Quotes about teachers
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“I thought, ‘This is just too terrifying. I’ve never seen anything like that before.’ I hadn’t been allowed to watch horror movies before that. I was so traumatized I literally could not sleep for weeks, and it changed my physical appearance; I lost like 10 pounds. My teachers got so concerned they called my mother, ‘Is there something going on – is she being abused at home?’ My mother found a picture of Robert Englund the actor, and Robert Englund in the Freddy Krueger make-up, and pasted them up near my bedside table. So, every night when I’d go to sleep, literally for like a year, I’d have to look at it and think, ‘It’s just a movie, it’s just a movie, it’s not real.’ I remember thinking that I was going to grow up one day, and be an actress and never make a movie that scares little kids.”

Monica Keena (1979) American actress

Discussing A Nightmare on Elm Street in Never Sleep Again: The Elm Street Legacy (2010)

Home, Thinking, Sleep, Appearance

“Verily, the guide and teacher of this path [of rebellion against, a reigning father] is Your Majesty; others are merely following your footsteps. How can the path which Your Majesty chose to follow can be called 'the path of ill-luck'?
My fathered bartered away the garden of Eden for two grains of wheat; I shall be an unworthy son if I do not sell it for a grain of barley!”

Aurangzeb (1618–1707) Sixth Mughal Emperor

Muhammad Akbar to Aurangzeb; see Studies in Aurangzib's reign: Being Studies in Mughal India, first series by Jadunath Sarkar, p. 68, Ayodhya Revisited https://books.google.com/books?id=gKKaDAAAQBAJ&pg=PA581 by Kunal Kishore, p. 581; Mughal Empire in India, 1526-1761: Volume 2 by Shripad Rama Sharma, p. 637 Quotes from late medieval histories

“School failed me, and I failed the school. It bored me. The teachers behaved like Feldwebel (sergeants). I wanted to learn what I wanted to know, but they wanted me to learn for the exam. What I hated most was the competitive system there, and especially sports. Because of this, I wasn't worth anything, and several times they suggested I leave. This was a Catholic School in Munich. I felt that my thirst for knowledge was being strangled by my teachers; grades were their only measurement. How can a teacher understand youth with such a system?... from the age of twelve I began to suspect authority and distrust teachers. I learned mostly at home, first from my uncle and then from a student who came to eat with us once a week. He would give me books on physics and astronomy. The more I read, the more puzzled I was by the order of the universe and the disorder of the human mind, by the scientists who didn't agree on the how, the when, or the why of creation. Then one day this student brought me Kant's Critique of Pure Reason. Reading Kant, I began to suspect everything I was taught. I no longer believed in the known God of the Bible, but rather in the mysterious God expressed in nature.”

Albert Einstein (1879–1955) German-born physicist and founder of the theory of relativity

Source: William Hermanns, Einstein and the Poet: In Search of the Cosmic Man (1983), First conversation, p. 8

God, Hate, Books, Youth

“The weak in mind or body require guidance, support and protection; they must obey and work for those who protect and guide them—they have a natural right to guardians, committees, teachers or masters. Nature has made them slaves, all that law and government can do, is to regulate, modify and mitigate their slavery.”

George Fitzhugh (1806–1881) American activist

Source: Sociology For The South: Or The Failure Of A Free Society (1854), p. 178

Law, Support, Nature

“Rarely will you meet anyone so jealous as a teacher. Year after year students tumble along like the waters of a river. They flow away, and only the teacher is left behind, like some deeply buried rock at the bottom of the current. Although he may tell others of his hopes, he doesn't dream of them himself. He thinks of himself as worthless and either falls into masochistic loneliness or, failing that, ultimately becomes suspicious and pious, forever denouncing the eccentricities of others. He longs so much for freedom and action that he can only hate people.”

Kóbó Abe book The Woman in the Dunes

Part 2, Ch. 11
The Woman in the Dunes (1962)

Hate, People, Dreams, Hope

“The music teacher came twice a week to bridge the awful gap between Dorothy and Chopin.”

George Ade (1866–1944) American writer, newspaper columnist and playwright

Fables

Music

“There are few professions whose primary objective is to advance the cause of humanity rather than simply to make money or accrue power. Among this limited group of humanitarians I would number teachers, nurses, bookstore owners, and bartenders.”

Jack McDevitt (1935) American novelist, Short story writer

Source: Academy Series - Priscilla "Hutch" Hutchins, Odyssey (2006), Chapter 14 (p. 124)

Money

“[This book] is intended as a text from which the student can learn and the teacher can teach the methods and results of economic analysis. It also seeks to be a contribution to the development and systematization of the body of economic analysis itself. These purposes are not separate. The task of presenting a systematic, orderly, and accurate account of economic analysis is identical with the task of preparing the material for teaching. It must be emphasized, however, that the purpose of this work is not primarily to entertain the student, or to enable him to regurgitate appropriate material into examination books, or to learn a few pat phrases, or to indoctrinate him with an abstract discipline which he will never use. Economics is like photography in this respect, that under-exposure is less desirable than no exposure at all.”

Kenneth E. Boulding (1910–1993) British-American economist

Source: 1940s, Economic Analysis, 1941, p. xv

Books, Learning

“One of the pupils of Artur Schnabel told me that he never heard his teacher practice a difficult passage slowly, but he was struck by the way Schnabel would play one chord of a slow movement over and over, measuring and remeasuring the different components of the harmony.”

Charles Rosen (1927–2012) American pianist and writer on music

Source: Piano Notes: The World of the Pianist (2002), Ch. 2 Listening to the Sound of the Piano

Way

“If I’m required to identify myself on a form, I write “teacher.” I’ve been a teacher almost as long as I’ve been writing. [Pause. ] I think of myself less as a writer than as a person who writes — or tries to. Each morning is a kind of obstacle course in which the obstacles seem to have all the advantage.”

Joyce Carol Oates (1938) American author

Joyce Carol Oates interviews herself (2013)

Thinking, Personality

“MacUser: Which person do you most admire?
Jef Raskin: For what attribute? Once again you ask a question that linearises a complex matter. I can name many. Let's start with people named George: George Cantor for moving infinity out of philosophy into mathematics, George Washington for showing how a leader should relinquish power, and George Bernard Shaw for his humanity… Or we can do it by subject and admire Aristotle, Isaac Newton and Albert Einstein for their pulling from nature comprehensible laws; or Euclid, Gauss and Gödel for their contributions to mathematics; or people who have influenced me very directly, in which case I'd mention my very admirable parents and the teacher who taught me to be intellectually independent, L R Genise; or how about Claude Shannon without whose work on information theory I would have been lost.”

Jef Raskin (1943–2005) American computer scientist

MacUser interview (2004)

People, Law, Mathematics, Question

“The judges of normality are present everywhere. We are in the society of the teacher-judge, the doctor-judge, the educator-judge, the social worker-judge; it is on them that the universal reign of the normative is based; and each individual, wherever he may find himself, subjects to it his body, his gestures, his behavior, his aptitudes, his achievements.”

Michel Foucault book Discipline and Punish

Discipline and Punish (1977)

Education, Behavior, Universe

“Anxiety is an even better teacher than reality, for one can temporarily evade reality by avoiding the distasteful situation; but anxiety is a source of education always present because one carries it within.”

Rollo May book The Meaning of Anxiety

The Meaning of Anxiety (1950)

Education, Reality

“Her point of view about student work was that of a social worker teaching finger-painting to children or the insane.
I was impressed with how common such an attitude was at Benton: the faculty—insofar as they were real Benton faculty, and not just nomadic barbarians—reasoned with the students, “appreciated their point of view”, used Socratic methods on them, made allowances for them, kept looking into the oven to see if they were done; but there was one allowance they never under any circumstances made—that the students might be right about something, and they wrong. Education, to them, was a psychiatric process: the sign under which they conquered had embroidered at the bottom, in small letters, Canst thou not minister to a mind diseased?—and half of them gave it its Babu paraphrase of Can you wait upon a lunatic? One expected them to refer to former students as psychonanalysts do: “Oh, she’s an old analysand of mine.” They felt that the mind was a delicate plant which, carefully nurtured, judiciously left alone, must inevitably adopt for itself even the slightest of their own beliefs.
One Benton student, a girl noted for her beadth of reading and absence of coöperation, described things in a queer, exaggerated, plausible way. According to her, a professor at an ordinary school tells you “what’s so”, you admit that it is on examination, and what you really believe or come to believe has “that obscurity which is the privilege of young things”. But at Benton, where education was as democratic as in “that book about America by that French writer—de, de—you know the one I mean”; she meant de Tocqueville; there at Benton they wanted you really to believe everything they did, especially if they hadn’t told you what it was. You gave them the facts, the opinions of authorities, what you hoped was their own opinion; but they replied, “That’s not the point. What do you yourself really believe?” If it wasn’t what your professors believed, you and they could go on searching for your real belief forever—unless you stumbled at last upon that primal scene which is, by definition, at the root of anything….
When she said primal scene there was so much youth and knowledge in her face, so much of our first joy in created things, that I could not think of Benton for thinking of life. I suppose she was right: it is as hard to satisfy our elders’ demands of Independence as of Dependence. Harder: how much more complicated and indefinite a rationalization the first usually is!—and in both cases, it is their demands that must be satisfied, not our own. The faculty of Benton had for their students great expectations, and the students shook, sometimes gave, beneath the weight of them. If the intellectual demands were not so great as they might have been, the emotional demands made up for it. Many a girl, about to deliver to one of her teachers a final report on a year’s not-quite-completed project, had wanted to cry out like a child, “Whip me, whip me, Mother, just don’t be Reasonable!””

Randall Jarrell book Pictures from an Institution

Source: Pictures from an Institution (1954) [novel], Chapter 3, pp. 81–83

Life, Children, Books, Youth

“Prosperity is a great teacher; adversity is a greater. Possession pampers the mind; privation trains and strengthens it.”

William Hazlitt (1778–1830) English writer

"On the Conversations of Lords," New Monthly Magazine (April 1826)
Men and Manners: Sketches and Essays (1852)

Training

“Suffering is an excellent teacher, and Aeschylus says, "We learn by sufferings. "We are easily] up; sufferings keep us humble. We easily turn to worldly things. Sufferings make us turn to ( love ourselves; sufferings teach us to love God."”

Peter de Noronha (1897–1970) Indian businessman

The Pageant of Life (1964), On Suffering

Love, God, Suffering, Learning

“Teachers of science in schools and colleges must be masters of the tools for ensuring integrity in science and must instill them in their students.”

Lewis M. Branscomb (1926) physicist and science policy advisor

1994, p. 45
Integrity in Science (1985)

School, Science

Fidel Castro (1926–2016) former First Secretary of the Communist Party and President of Cuba

The Second Declaration of Havana (1962)

Hunger, War, People, Truth

“I have gained a lot from my German teachers and philosophers and I acknowledge this debt whole heartedly but it does not mean that others have not contributed to the growth of my ideas. I have been influenced in much the same way by thoughts of Indian, Swiss, English and American teachers and educational philosophers. I always treat truth and discretion as my lost property and pick it up wherever I find it.”

Zakir Hussain (politician) (1897–1969) 3rd President of India

Source: Quest for Truth (1999), p. 145.

Truth, Education, Way, Idea

“And so the arbitrary union of three incommensurate, mutually disconnected concepts became the basis of a bewildering theory… [by which] one of the lowest renderings of art, art for mere pleasure — against which all of the master teachers warned — was idealized as the ultimate in art.”

Leo Tolstoy (1828–1910) Russian writer

What is Art? (1897)

Pleasure, Art

“Brethren, it is not the thinker who is the true king of men, as we sometimes hear it proudly said. We need one who will not only show, but be the Truth; who will not only point, but open and be the Way; who will not only communicate thought, but give, because He is the Life. Not the rabbi's pulpit, nor the teacher's desk, still less the gilded chairs of earthly monarchs, least of all the' tents of conquerors, are the throne of the true king. He rules from the cross.”

Alexander Maclaren (1826–1910) British minister

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 78.

Life, Men, Truth, Way

“Money does not make you happy. All money does is make you really look at yourself. When you're not worried about the lights being shut off, then you can get down to business looking at 'What kind of persona am I?'Money is not a cure-all. You're still human, you still get depressed, you still get scared, you still get sad … It's really about your own self-worth. If you're going to be the best doctor, the best dancer, the best teacher, the best singer, it's really about that. That's where the confidence comes from. A lot of people who don't have a lot of money have a lot of confidence, [they] still love themselves because they feel accomplished inside.”

Erika Jayne (1969) American singer, actress and television personality

Interview to Cosmopolitan (2016)

Love, Money, Happiness, People

“What is most apparent and constant in Thomas' personality, the image he most likely had of himself, is the teacher. The saint was essentially a Doctor of the Church; the man was a teacher of theology and philosophy; the mystic never entirely separated his meditations from his teaching, which drew its inspiration from them.”

Étienne Gilson (1884–1978) French historian and philosopher

Introduction
Thomism: The Philosophy of Thomas Aquinas

Personality

“Every fool believes what his teachers tell him, and calls his credulity science or morality as confidently as his father called it divine revelation.”

George Bernard Shaw (1856–1950) Irish playwright

#39
1900s, Maxims for Revolutionists (1903)

Fools, Confidence, Science

“On "Priya Duryodhani": She was a slight frail girl, with a thin tapering face like kernel of a mango and dark-brown eyebrows that nearly joined together over high-ridged nose, giving her to look of a desiccated school teacher at an age when she was barely old enough to enroll at school. She had dark and lustrous eyes. They shone from that finished face like blazing gems on a fading backcloth, flashing, questioning.”

Shashi Tharoor book The Great Indian Novel

The Great Indian Novel (1989)

Age, School, Girl, Question

“The metropolis today is a classroom; the ads are its teachers. The traditional classroom is an obsolete detention home, a feudal dungeon.”

Marshall McLuhan (1911–1980) Canadian educator, philosopher, and scholar-- a professor of English literature, a literary critic, and a …

Source: 1960s, Counterblast (1969), p. 12

Home

“The whole secret of raising a fart in class is to make it sound as if it is punctuating, or commenting upon, what the teacher is saying. Timing, not ripeness, is all. 'And since x tends to y as c tends to d,' Fred expounded, 'then the differential of the increment of x squared must be… must be… come on, come on! What must it flaming be?' Here was the chance to to give my version of what it must be. I armed one, opened the bomb bay, and let it go. Unfortunately, the results far exceeded the discreet limits I had intended. It sounded like a moose coughing.”

Clive James (1939–2019) Australian author, critic, broadcaster, poet, translator and memoirist

Source: Memoirs, Unreliable Memoirs (1980), p. 105-6

Secret, Chance, Time

“Our mathematical concepts, structures, ideas have been invented as tools to organise the phenomena of the physical, social and mental world. Phenomenology of a mathematical concept, structure, or idea means describing it in its relation to the phenomena for which it was created, and to which it has extended in the learning process of mankind, and, as far as this description is concerned with the learning process of the young generation, it is didactical phenomenology, a way to show the teacher the places where the learner might step into the learning process of mankind.”

Hans Freudenthal (1905–1990) Dutch mathematician

Source: The Concept and the Role of the Model in Mathematics and Natural and Social Sciences (1961), p. ix

World, Way, Mathematics, Idea

“The function of the university is not simply to teach bread-winning, or to furnish teachers for the public schools or to be a centre of polite society; it is, above all, to be the organ of that fine adjustment between real life and the growing knowledge of life, an adjustment which forms the secret of civilization.”

W.E.B. Du Bois book The Souls of Black Folk

Source: The Souls of Black Folk (1903), Ch. V: Of the Wings of Atalanta

Life, Secret, School, Knowledge

“The most important thing any teacher has to learn, not to be learned in any school of education I ever heard of, can be expressed in seven words: Learning is not the product of teaching. Learning is the product of the activity of learners.”

John Holt (1923–1985) educator

Growing Without Schooling magazine, no. 40 (1984).

Education, School, Learning

“The only progress I can see is progress in organization. The ordinary human being does not live long enough to draw any substantial benefit from his own experience. And no one, it seems, can benefit by the experiences of others. Being both a father and teacher, I know we can teach our children nothing. We can transmit to them neither our knowledge of life nor of mathematics. Each must learn its lesson anew.”

Albert Einstein (1879–1955) German-born physicist and founder of the theory of relativity

1920s, Viereck interview (1929)

Life, Children, Mathematics, Knowledge

“I wanted to be a novelist and a newspaper man… I went to Antioch College and majored in English, at least in the beginning, with the intention of doing something like that…. Antioch had a co-op program so I went to work for the New York Post as a copyboy when I decided I didn't want to be a newspaper man; it was fun, but it wasn't practical. After a while I shifted into philosophy as a major, but I never had any undergraduate training at all in anthropology and, indeed, very little social science outside of economics. I had a lot of economics but nothing else. Anthropology wasn't even taught at Antioch then, although it is now. And except for a political science course or two and lots of economics, I didn't have any social sciences. So I was in literature for at least half the time I was there, the first couple of years, and then I shifted to philosophy, partly because of the influence of a terrific teacher and partly because in a small college you can run out of courses. 'Men I got interested in the same sort of thing I'm interested in now: values, ideas, and so on. Finally, one of my professors said, "Why don't you think about anthropology?"”

Clifford Geertz (1926–2006) American anthropologist

That was the first time I had thought seriously about being an anthropologist, and then I began to think about it and I went to Harvard and so on.
"Clifford Geertz on Ethnography and Social Construction", 1991

Men, Literature, Idea, Thinking

“I think that anyone who will take the trouble to consider the matter carefully will arrive at the same conclusion as I have, that art owes its origin to Nature herself, that this beautiful creation the world supplied the first model, while the original teacher was that divine intelligence which has not only made us superior to the other animals, but like God Himself, if I may venture to say it.”

Giorgio Vasari (1511–1574) Italian painter, architect, writer and historian

Source: The Lives of the Painters, Sculptors, and Architects, 1900, p. 5

God, World, Beauty, Art

“Americans once expected parents to raise their children in accordance with the dominant cultural messages. Today they are expected to raise their children in opposition to them. Once the chorus of cultural values was full of ministers, teachers, neighbors, leaders. They demanded more conformity, but offered more support. Now the messengers are violent cartoon characters, rappers and celebrities selling sneakers. Parents are considered "responsible" only if they are successful in their resistance. That's what makes child-raising harder. It's not just that American families have less time with their kids; it's that we have to spend more of this time doing battle with our own culture.”

Ellen Goodman (1941) American journalist and writer

Attributed

Children, Family, Support, Parent

“And teachers will be promoted from being the deliverers of facts to being being guides - guiding their peoples through rich and valued experiences offered by the computer.”

Owain Owain (1929–1993) Welsh novelist, short story writer and poet

'Y Cymro' (Welsh weekly newspaper), 23/07/1969

People

“The Buddha came embodying in Himself the divine quality of wisdom; He was the manifestation of Light, and the Teacher of the way of enlightenment. He demonstrated in Himself the processes of illumination and became "the Illumined One". Light, wisdom, reason, as divine yet human attributes, were focussed in the Buddha. He challenged the people to tread the Path of Illumination of which wisdom, mental perception and the intuition are aspects. Then came the next Teacher, the Christ. He embodied in Himself a still greater divine principle – greater than the Mind, that of Love; yet at the same time, He embraced within Himself all that the Buddha had of light. Christ was the expression of both light and love.”

Alice A. Bailey (1880–1949) esoteric, theosophist, writer

Source: Problems Of Humanity (1944), p. 150/1

Love, Wisdom, People, Way

“Some forty years of experience in my field as a scholar and as a teacher have given me great confidence mixed with greater humility.”

George Sarton (1884–1956) American historian of science

Preface.
A History of Science Vol.2 Hellenistic Science and Culture in the Last Three Centuries B.C. (1959)

Confidence

“In order that men should embrace the truth — not in the vague way they did in childhood, nor in the one-sided and perverted way presented to them by their religious and scientific teachers, but embrace it as their highest law the complete liberation of this truth from all and every superstition (both pseudo-religious and pseudo-scientific) by which it is still obscured is essential: not a partial, timid attempt, reckoning with traditions sanctified by age and with the habits of the people — not such as was effected in the religious sphere by Guru Nanak, the founder of the sect of the Sikhs, and in the Christian world by Luther, and by similar reformers in other religions — but a fundamental cleansing of religious consciousness from all ancient religious and modern scientific superstitions.”

Leo Tolstoy A Letter to a Hindu

Source: A Letter to a Hindu (1908), VI

Men, People, Truth, Age

“Frankly, this is my position: I have been painting for two years, and my only models have been your [ Monet's ] own works; I have been following the wonderful path you broke for us. I have always worked regularly and conscientiously, but without advice or help, for I do not know any impressionist painter who would be able to guide me, living as I am in an environment more or less hostile to what I am doing. And so I fear I may lose my way, and I beg you to let me see you, if only for a short visit. I should be happy to show you five or six studies; perhaps you would tell me what you think of them and give me the advice I need so badly, for the fact is that I have the most horrible doubts, having always worked by myself, without teacher, encouragement, or criticism.”

Paul Signac (1863–1935) French painter

In a letter to Claude Monet, 1880; quoted by Geffroy: Claude Monet, vol. I, p. 175; as quoted by John Rewald, in Georges Seurat', a monograph https://ia800607.us.archive.org/23/items/georges00rewa/georges00rewa.pdf; Wittenborn and Compagny, New York, 1943. p. 15 In 1880 an exhibition of the works of Claude Monet had - as Signac was to say later - 'decided his career,' - and after his first efforts as an impressionist Signac had ventured to appeal to Monet, writing him this sentence in his letter

Hostility, Happiness, Fear, Way

“The entire legal profession - lawyers, judges, law teachers - has become so mesmerized with the stimulation of the courtroom contest that we tend to forget that we ought to be healers - healers of conflicts. Doctors, in spite of astronomical medical costs, still retain a high degree of public confidence, because they are perceived as healers. Should lawyers not be healers? Healers, not warriors? Healers, not procurers? Healers, not hired guns?”

Warren E. Burger (1907–1995) Chief Justice of the United States from 1969 to 1986

Annual address to the America Bar Association winter convention, Las Vegas (February 12, 1984).

Law, Confidence, Forgetting

“Frances Egan, the school nurse, left her nutrition charts long enough to tell me there was nothing that could have been done. "Evelyn had a rough time with her father," she said. "Once she came in beaten black and blue."
"What did you do for her?"
"I gave her a cup of tea."
"Tea? Why tea, for heaven's sake?"
"Why? Because I know all about it," she said, shaking with anger. "I know more than anyone here what goes on outside — poverty, disease, dope, degeneracy — yet I'm not supposed to give them even a band-aid. I used to plead, bang on my desk, talk myself hoarse arguing with kids, parents, welfare, administration, social agencies. Nobody really heard me. Now I give them tea. At least, that's something."
"But you're a nurse," I said helplessly.
She showed me the Directive from the Board posted on her wall: THE SCHOOL NURSE MAY NOT TOUCH WOUNDS, GIVE MEDICATION, REMOVE FOREIGN PARTICLES FROM THE EYE…
Are we, none of us, then, allowed to touch wounds? What is the teacher's responsibility? And if it begins at all, where does it end?”

Bel Kaufmanová book Up the Down Staircase

Part V, ch. 26 (Sylvia Barrett)
Up the Down Staircase (1965)

Disease, School, Parent, Time

“I was told that faith is trust… I was told I would not step into an airplane unless I had faith that it would land safely. That doesn’t make sense because I know the plane exists… I know something about the safety ratings for commuting on an aircraft and I know that I can check my sources to find out they should be fairly reliable. But how could I be expected to trust things which can’t be verified and which are told to me by people which, frankly, can’t be trusted? I can’t trust the teacher, the preacher, or even the President, which when I was a boy was Richard Nixon. And maybe that was why I never recognized any authority as being unquestionable and that includes the people who wrote all the world’s religious tomes while claiming divine inspiration from a host of gods who cannot all exist at the same time.”

Aron Ra (1962) Aron Ra is an atheist activist and the host of the Ra-Men Podcast

Youtube, Other, Faith is not a virtue https://www.youtube.com/watch?v=uDal8b6-X5o (June 20, 2012)

God, People, World, Faith

“[Obama] wants another stimulus, he wants to hire more government workers. He says we need more fireman, more policeman, more teachers. Did he not get the message of Wisconsin? The American people did. It's time for us to cut back on government and help the American people.”

Mitt Romney (1947) American businessman and politician

Sargent
Greg
w:Greg Sargent
Mitt Romney: We don’t need more cops, firefighters or teachers
The Washington Post
2012
June 8, 2012
http://www.washingtonpost.com/blogs/plum-line/post/mitt-romney-we-dont-need-more-cops-firefighters-or-teachers/2012/06/08/gJQAvOgDOV_blog.html
2012-06-09
2012

People, Time, Help

“It comes, it comes!' they sang. 'Sleepers awake! It comes, it comes, it comes.' One dreadful glance over my shoulder I essayed — not long enough to see (or did I see?) the rim of the sunrise that shoots Time dead with golden arrows and puts to flight all phantasmal shapes. Screaming, I buried my face in the fold of the Teacher's robe. 'The morning! The morning!”

Clive Staples Lewis book The Great Divorce

I cried. 'I am caught by the morning and I am a ghost.'
Source: The Great Divorce (1944–1945), Ch. 14

Time, Dead

“A teacher (of poetry) has to know and feel what poetry is, and be able - and this is crucial- to read it aloud effectively.”

John Hollander (1929–2013) American poet

'A Conversation with John Hollander' (by email) by Paul Devlin vol 1 St. John's University Humanities Review April 2003

Feeling, Reading

“College dont amount to much anyhow. A lot of narrow minded, musty old ideas despensed by uninterested teachers to pupils who have come to college for athletics, because they considered it the stylish thing or to keep from going to work.”

Robert E. Howard (1906–1936) American author

From a letter to Edna Mann (October 30, 1926)
Letters

Idea

“I don't feel the need to be a role model, it's just something that's been thrust upon me. Teachers and a lot of Asian-American organizations, for example, say to me, "We need you to come and speak to us because you're a role model."… Placing on writers the responsibility to represent a culture is an onerous burden. Someone who writes fiction is not necessarily writing a depiction of any generalized group, they're writing a very specific story.”

Amy Tan (1952) American novelist

SALON Interview (1995)

Feeling

“If you become a teacher, by your pupils you'll be taught.”

Oscar Hammerstein II (1895–1960) American librettist, theatrical producer, and (usually uncredited) theatre director of musicals

"Getting to Know You", The King and I (1956).

“The elite are the men of religion, political leaders, media and press people, and teachers. Everyone can understand the truth and know what is right. These have the responsibility of showing this right and truth to the people. They should not remain silent…. It is the responsibility of people to look for right and truth. As they hear me now, they should not accept everything I say. Even the masses of Hezbollah and the resistance should not do so…. Forget what my faith is and what yours is. Hear what I say and see what I do and hear what others say and see what they do, and then decide.”

Hassan Nasrallah (1960) Secretary General of Hezbollah

Interview with Al-Manar television (31 October 2006)
Quote, 2006

Men, People, Truth, Faith

“When we look at what is taking place in the world we begin to understand that there is no outer and inner process; there is only one unitary process, it is a whole, total movement, the inner movement expressing itself as the outer and the outer reacting again on the inner. To be able to look at this seems to me all that is needed, because if we know how to look, then the whole thing becomes very clear, and to look needs no philosophy, no teacher. Nobody need tell you how to look. You just look. Can you then, seeing this whole picture, seeing it not verbally but actually, can you easily, spontaneously, transform yourself? That is the real issue. Is it possible to bring about a complete revolution in the psyche?”

Jiddu Krishnamurti (1895–1986) Indian spiritual philosopher

1960s, (1969)

World, Understanding

“Siddhartha … had begun to suspect that his worthy father and his other teachers, the wise Brahmins, had already passed on to him the bulk and best of their wisdom, that they had already poured the sum total of their knowledge into his waiting vessel; and the vessel was not full, his intellect was not satisfied.”

Hermann Hesse (1877–1962) German writer

H. Rosner, trans. (Bantam: 1971), p. 5
Siddhartha (1922)

Wisdom, Knowledge, Waiting

“Beware of those who come pretending to help education when they are trying to seize control of education. Socialist and Communist planners have ambitions to eliminate all local control - which means the teachers themselves would lose control.”

W. Cleon Skousen book The Naked Communist

The Naked Communist (1958)

Education, Help

“I felt that I was like Joan of Arc (at that time my heroine) and that, like her, I was seeing spiritual visions and was consequently set aside for a great work. What it was I could not imagine, but pictured myself as the dramatic and admired teacher of thousands. This is a very common mistake on the part of beginners and I see a lot of it today in connection with various occult groups. People's sincerity and aspiration do succeed in bringing them some inner, spiritual contact and they then interpret it in terms of personality success and importance. A reaction of over-stimulation…”

Alice A. Bailey (1880–1949) esoteric, theosophist, writer

Source: The Unfinished Autobiography (1951), Chapter I, Part 2

People, Imagination, Time, Success

“I have heard it maintained that it is always the teacher's fault if a boy does not learn, even a stupid and idle boy; but I leave the decision of this matter to the "communis sensus," the common intelligence of mankind.”

George Long (1800–1879) English classical scholar

An Old Man's Thoughts on Many Things, Of Education I

Stupidity, Intelligence, Boy, Decision

“It is the older generation who foster in a child an early and most unnecessary sense of guilt, of sinfulness and of wrongdoing. So much emphasis is laid upon petty little things that are not really wrong, but are annoying to the parent or teacher, that a true sense of wrong (which is the recognition of failure to preserve right relations with the group) gets overlaid and is not recognised for what it is.”

Alice A. Bailey (1880–1949) esoteric, theosophist, writer

Source: Education in the New Age (1954), p. 75

Failure, Parent, Sense

“We do not, of course, write literary criticism at all now. Academe has won the battle in which Wilson fought so fiercely on the other side. Ambitious English teachers now invent systems that have nothing to do with literature or life but everything to do with those games that must be played in order for them to rise in the academic bureaucracy. Their works are empty indeed. But then, their works are not meant to be full. They are to be taught, not read. The long dialogue has broken down. Fortunately, as Flaubert pointed out, the worst thing about the present is the future. One day there will be no… But I have been asked not to give the game away. Meanwhile, I shall drop a single hint: Only construct!”

Gore Vidal (1925–2012) American writer

"Edmund Wilson: This Critic and This Gin and These Shoes", closing lines
1990s, United States - Essays 1952-1992 (1992)

Life, Game, Literature, Reading

“I did have a love for literature that overpowered my hatred of the people who taught it, and I think because I had no respect for the teachers, their attitude didn’t poison the writing that I was discovering for myself.”

Craig Ferguson book American on Purpose

American on Purpose (2009)

Love, People, Literature, Thinking

“Albers [on Black Mountain College ] was a beautiful teacher and an impossible person. He wasn't easy to talk to, and I found his criticism so excruciating and so devastating that I never asked for it. Years later, though, I'm still learning what he taught me, because what he taught me had to do with the entire visual world. He didn't teach you how to 'do art'. The focus was always on your personal sense of looking… I consider Albers the most important teacher I've ever had, and I'm sure that he considers me one of his poorest students.”

Robert Rauschenberg (1925–2008) American artist

Source: 1960's, The Bride and the Bachelors, (1962), p. 198

World, Beauty, Art, Mountain

“That sound in tune to you? … Sounds sharp to me. Sounds like I'm playing sharp all the time. My singing teacher told us you should do that. Maybe I got it from her. She said singers when they grow old have a tendency to go flat. So if you sing sharp as a young person, as you get older and go flat, you'll be in tune. In other words, it's never thought good to be flat. It means you can't get to the tone.”

Charles Mingus (1922–1979) American jazz double bassist, composer and bandleader

Listening to a long solo on Mingus at Montery, as quoted in Mingus/Mingus : Two Memoirs (1989) by Janet Coleman and Al Young, p. 10

Singing, Time, Personality

“The simplest comment on my book came from my ballet teacher. She said, "I wish you hadn’t made every line funny. It’s so depressing."”

Quentin Crisp book The Naked Civil Servant

Source: The Naked Civil Servant (1968), Ch. 24

Books

“How can we discriminate between favorable and unfavorable? We see that great spiritual teachers throughout history always support tradition while at the same time bringing about needed changes, or adaptations, in the details of how a spiritual culture is followed. These changes are made according to time, place, and the persons involved. While this may work when employed by spiritually evolved beings, how can the average person know when he or she is adapting in an inappropriate way or according to conditioning? In other words, how can we know how to not disturb the essence while changing details according to time and place? When one of my mentors, A. C. Bhaktivedanta Swami Srila Prabhupada, was asked this question, he said, “It is not an easy thing to know.” It takes a certain amount of spiritual advancement to know what can be changed and what cannot. It becomes important to understand what constitutes elevated consciousness, and thus what constitutes a proper leader. If we learn to recognize true visionary leadership, we can trust in the changes that are being made.”

Bhakti Tirtha Swami (1950–2005) American Hindu writer

The King’s Duty is Spiritual
Books, Leadership for an Age of Higher Consciousness, Volume II: Ancient Wisdom for Modern Times (Hari-Nama Press, 2001)

Way, History, Understanding, Question

“It is not my intention to denounce modern education. If it is bad, it may be said that all education is bad which is not self-education, and quite a lot of self-education is going on today — some of it in our schools, under the very noses of the teachers!”

Robertson Davies book A Voice from the Attic

A Voice from the Attic (1960)

Education, School

“This is a difficult goal to present to teachers, coming as it does at a time when education is under attack from many quarters. But our society is changing rapidly and the difficulties of foreseeing what kinds of skills future generations will require are increasing. Although we have so far depended on the rational, left half of the human brain to plan our children's future and to solve the problems they might encounter on the way to that future, the onslaught of profound change is shaking our confidence in technological thinking and in the old methdods of education. Without abandoning training in tradtional verbal and computational skills, concerned teachers are looking for teaching techniques that will enchance children's intuitive and creative powers, thus preparing students to meet new challenges with flexibility, inventiveness, and imagination and with the ability to grasp complex arrays of interconnected ideas and facts, to perceive underlying patterns of events, and to see old problems in new ways.”

Betty Edwards (1926) American artist

Source: The New Drawing on the Right Side of the Brain (1979), p.196

Children, Education, Way, Confidence

“The tri-coloured play with music begins' (in Deutsch: Das Drei Farben Singespiel beginnt..)
the cast is as follows
Dr. and MRS. Knarre, a married couple
Franziska and Charlotte, their daughters
Dr. Kahn, a physician
Charlotte Kahn, his daughter
Paulinka Bimbam, a singer
Dr. Singsong, a versatile person
Professor Klingklang, a famous conductor
An Art teacher
Professor and Students at an art academy
and Chorus..
.. The action takes places during the years 1913 to 1940 in Germany, later in Nice, France”

Charlotte Salomon (1917–1943) German painter

Charlotte's 3rd introduction page, related to image JHM no. 4155-3 https://charlotte.jck.nl/detail/M004155-c/part/character/theme/keyword: 'The tri-coloured play with music begins..', p. 43 the quote is written in brush, over the whole page of the painting, with a rough painted gate above Charlotte Salomon - Life? or Theater?

Art, Music, Personality, Daughters

“We don’t know anything about silent sages, buried knowledge, the eye of the mute poet, serene seers, yet how many talkative destroyers, prophets and ideologues, teachers and beautifiers there are on the other side.”

Dejan Stojanovic (1959) poet, writer, and businessman

"Hush," p. 61
The Shape (2000), Sequence: “Big Chamber”

Knowledge

“What nationalist educators often fail to recognize is that merely being taught by teachers who are black has not and will not solve the problem if the teachers have been socialized to internalize racist thinking.”

Bell Hooks (1952) American author, feminist, and social activist

Rock My Soul (2003)

Education, Problem, Thinking

“I think when we talk about corporal punishment, and we have to think about our own children, and we are rather reluctant, it seems to me, to have other people administering punishment to our own children, because we are reluctant, it puts a special obligation on us to maintain order and to send children out from our homes who accept the idea of discipline. So I would not be for corporal punishment in the school, but I would be for very strong discipline at home so we don't place an unfair burden on our teachers.”

John F. Kennedy (1917–1963) 35th president of the United States of America

1963 Source: News Conference 56 (22 May 1963) http://www.jfklibrary.org/Historical+Resources/Archives/Reference+Desk/Press+Conferences/003POF05Pressconference56_05221963.htm

Children, People, School, Home

“I have long enjoyed the friendship and companionship of Republicans, because I am by instinct a teacher and I would like to teach them something.”

Woodrow Wilson (1856–1924) American politician, 28th president of the United States (in office from 1913 to 1921)

Speech to the World's Salesmanship Congress (10 July 1916)
1910s

Friendship

“I have undertaken to say a few words to you on the "Art of Questioning". It is a subject of great importance to all of you who desire to become good teachers; for, in truth, the success and efficiency of our teaching depend more on the skill and judgment with which we put questions than on any other single circumstance.”

Joshua Girling Fitch (1824–1903) British educationalist

Joshua G. Fitch. The art of questioning https://archive.org/stream/artofquestioning00fitcrich#page/n7/mode/2up. 9th edition. Published 1879. pp. 78

Truth, Art, Question, Success

“That which sees all this, and the nothing too, is the inner teacher. He alone is, all else appears to be. He is your own self (swarupa), your hope and assurance of freedom, find him and cling to him and you will be saved and safe.”

Nisargadatta Maharaj (1897–1981) Indian guru

Guru/Gnani
Source: "I am That." P.51.

Hope, Freedom, Appearance

“My grandmother—God bless her soul—a Yaqui Indian from northern Mexico, was the greatest teacher I’d ever had! And do you know what she taught me, she taught me that each and every day is un milagro given to us by God, and that work, that planting corn and squash with our two hands is holy. She taught me all this with kindness and invitation. Not with ridicule and looking down her nose at me and making me feel like less than human when I didn’t get it at first.”

Victor Villaseñor (1940) American writer

Burro Genius: A Memoir (2004)

God, Feeling, Soul

“In no particular order, I could not or would not exist without air, food, water, gravity, tides, the moon, the sun, night, civilization, the laws of physics, the laws of thermodynamics, the law of the land, ancestors having sex, DNA, viruses, bacteria, plants, animals, oceans, ice caps, the kindness of strangers, the Big Bang, familial bonds, smart people, brave people, memory, medicine, the periodic table of elements, tribal instincts, magnetic fields, weather, Earth's molten core, a rotating Earth, a tilted Earth, tectonic plates, sleep, death, heat, consciousness, evolution, teachers and the miraculous, self-regulating chemical factory that is my body. Other than that, I like to think of myself as a self-made man.”

Chuck Lorre (1952) American screenwriter

Chuck Lorre Productions, Vanity Card #469 (1st Aired: 6 Nov 2014) http://www.chucklorre.com/index-mom.php?p=469

Death, People, Family, Law

“My heart is filled with endless gratitude. Just thinking I was born as a human and have the ability to practice in this life,
with the opportunity to meet wise teachers and hear the Buddha's teachings, I am deeply moved by this unbelievable karmic affinity.”

Richard Gombrich (1937) British Indologist

"When I say I'm a Buddhist"[citation needed]

Life, Thinking, Heart, Gratitude

“Yes, well I noticed that in your last issues' interviews with those Eastern teachers ["From light to Light," Jan. 1995], emptiness was mentioned a lot. I find that a wrong word. Because in God realisation and being one with God the Most High, the unspeakable one, there's no sense whatsoever of ever having done anything yourself. It is all done for you. It's by grace. And so it's not being empty, it's being emptied. There's a different emphasis or a different connotation to that.”

Barry Long (1926–2003) Australian spiritual teacher and writer

Response to the question "You write, "Enlightenment is to be emptied (not empty) of feelings and thus at one with the purest sensation of divine being." What's the distinction here between being "emptied" and being "empty" of feelings?"
Love is not a feeling ~ The Interview (1995)

God, Sense, Light

“There was an incongruity between many of the models that we were taught and the policy positions that our teachers (and we) believed in. The models seemed more consonant with free market prescriptions, though they were presented more as benchmarks rather than full characterizations.”

Joseph E. Stiglitz (1943) American economist and professor, born 1943.

Autobiographical Essay (2001)

“Secondly, the student is trained to accept historical mis-statements on the authority of the book. If education is a pre- paration for adult life, he learns first to accept without question, and later to make his own contribution to the creation of historical fallacies, and still later to perpetuate what he has learnt. In this way, ignorant authors are leading innocent students to hysterical conclusions. The process of the writers' mind provides excellent material for a manual on logical fallacies. Thirdly, the student is told nothing about the relationship between evidence and truth. The truth is what the book ordains and the teacher repeats. No source is cited. No proof is offered. No argument is presented. The authors play a dangerous game of winks and nods and faints and gestures with evidence. The art is taught well through precept and example. The student grows into a young man eager to deal in assumptions but inapt in handling inquiries. Those who become historians produce narratives patterned on the textbooks on which they were brought up. Fourthly, the student is compelled to face a galling situation in his later years when he comes to realize that what he had learnt at school and college was not the truth. Imagine a graduate of one of our best colleges at the start of his studies in history in a university in Europe. Every lecture he attends and every book he reads drive him mad with exasperation, anger and frustration. He makes several grim discoveries. Most of the "facts", interpretations and theories on which he had been fostered in Pakistan now turn out to have been a fata morgana, an extravaganza of fantasies and reveries, myths and visions, whims and utopias, chimeras and fantasies.”

Khursheed Kamal Aziz (1927–2009) historian

The Murder of History, critique of history textbooks used in Pakistan, 1993

Life, Truth, Books, Education

“Barred from philosophy and bored by facts, he wanted to teach his students something not wholly useless. The number of students whose minds were of an order above the average was, in his experience, barely one in ten; the rest could not be much stimulated by any inducements a teacher could suggest. All were respectable, and in seven years of contact, Adams never had cause to complain of one; but nine minds in ten take polish passively, like a hard surface; only the tenth sensibly reacts.”

Henry Adams (1838–1918) journalist, historian, academic, novelist

The Education of Henry Adams (1907)

“You know the word master, teacher? When you go to schools, you say, Master, I have got this, this, and this question. Master, can you solve this problem for me? In India, instead of saying Master, we say Guru. Same thing. Master teaches you something. Master takes off your ignorance and puts some knowledge into your mind. Same way, a true Guru does that. He takes off all the ignorance, egos, from our mind and puts Knowledge. And peace he gives.”

Prem Rawat (1957) controversial spiritual leader

Toronto, Ontario, Canada, October 2, 1971
1970s

School, Peace, Way, Question

“A teacher can do very little for a pupil and should only be thankful if he don't hinder him, and the greater the master, mostly the less he can say.”

Thomas Eakins (1844–1916) American painter

Letter to Benjamin Eakins (1869-11-29).

“A whole bunch of people towards the back of the room were now getting up to leave. But these teachers were not going to intimidate me. I wasn’t my father’s and mother’s son for nada-nothing. I wasn’t my two indigenous grandmothers’ grandson for nada-nothing either. I came from a long line of people…who’d lived through starvation, revolutions, and massacre. “AND YOU!” I yelled into the microphone. “Over there in the back…who are getting up to leave…I’M GLAD THAT YOU’RE LEAVING!”

Victor Villaseñor (1940) American writer

Burro Genius: A Memoir (2004)

People

“I like Sarah Palin, and I’ve heartily enjoyed her arrival on the national stage. As a career classroom teacher, I can see how smart she is — and quite frankly, I think the people who don’t see it are the stupid ones, wrapped in the fuzzy mummy-gauze of their own worn-out partisan dogma. So she doesn’t speak the King’s English — big whoop! There is a powerful clarity of consciousness in her eyes. She uses language with the jumps, breaks and rippling momentum of a be-bop saxophonist. I stand on what I said (as a staunch pro-choice advocate) in my last two columns — that Palin as a pro-life wife, mother and ambitious professional represents the next big shift in feminism. Pro-life women will save feminism by expanding it, particularly into the more traditional Third World.”

Camille Paglia (1947) American writer

Obama Surfs Through (2008)

Life, Women, People, Stupidity

“With respect to teachers' salaries …. Poor teachers are grossly overpaid and good teachers grossly underpaid. Salary schedules tend to be uniform and determined far more by seniority.”

Milton Friedman book Capitalism and Freedom

Source: Capitalism and Freedom (1962), Ch. 6 The Role of Government in Education, p. 95

“The Assembly passed a budget that makes the right choices for young students across the state by helping schools avoid cutting essential educational programs, laying off teachers and increasing local property taxes. Without a sound investment in our children and their education, New York would face crumbling school buildings, overcrowded classrooms, and few opportunities to excel.”

Jose Peralta (1971–2018) American politician

Children, Education, School, Help

“We believe we must be the family of America, recognizing that at the heart of the matter we are bound one to another, that the problems of a retired school teacher in Duluth are our problems; that the future of the child — that the future of the child in Buffalo is our future; that the struggle of a disabled man in Boston to survive and live decently is our struggle; that the hunger of a woman in Little Rock is our hunger; that the failure anywhere to provide what reasonably we might, to avoid pain, is our failure.”

Mario Cuomo (1932–2015) American politician, Governor of New York

Democratic National Convention Address (1984)

Hunger, Pain, School, Family

“Susan Brooks was one of those girls who never say anything unless called upon, the ones the teachers always have to ask to speak up, please. A very studious, very serious girl. A rather pretty but not terribly bright girl -- the kind who isn't allowed to give up and take the general or the commercial courses, because she had a terribly bright older brother or older sister, and the teachers expect comparable things from her. In fine, one of those girls who are holding the dirty end of the stick with as much good grace and manners as they can muster. Usually they marry truck drivers and move to the West Coast, where they have kitchen nooks with Formica counters -- and they write letters to the Folks Back East as seldom as they can get away with. They make quiet, successful lives for themselves and grow prettier as the shadow of the bright older brother or sister falls away from them.”

Stephen King book Rage

Rage (1977)

Girl, Sister, Success

“We [at the Bauhaus, in Dessau - where Klee was art teacher with Kandinsky ] construct and construct, and yet intuition still has its uses. Without it we can do a lot, but not everything... When intuition is joined to exact research it speeds the progress of exact research..”

Paul Klee (1879–1940) German Swiss painter

1921 - 1930
Source: 'Bauhaus prospectus 1929'; as quoted in Artists on Art, from the 14th – 20th centuries, ed. by Robert Goldwater and Marco Treves; Pantheon Books, 1972, London, p. 444

Art, Speed

“At bottom, as was said above, we are to consider Luther as a Prophet Idol-breaker; a bringer-back of men to reality. It is the function of great men and teachers.”

Thomas Carlyle (1795–1881) Scottish philosopher, satirical writer, essayist, historian and teacher

1840s, Heroes and Hero-Worship (1840), The Hero as Priest

Men, Reality

“[As a painting teacher] I'm not flirting, playing around. I'm serious about it... If you don't want to be serious about playing [at art], do something of no account. Go into banking. Buy collar buttons at five cents a dozen and sell them for five cents a piece.”

John Sloan (1871–1951) American painter

Ibid. p. 8.
The Gist of Art (1939)

Art, Painting

“Your teachers are always telling you [high school students] to behave like adults. I wonder if they'd like it if you did. You may be loud and disorganized, but you're very docile compared to adults…. Imagine the reaction of an FBI agent or taxi driver or reporter to being told they had to ask permission to go the bathroom, and only one person could go at a time.”

Paul Graham (1964) English programmer, venture capitalist, and essayist

"What You'll Wish You'd Known", January 2005

School, Imagination, Time, Personality

“By the time Verily was sixteen, a sturdy and rather good-looking young man of some education and impeccable manners, he had become a thoroughgoing skeptic. If the dogmas about witchery could be so hopelessly wrong, how could any of the teachings of the ministers be relied upon? It left Verily Cooper at loose ends, intellectually speaking, for all his teachers spoke as if religion were the cornerstone of all other learning, and yet all of Verily’s actual studies led him to the conclusion that sciences founded upon religion were uncertain at best, utterly bogus at worst.”

Orson Scott Card (1951) American science fiction novelist

Source: The Tales of Alvin Maker, Alvin Journeyman (1995), Chapter 9.

Education, Religion, Study, Learning

“He knew that this creature, though imperfect, though a mere creature, a mere figment of his own creative power, was yet in a manner more real than himself. For beside this concrete splendor what was he but a mere abstract potency of creation? Moreover in another respect the thing that he had made was his superior, and his teacher. For as he contemplated this the loveliest and subtlest of all his works with exultation, even with awe, its impact upon him changed him, clarifying and deepening his will. As he discriminated its virtue and its weakness, his own perception and his own skill matured. So at least it seemed to my bewildered, awe-stricken mind.”

Olaf Stapledon book Star Maker

Source: Star Maker (1937), Chapter XV: The Maker and His Works; 2. Mature Creating (p. 179)

Change

“To become the ruling class and defeat the bourgeoisie the proletariat must be schooled, because the skill this implies does not come ready-made, The proletariat must do its learning in the struggle, and stubborn, desperate struggle in earnest is the only real teacher. The greater the extremes of the exploiters' resistance, the more vigorously, firmly, ruthlessly and successfully will they be suppressed by the exploited.”

Vladimir Lenin (1870–1924) Russian politician, led the October Revolution

"Fight at the fall of the old and the Fight for the New", Lenin Anthology
Attributions

School, Learning

“The Southern school superintendent is a kind of remote deity who breathes the purer air of Mount Parnassus. The teachers see him only on those august occasions when they need to be reminded of the nobility of their calling. The powers of a superintendent are considerable. He hires and fires, manipulates the board of education, handles a staggering amount of money, and maintains the precarious existence of the status quo.”

Pat Conroy (1945–2016) American novelist

Source: The Water is Wide (1972), p. 11

Money, Education, School

“It is the business of the teacher … to fortify reason and to make conscience sovereign.”

John Lancaster Spalding (1840–1916) Catholic bishop

Source: Aphorisms and Reflections (1901), p. 242

Business

“Our country also needs citizens working to rebuild our communities. We need mentors to love children, especially children whose parents are in prison. And we need more talented teachers in troubled schools. USA Freedom Corps will expand and improve the good efforts of AmeriCorps and Senior Corps to recruit more than 200,000 new volunteers.”

George W. Bush (1946) 43rd President of the United States

2000s, 2002, State of the Union address (January 2002)

Love, Children, School, Communication

“If you ask most teachers of science what their main goal is, they will probably say: for my students to understand the basic concepts of physics, chemistry, biology, or whatever other field is being studied. The critical words here are ‘understand’ and ‘concept’, and both of these terms assume a fundamentally psychological approach to learning… If we see the goals of science education in terms of what students will be able to do, and how they will be able to make sense of the world, rather than in terms of our speculations about what may be going on in their brains, then we need to see scientific learning as the acquisition of cultural tools and practices, as learning to participate in very specific and often specialized forms of human activity”

Jay Lemke (1946) American academic

Jay L. Lemke, " Teaching all the languages of science: Words, symbols, images, and actions http://academic.brooklyn.cuny.edu/education/jlemke/papers/barcelon.htm." Conference on Science Education in Barcelona. 1998.

World, Education, Understanding, Sense

“Recently there has been a falling off in ideological and political work among students and intellectuals, and some unhealthy tendencies have appeared. Some people seem to think that there is no longer any need to concern oneself with politics or with the future of the motherland and the ideals of mankind. It seems as if Marxism was once all the rage but is currently not so much in fashion. To counter these tendencies, we must strengthen our ideological and political work. Both students and intellectuals should study hard. In addition to the study of their specialized subjects, they must make progress both ideologically and politically, which means that they should study Marxism, current events and politics. Not to have a correct political point of view is like having no soul […] All departments and organizations should shoulder their responsibilities in ideological and political work. This applies to the Communist Party, the Youth League, government departments in charge of this work, and especially to heads of educational institutions and teachers.”

Mao Zedong (1893–1976) Chairman of the Central Committee of the Communist Party of China

Chapter 12 https://www.marxists.org/reference/archive/mao/works/red-book/ch12.htm; originally published in "On the Correct Handling of Contradictions Among the People" (27 February 1957), 1st pocket ed., pp. 43-44 Quotations from Chairman Mao Zedong (The Little Red Book)

People, Youth, Education, Soul