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Produce Quotes

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Produce Quotes

“Short version: For the child. . ., it is not half so important to know as to feel. If facts are the seeds that later produce knowledge and wisdom, then the emotions and the impressions of the senses are the fertile soil in which the seeds must grow. . . . It is more important to pave the way for a child to want to know than to put him on a diet of facts that he is not ready to assimilate.”

“For a woman as for a man, marriage might enormously help or devastatingly hinder the growth of her power to contribute something impersonally valuable to the community in which she lived, but it was not that power, and could not be regarded as an end in itself. Nor, even, were children ends in themselves; it was useless to go on producing human beings merely in order that they, in their sequence, might produce others, and never turn from this business of continuous procreation to the accomplishment of some definite and lasting piece of work.”

“Since every effort in our educational life seems to be directed toward making of the child a being foreign to itself, it must of necessity produce individuals foreign to one another, and in everlasting antagonism with each other.”

“Parents do not owe their progeny an inheritance no matter how much money they have. One of the surest ways to produce loafers and freeloaders is to let children know that their future is assured.”

“The great constructive energies of the child ... have hitherto been concealed beneath an accumulation of ideas concerning motherhood. We used to say it was the mother who formed the child; for it is she who teaches him to walk, talk, and so on. But none of this is really done by the mother. It is an achievement of the child. What the mother brings forth is the baby, but it is the baby who produces the man. Should the mother die, the baby still grows up and completes his work of making the man.”

“Poetry is the most direct and simple means of expressing oneself in words: the most primitive nations have poetry, but only quitewell developed civilizations can produce good prose. So don't think of poetry as a perverse and unnatural way of distorting ordinary prose statements: prose is a much less natural way of speaking than poetry is. If you listen to small children, and to the amount of chanting and singsong in their speech, you'll see what I mean.”

“Parents ought, through their own behavior and the values by which they live, to provide direction for their children. But they need to rid themselves of the idea that there are surefire methods which, when well applied, will produce certain predictable results. Whatever we do with and for our children ought to flow from our understanding of and our feelings for the particular situation and the relation we wish to exist between us and our child.”

“Women are taught that their main goal in life is to serve others--first men, and later, children. This prescription leads to enormous problems, for it is supposed to be carried out as if women did not have needs of their own, as if one could serve others without simultaneously attending to one's own interests and desires. Carried to its "perfection," it produces the martyr syndrome or the smothering wife and mother.”

“A conscious parent is not one who seeks to fix her child or seek to produce or create the 'perfect' child. This is not about perfection. The conscious parent understands that is journey has been undertaken, this child has been called forth to 'raise the parent' itself. To show the parent where the parent has yet to grow. This is why we call our children into our lives.”

“The experience of a sense of guilt for wrong-doing is necessary for the development of self-control. The guilt feelings will laterserve as a warning signal which the child can produce himself when an impulse to repeat the naughty act comes over him. When the child can produce his on warning signals, independent of the actual presence of the adult, he is on the way to developing a conscience.”

“We have good reason to believe that memories of early childhood do not persist in consciousness because of the absence or fragmentary character of language covering this period. Words serve as fixatives for mental images. . . . Even at the end of the second year of life when word tags exist for a number of objects in the child's life, these words are discrete and do not yet bind together the parts of an experience or organize them in a way that can produce a coherent memory.”

“The absolute desire of 'having more' encourages the selfishness that destroys communal bonds among the children of God. It does so because the idolatry of riches prevents the majority from sharing the goods that the Creator has made for all, and in the all-possessing minority it produces an exaggerated pleasure in these goods.”

“Nothing in Chomsky's account acknowledges the difference between intending to kill a child, because of the effect you hope to produce on its parents (we call this “terrorism”), and inadvertently killing a child in an attempt to capture or kill an avowed child murderer (we call this “collateral damage”). In both cases a child has died, and in both cases it is a tragedy. But the ethical status of the perpetrators, be they individuals or states, could not be more distinct For Chomsky, intentions do not seem to matter. Body count is all.”

“Every child is born not only with a stomach that has to be catered to, it is also endowed with two hands which can work and produce the food for the stomach. The hands have to be given the strength and skill; they have to learn the lesson of self-reliance. They should never be lazy or slothful. Then, there can be no deficiency in food and no problem of underfeeding.”

“In the years of the Roman Republic, before the Christian era, Roman education was meant to produce those character traits that would make the ideal family man. Children were taught primarily to be good to their families. To revere gods, one's parents, and the laws of the state were the primary lessons for Roman boys. Cicero described the goal of their child rearing as "self- control, combined with dutiful affection to parents, and kindliness to kindred.”

“Regular reading of and talking about the Book of Mormon invite the power to resist temptation and to produce feelings of love within our families. And discussions about the doctrines and principles in the Book of Mormon provide opportunities for parents to observe their children, to listen to them, to learn from them, and to teach them.”

“We all know to feel sympathy for those who've suffered from drug addiction, child abuse, and terminal illness, so the set up elicits an emotional response that the story itself very well may not earn. Energy generated by the fiction itself is likely to produce more light.”

“If you hand an adult a lump of clay, they're likely to respond by fashioning something representative out of the raw material. For the most part, they'll simply forge an object that signifies something "real" in the world, even if that something is as abstract as an emotion or an energy. A child, on the other hand, will just as often produce something totally without semiotic meaning, a shape or a mass that represents nothing that exists outside of their imagination. Or else, they'll eat it or throw it or ignore it, wholesale.”

“For me, it's the unexpected and surprising combinations of produce that are the most exciting and lure me into the kitchen for a little bit of experimenting. Apples and sweet potatoes together? Who knew? Carrots with grapes? Okay. I may not be Julia Child, but I can do pretty well with a simple recipe and a lot of enthusiasm.”