Home > Topic > the Schools
1 " Is it too much to expect from the schools that they train their students not only to interpret but to criticize; that is, to discriminate what is sound from error and falsehood, to suspend judgement if they are not convinced, or to judge with reason if they agree or disagree? "
― Mortimer J. Adler , How to Read a Book: The Classic Guide to Intelligent Reading
2 " I am afraid that the schools will prove the very gates of hell, unless they diligently labor in explaining the Holy Scriptures and engraving them in the heart of the youth. "
― Martin Luther
3 " I do not write every day. I write to the questions and issues before me. I write to deadlines. I write out of my passions. And I write to make peace with my own contradictory nature. For me, writing is a spiritual practice. A small bowl of water sits on my desk, a reminder that even if nothing is happening on the page, something is happening in the room--evaporation. And I always light a candle when I begin to write, a reminder that I have now entered another realm, call it the realm of the Spirit. I am mindful that when one writes, one leaves this world and enters another. My books are collages made from journals, research, and personal experience. I love the images rendered in journal entries, the immediacy that is captured on the page, the handwritten notes. I love the depth of ideas and perspective that research brings to a story, be it biological or anthropological studies or the insights brought to the page by the scholarly work of art historians.When I go into a library, I feel like I am a sleuth looking to solve a mystery. I am completely inspired by the pursuit of knowledge through various references. I read newpapers voraciously. I love what newspapers say about contemporary culture. And then you go back to your own perceptions, your own words, and weigh them against all you have brought together. I am interested in the kaleidoscope of ideas, how you bring many strands of thought into a book and weave them together as one piece of coherent fabric, while at the same time trying to create beautiful language in the service of the story. This is the blood work of the writer.Writing is also about a life engaged. And so, for me, community work, working in the schools or with grassroots conservation organizations is another critical component of my life as a writer. I cannot separate the writing life from a spiritual life, from a life as a teacher or activist or my life intertwined with family and the responsibilities we carry within our own homes. Writing is daring to feel what nurtures and breaks our hearts. Bearing witness is its own form of advocacy. It is a dance with pain and beauty. "
― Terry Tempest Williams
4 " That which is now called learning, was not learning originally. Learning does not consist, as the schools now make it consist, in the knowledge of languages, but in the knowledge of things to which language gives names. "
― Thomas Paine , The Age of Reason
5 " The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered. "
― Jean Piaget
6 " schools assume that children are not interested in learning and are not much good at it, that they will not learn unless made to, that they cannot learn unless shown how, and that the way to make them learn is to divide up the prescribed material into a sequence of tiny tasks to be mastered one at a time, each with it's approrpriate 'morsel' and 'shock.' And when this method doesn't work, the schools assume there is something wrong with the children -- something they must try to diagnose and treat. "
― John C. Holt
7 " In our society, if someone wants to be a hairstylist or a kickboxer or a hunting guide -or a schoolteacher- he or she must be trained and licensed by a state agency. No such requirement is necessary for parenthood. Anyone with a set of reproductive organs is free to create a child, no questions asked, and raise them as they see fit, so long as there are no visible bruises- and then turn that child over to the school system so the teachers can work their magic. Maybe we are asking too much of the schools and too little of our parents and kids?. "
― Steven D. Levitt
8 " As Lenin put it, " Through the schools we will transform the old world... the final victory will belong to the schools... the final sketch plan of the socialist society will belong to the schools." So the Frankfurt School targeted and took control of the teachers' colleges in order to control what was being taught to children....young teachers are forced to go through possibly the most rigorous courses of indoctrination available in any universities. "
9 " The conformist is not born. He is made. I believe the brainwashing process begins in the schools and colleges. "
― J. Paul Getty , How to Be Rich
10 " One of the schools in Tlön has reached the point of denying time. It reasons that the present is undefined, that the future has no other reality than as present hope, that the past is no more than present memory. "
― Jorge Luis Borges
11 " I remembered that once, as a child, I was filled with wonder, that I had marveled at tri-folded science projects, encyclopedias, and road atlases. I left much of that wonder somewhere between Mrs.Wheeler's class and Mondawmin Mall, somewhere between the schools and the streets. Now I had the privilege of welcoming it back like a long-lost friend, though our reunion was laced with grief; I mourned over all the years that were lost. The mourning continues. Even today, from time to time, I find myself on beaches watching six-year-olds learn to surf, or at colleges listening to sophomores slip from English to Italian, or at cafés seeing young poets flip though 'The Waste Land,' or listening to the radio where economists explain economic things that I could've explored in my lost years, mourning, hoping that I and all my wonder, my long-lost friend, had not yet run out of time, though I know that we all run out of time, and some of us run out of it faster. "
12 " Black people are victims of an enormous amount of violence. None of those things can take place without the complicity of the people who run the schools and the city. "
― Toni Morrison
13 " Human history has become too much a matter of dogma taught by 'professionals' in ivory towers as though it's all fact. Actually, much of human history is up for grabs. The further back you go, the more that the history that's taught in the schools and universities begins to look like some kind of faerie story. "
― Graham Hancock
14 " Each day Marda gets closer. The sub circles coral reefs off the coasts, where mermaids are said to like the colors of the schools of fishes, and train them to swim around their necks like jewelry or live behind their ears, beneath their long hair. Sometimes mermaids like shallow places, but mostly they like the dark and the beautiful, uncharted, abandoned, soulless parts of the undiscovered world. "
― , Pulp Literature Issue 7 Summer 2015
15 " I came to see the streets and the schools as the arms of the same beast. One enjoyed the official power of the state while the other enjoyed its implicit sanction. But fear and violence were the weaponry of both. "
― Ta-Nehisi Coates , Between the World and Me
16 " It would be better to have no school at all than the schools we now have. Encouraged, instead of frightened, children could learn several languages before reaching age of four, at that age engaging in the invention of their own languages. Play'd be play instead of being, as now, release of repressed anger. "
― John Cage , M: Writings '67-'72
17 " Singing with children in the schools has been the most rewarding experience of my life. "
― Pete Seeger
18 " The peculiar predicament of the present-day self surely came to pass as a consequence of the disappointment of the high expectations of the self as it entered the age of science and technology. Dazzled by the overwhelming credentials of science, the beauty and elegance of the scientific method, the triumph of modern medicine over physical ailments, and the technological transformation of the very world itself, the self finds itself in the end disappointed by the failure of science and technique in those very sectors of life which had been its main source of ordinary satisfaction in past ages.As John Cheever said, the main emotion of the adult Northeastern American who has had all the advantages of wealth, education, and culture is disappointment.Work is disappointing. In spite of all the talk about making work more creative and self-fulfilling, most people hate their jobs, and with good reason. Most work in modern technological societies is intolerably dull and repetitive.Marriage and family life are disappointing. Even among defenders of traditional family values, e.g., Christians and Jews, a certain dreariness must be inferred, if only from the average time of TV viewing. Dreary as TV is, it is evidently not as dreary as Mom talking to Dad or the kids talking to either.School is disappointing. If science is exciting and art is exhilarating, the schools and universities have achieved the not inconsiderable feat of rendering both dull. As every scientist and poet knows, one discovers both vocations in spite of, not because of, school. It takes years to recover from the stupor of being taught Shakespeare in English Lit and Wheatstone's bridge in Physics.Politics is disappointing. Most young people turn their backs on politics, not because of the lack of excitement of politics as it is practiced, but because of the shallowness, venality, and image-making as these are perceived through the media--one of the technology's greatest achievements.The churches are disappointing, even for most believers. If Christ brings us new life, it is all the more remarkable that the church, the bearer of this good news, should be among the most dispirited institutions of the age. The alternatives to the institutional churches are even more grossly disappointing, from TV evangelists with their blown-dry hairdos to California cults led by prosperous gurus ignored in India but embraced in La Jolla.Social life is disappointing. The very franticness of attempts to reestablish community and festival, by partying, by groups, by club, by touristy Mardi Gras, is the best evidence of the loss of true community and festival and of the loneliness of self, stranded as it is as an unspeakable consciousness in a world from which it perceives itself as somehow estranged, stranded even within its own body, with which it sees no clear connection. But there remains the one unquestioned benefit of science: the longer and healthier life made possible by modern medicine, the shorter work-hours made possible by technology, hence what is perceived as the one certain reward of dreary life of home and the marketplace: recreation.Recreation and good physical health appear to be the only ambivalent benefits of the technological revolution. "
― Walker Percy , Lost in the Cosmos: The Last Self-Help Book
19 " Is there a recipe for making beauty? The schools give recipes, but they do not beget works that make people exclaim: " How beautiful that is! "
20 " One of the schools of Tlön goes so far as to negate time; it reasons that the present is indefinite, that the future has no reality other than as a present hope, that the past has no reality other than as a present memory. Another school declares that all time has already transpired and that our life is only the crepuscular and no doubt falsified an mutilated memory or reflection of an irrecoverable process. Another, that the history of the universe — and in it our lives and the most tenuous detail of our lives — is the scripture produced by a subordinate god in order to communicate with a demon. Another, that the universe is comparable to those cryptographs in which not all the symbols are valid and that only what happens every three hundred nights is true. Another, that while we sleep here, we are awake elsewhere and that in this way every man is two men. "
― Jorge Luis Borges , Labyrinths: Selected Stories & Other Writings