienced.
— Lailah Gifty Akita
A primitive education can only create primitive generations! An outdated mentality will produce merely an outdated minds! The door of the future is closed for such archaic residuals from the pre-modern time of social evolution!
— Mehmet Murat ildan
The question must be asked: have we been the beneficiaries or the victims of our education?
— Marty Rubin
Step into the light and create your own shadow.
— r. A. bentinck
Everyone is pretty good at learning. Very few are good at doing.
— Richie Norton
Experience everything.
— Lailah Gifty Akita
You are worthy. Don’t be lazy.
— Dragos Bratasanu, Ph.D., Sleepers: A Little Book on How to Find Hope, Meaning and the Courage to Fall in Love with Your Dreams
Experience is a sacred education.
— Lailah Gifty Akita
Why, then,' answered the squire, 'I am very sorry you have given him so much learning; for, if he cannot get his living by that, it will rather spoil him for anything else; and your other son, who can hardly write his name, will do more at ploughing and sowing, and is in a better condition, than he.' And indeed so it proved; for the poor lad, not finding friends to maintain him in his learning, as he had expected, and being unwilling to work, fell to drinking, though he was a very sober lad before; and in a short time, partly with grief, and partly with good liquor, fell into a consumption, and died.
— Henry Fielding, Joseph Andrews
The real plague is willful ignorance and education can't cure that.
— Marty Rubin
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— Vadivelu
Based on the physiological researches there is a connection between self confidence and the person’s professional efficiency, and his ability to fix his mistakes and failures.And pedagogical studies suggest to teachers to deal with their students as partners in the educational process, and not only as the part targeted to be educated.
— Maryam Abdullah Alnaymi
...education has always meant the initiation of the young into the social and spiritual inheritance of the community: in other words, education has meant the transmission of culture.
— Christopher Henry Dawson, Understanding Europe