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“There can be, therefore, no true education without moral culture, and no true moral culture without Christianity. The very power of the teacher in the school-room is either moral or it is a degrading force. But he can show the child no other moral basis for it than the Bible. Hence my argument is as perfect as clear. The teacher must be Christian. But the American Commonwealth has promised to have no religious character. Then it cannot be teacher.”

“Avoid trivial pursuits. You are a child of God, destined for glory, and called to do great things in His Name. Do not waste your life on hobbies, sports, and other recreational pursuits. Do not throw away the precious moments of your life on entertainment, movies, and video games. Though some of these things can properly have a 'small place' in the Christian's life, we must be careful not to give undue attention to temporal and fruitless activities. Do not waste your life. Employ the time of your youth in developing the character and skills necessary to be a useful servant of God.”

“I usually make up stories for my kids.I like to tell them stories and make up any kind of crazy to involve them in characters. The kind of fairytales I don't like are the ones with happy endings, where there's just good and evil and things are perfect. I think when there's a good story for children it has a moral tale, so that's what I try to teach my kids.”

“Attention spans are changing. It's very noticeable. I am very aware that the kind of books I read in my childhood kids now won't be able to read. I was reading Kipling and PG Wodehouse and Shakespeare at the age of 11. The kind of description and detail I read I would not put in my books. I don't know how much you can fight that because you want children to read. So I pack in excitement and plot and illustrations and have a cliffhanger every chapter. Charles Dickens was doing cliffhangers way back when. But even with all the excitement you have to make children care about the characters.”

“When we teach a child to sing or play the flute, we teach her how to listen. When we teach her to draw, we teach her to see. When we teach a child to dance, we teach him about his body and about space, and when he acts on a stage, he learns about character and motivation. When we teach a child design, we reveal the geometry of the world. When we teach children about the folk and traditional arts and the great masterpieces of the world, we teach them to celebrate their roots and find their own place in history.”

“The sheep-like tendency of human society soon makes inroads on a child's unsophistications, and then popular education completes the dastardly work with its systematic formulas, and away goes the individual, hurtling through space into that hateful oblivion of mediocrity. We are pruned into stumps, one resembling another, without character or grace.”

“You must learn to look at people who are angry with you straight in the eye without getting angry back. When children see their parents treating them this way, they then recognize the parents' authority. It speaks louder than words. Their new respect for the parents is as good for them as it is for the parents. It never works to demand respect of children. It must be given willingly as a result of strength of good character in the parents, which is manifested by their non-reaction to stress in the children.”