“Many skills, as every successful entrepreneur knows, cannot be taught in school. They require doing. Sometimes a life of doing. And where money-making is concerned, nothing compresses the time frame needed to leap from my-shit-just-sits-there-until-it-rains poverty to which-of-my-toilets-shall-I-use affluence like an apprenticeship with someone who already has the angles all figured out.”
“Kids didn t have huge backpacks when I was their age. We didn t have backpacks at all. Now it seemed all the kids had them. You saw little second-graders bent over like sherpas, dragging themselves through the school doors under the weight of their packs. Some of the kids had their packs on rollers, hauling them like luggage at the airport. I didn t understand any of this. The world was becoming digital; everything was smaller and lighter. But kids at school lugged more weight than ever.”
“School is shortened, discipline relaxed, philosophies, histories, languages dropped, English and spelling gradually neglected, finally almost completely ignored. Life is immediate, the job counts, pleasure lies all about after work. Why learn anything save pressing buttons, pulling switches, fitting nuts and bolts?”
“I can read. A little. I kind of protested it in School(TM). On the grounds that the silent E is stupid.”
“She s called the secretary, but as far as I can tell she basically runs the school.”
“Teaching middle school is an adventure not a job.”
“Those who forget history are doomed to repeat it in summer school”
“He smiled all the way to physics class. He almost laughed out loud when he passed through the door and saw her shadowy, hunched-over form casting around for a seat in the back. She was in his class; this was excellent. Maybe she’d call him a name if he struck up another conversation. Even curse him out. That might fun. God, he’d probably earn himself a restraining order if he tried to sit next to her. He was so tired of saccharine smiles and cloying tones of voice. People always plastered their eyes to his face for fear of looking anywhere else. He was fed up with everybody being so goddamned nice. That’s why he’d already fallen in love with this weird, maladjusted, beautiful girl who carried a chip the size of Ohio on her shoulder. Because nobody was ever mean to the guy in the wheelchair.”
“When we unnecessarily elongate the process of learning to read, we postpone reading to learn - learning itself - by years.”
“worksheets - the archenemy of abundant, purposeful reading (and discussion and writing).”
“The child, unhampered, does not waste time.”
“The central challenge for educational systems around the world is the substitution of effectiveness for popularity.”
“I fancy my father thought me an odd child, and had little fondness for me; though he was very careful in fulfilling what he regarded as a parent s duties. But he was already past the middle of life, and I was not his only son. My mother had been his second wife, and he was five-and-forty when he married her. He was a firm, unbending, intensely orderly man, in root and stem a banker, but with a flourishing graft of the active landholder, aspiring to county influence: one of those people who are always like themselves from day to day, who are uninfluenced by the weather, and neither know melancholy nor high spirits. I held him in great awe, and appeared more timid and sensitive in his presence than at other times; a circumstance which, perhaps, helped to confirm him in the intention to educate me on a different plan from the prescriptive one with which he had complied in the case of my elder brother, already a tall youth at Eton. My brother was to be his representative and successor; he must go to Eton and Oxford, for the sake of making connexions, of course: my father was not a man to underrate the bearing of Latin satirists or Greek dramatists on the attainment of an aristocratic position. But intrinsically, he had slight esteem for those dead but sceptred spirits ; having qualified himself for forming an independent opinion by reading Potter s Aeschylus, and dipping into Francis s Horace. To this negative view he added a positive one, derived from a recent connexion with mining speculations; namely, that scientific education was the really useful training for a younger son. Moreover, it was clear that a shy, sensitive boy like me was not fit to encounter the rough experience of a public school. Mr. Letherall had said so very decidedly. Mr. Letherall was a large man in spectacles, who one day took my small head between his large hands, and pressed it here and there in an exploratory, suspicious manner - then placed each of his great thumbs on my temples, and pushed me a little way from him, and stared at me with glittering spectacles. The contemplation appeared to displease him, for he frowned sternly, and said to my father, drawing his thumbs across my eyebrows - The deficiency is there, sir-there; and here, he added, touching the upper sides of my head, here is the excess. That must be brought out, sir, and this must be laid to sleep. I was in a state of tremor, partly at the vague idea that I was the object of reprobation, partly in the agitation of my first hatred - hatred of this big, spectacled man, who pulled my head about as if he wanted to buy and cheapen it. ( The Lifted Veil )”
“At school, everything feels weird. No one looks at me or pays attention to me, no one says hi, no one asks how I am feeling, and everyone is so quite. It’s like I don’t even exist.”
“Suddenly, Tara s accomplishment was clear. She had lined up allies among the school s various groups and got them all to work together for probably the first time in the school s history. She was like a master builder who could bend materials like stone and steel and clay to her will... except her materials were flesh and spirit.”
“It facilitates labor and thought so much that there is always the temptation in large schools to omit the endless task of meeting the wants of each single mind, and to govern by steam. But it is at frightful cost. Our modes of Education aim to expedite, to save labor; to do for masses what cannot be done for masses, what must be done reverently, one by one: say rather, the whole world is needed for the tuition of each pupil.”
“I confess myself utterly at a loss in suggesting particular reforms in our ways of teaching. No discretion that can be lodged with a school-committee, with the overseers or visitors of an academy, of a college, can at all avail to reach these difficulties and perplexities, but they solve themselves when we leave institutions and address individuals.”