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Schooling Quotes

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Schooling Quotes

“It is usually unbearably painful to read a book by an author who knows way less than you do, unless the book is a novel.”

“Schools train you to be ignorant with style [...] they prepare you to be a usable victim for a military industrial complex that needs manpower. As long as you're just smart enough to do a job and just dumb enough to swallow what they feed you, you're going to be alright [...] So I believe that schools mechanically and very specifically try and breed out any hint of creative thought in the kids that are coming up.”

“Considering he was neither priest nor scholar, the young man gave sensible, thoughtful replies -- the more so, perhaps, for being untrained, for he had not learned what he should believe or should not believe. Present a statement to him in flagrant contradiction to all Christian doctrine and he could be persuaded to agree on its good sense, unless he remembered it was the sort of thing of which pyres are made for the incautious.”

“Arleen thanked Pana. Getting off the phone, she thanked Jesus. She smiled. When she smiled she looked like a different person. The press had loosened its grip. From landlords, she had heard eighty-nine nos but one yes. Jori accepted his mother’s high five. He and his brother would have to switch schools. Jori didn’t care. He switched schools all the time. Between seventh and eighth grades, he had attended five different schools—when he went at all. At the domestic-violence shelter alone, Jori had racked up seventeen consecutive absences. Arleen saw school as a higher-order need, something to worry about after she found a house.”

“For Oscar, high school was the equivalent of a medieval spectacle, like being put in the stocks and forced to endure the peltings and outrages of a mob of deranged half-wits, an experience from which he supposed he should have emerged a better person, but that’s not really what happened—and if there were any lessons to be gleaned from the ordeal of those years he never quite figured out what they were. He walked into school every day like the fat lonely nerdy kid he was, and all he could think about was the day of his manumission, when he would at last be set free from its unending horror. Hey, Oscar, are there faggots on Mars?—Hey, Kazoo, catch this. The first time he heard the term moronic inferno he know exactly where it was located and who were its inhabitants.”

“However, it's not fair that the only options we currently have for children like me is to either have their parents give over their lives to homeschooling, or to suffer in an environment where every ounce of them is riduculed, ripped apart or forced to changed.”

“Learning can't be force fed. It needs to come in response to genuinely asked questions by genuinely curious people. Experts can't educate your kids until your kids have the desire to be educated.”

“Yes,’ I say. ‘It’s my first actual day of high school ever. I moved from the country. I was home-schooled via distance ed before now.’ ‘Incredible.’ He shakes my free hand, while lying in that peculiar position. ‘You’ve managed to evade formal education for a signifcant period of your life. Congratulations and well done.’ ‘Are you taking the piss?’ ‘Good God, no.”

“You are more likely to find three TVs inside a randomly selected house than you are to find a single book that is or was not read to pass an exam, to please God, or to be a better cook.”

“As long as high schools strive to list the number of Ivy League schools their graduates attend and teachers pile on work without being trained to identify stress-related symptoms, I fear for our children’s health. I am not mollified by the alums of my daughter’s school who return to tell everyone that the rigor of high school prepared them for college, making their first year easier than they’d anticipated. If they make it that far.”

“The problems on campus life today are not about free speech. They are about how the students have absolutely nothing to do with their lives but sit and listen to lectures, find the best parties to attend, and otherwise discover first-world problems to stew about and protest. That's the root of the problem. This is not a commercial environment where people are incentivized to find value in each other. Campuses have become completely artificial 4-year holding tanks for infantilized kids with zero experience in actual life in which people find ways to get along. These students are not serving each other in a market exchange, and very few have worked at day in their lives, so their default is to find some offense and protest. It's all they've been taught to do and all they know how to do. Idle hands and parents' money = trouble.”

“It isn't a coincidence that governments everywhere want to educate children. Government education, in turn, is supposed to be evidence of the state's goodness and its concern for our well-being. The real explanation is less flattering. If the government's propaganda can take root as children grow up, those kids will be no threat to the state apparatus. They'll fasten the chains to their own ankles.”

“I think I can say that effeminate homosexuals are among those who indulge least in sex acts with other boys at school. They seem to realize that these jolly get-togethers are really only a pooling of the carnal feelings of two people who deep down are interested in their dreams of girls. Otherwise they tend to be self-congratulatory pyrotechnical displays of potency.”

“Well, Jack, we have taken the Macedonian, and your share of the prize, if we get her in safely, may be two hundred dollars; what will you do with it?” Stephen Decatur, commanding the frigate United States, North Atlantic, near the Azores Islands, 1812. “One hundred will go to my mother, sir, and the other I shall spend on schooling.” Jack Creamer, aged ten.”

“For many years I have been asking myself why intelligent children act unintelligently at school. The simple answer is, "Because they're scared." I used to suspect that children's defeatism had something to do with their bad work in school, but I thought I could clear it away with hearty cries of "Onward! You can do it!" What I now see for the first time is the mechanism by which fear destroys intelligence, the way it affects a child's whole way of looking at, thinking about, and dealing with life. So we have two problems, not one: to stop children from being afraid, and then to break them of the bad thinking habits into which their fears have driven them. What is most surprising of all is how much fear there is in school. Why is so little said about it. Perhaps most people do not recognize fear in children when they see it. They can read the grossest signs of fear; they know what the trouble is when a child clings howling to his mother; but the subtler signs of fear escaping them. It is these signs, in children's faces, voices, and gestures, in their movements and ways of working, that tell me plainly that most children in school are scared most of the time, many of them very scared. Like good soldiers, they control their fears, live with them, and adjust themselves to them. But the trouble is, and here is a vital difference between school and war, that the adjustments children make to their fears are almost wholly bad, destructive of their intelligence and capacity. The scared fighter may be the best fighter, but the scared learner is always a poor learner.”

“She sings it wrong because she doesn't know all the English words because she doesn't speak the right English because she didn't go to school, but I don't correct her since you can't tell an adult nothing. The truth of it is that the song says My sins were higher than a mountain when the Lord sanctified me not sacrificed me, like Mother of Bones sings. I don't go to school anymore because all the teachers left to teach over in South Africa and Botswana and Namibia and them, where there's better money, but I haven't forgotten the things I learned.”

“I have seen the fruits of adult education. It can be done. And anyone who has worked in adult education knows that he must appeal for self-help. There are no monitors to keep adults at the task. There are no examinations and grades, none of the machinery of external discipline. The person who learns something out of school is self-disciplined. He works for merit in his own eyes, not credit from the registrar. (1940 ed. page 104)”

“Schooling in the art of freedom is not a luxury but a necessity. Civic education is essential for a free society. By ignoring the responsibility to hand on freedom, many Western societies are failing badly over the challenge of passing on the torch of freedom.”

“This idea that children won't learn without outside rewards and penalties, or in the debased jargon of the behaviorists, "positive and negative reinforcements," usually becomes a self-fulfilling prophecy. If we treat children long enough as if that were true, they will come to believe it is true. So many people have said to me, "If we didn't make children do things, they wouldn't do anything." Even worse, they say, "If I weren't made to do things, I wouldn't do anything." It is the creed of a slave.”

“Not long after the book came out I found myself being driven to a meeting by 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 others are sitting in judgment on them.”