Quotes about teachers
page 8

“One might ask why the teachers do not notice the difficulty children have in learning BASIC. The answer is simple: Most teachers do not expect high performance from most students, especially in a domain of work that appears to be as "mathematical" and "formal" as programming. Thus the culture's general perception of mathematics as inaccessible bolsters the maintenance of BASIC, which in turn confirms these perceptions.”

Seymour Papert book Mindstorms: Children, Computers, and Powerful Ideas

Source: Mindstorms: Children, Computers, and Powerful Ideas (1980), Chapter 1, Computers and Computer Cultures

Children, Mathematics, Learning, Appearance

“Teaching is successful only as it causes people to think for themselves. What the teacher thinks matters little; what he makes the child think matters much.”

Alice Moore Hubbard (1861–1915) American activist

Life Lessons : Truths Concerning People Who Have Lived‎ (1909).

People, Thinking, Success

“The child does not internalize the world of his significant others as one of many possible worlds… It is for this reason that the world internalized in primary socialization is so much more firmly entrenched in consciousness than worlds internalized in secondary socialization…. Secondary socialization is the internalization of institutional or institution-based ‘sub worlds’… The roles of secondary socialization carry a high degree of anonymity… The same knowledge taught by one teacher could also be taught by another… The institutional distribution of tasks between primary and secondary socialization varies with the complexity of the social distribution of knowledge”

Peter L. Berger book The Social Construction of Reality

Source: The Social Construction of Reality, 1966, p. 129-147

World, Knowledge

“It is almost useless to warn against this multiplicity of subjects which now distract boys and perplex teachers. The experiment of teaching a little of all things must be tried: it is demanded by opinion, founded on small or no reflection, it is required by competition for prizes, distinctions, and places; and it is encouraged by examinations and the questions proposed, which direct in a manner the course of education.”

George Long (1800–1879) English classical scholar

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

Education, Boy, Question

“As far as I can see, this is a system that has enriched multiple companies and that pays and fires teachers with a cattle birthing formula, confuses children with talking pineapples, and has the same kind of rules regarding transparency as Brad Pitt had for Fight Club.”

John Oliver (1977) English comedian

Last Week Tonight: Standardized Testing https://www.youtube.com/watch?v=J6lyURyVz7k Last Week Tonight: Standardized Testing (3 May 2015) Last Week Tonight (2014&ndash;present)

Children, Birth, Fight

“In the foreseeable future, a poor child in a remote corner of the world will be able to create a killer app, solve the P versus NP problem, formulate the Theory of Everything, and find a cure to cancer and other diseases – all without formal education. The Internet is the teacher.”

Newton Lee American computer scientist

Google It: Total Information Awareness, 2016

World, Education, Disease, Problem

“For a game, you don’t need a teacher.”

Dejan Stojanovic (1959) poet, writer, and businessman

“Game III,” p. 98
The Sun Watches the Sun (1999), Sequence: “A Game”

Game

“I can't speak or write German, but I'am overjoyed because I have bought one of your pictures. Now it is in me. I write music. You are my teacher.”

John Cage (1912–1992) American avant-garde composer

Quote from his letter to Jawlensky, early Februari 1935; as cited in 'The shape of the Future 3: Art' in Where the Heart Beats: John Cage, Zen Buddhism, and the Inner Life of Artists, by Kay Larson, Penguin 2012, p. unknown
Cage bought one of the small 'Head' paintings of Jawlensky, via his art-agent Galka E. Scheyer who showed Cage some paintings of Jawlensky early 1935, and sold his choice very cheap for 25 dollars; Cage was then 25 years old and strongly inspired by images, as he told Scheyer and wrote Jawlensky
1930s

Music

“History, in [Nietzsche’s] view, belongs to him who is fighting a great fight, and who needs examples, teachers and comforters, but cannot find them among his contemporaries. Without history the mountain chain of great men’s great moments, which runs through millennia, could not stand clearly and vividly before me.”

Georg Brandes (1842–1927) Danish literature critic and scholar

Source: An Essay on Aristocratic Radicalism (1889), p. 17

Men, History, Mountain, Fight

“I feel awe of the gods, I love, I revere, I venerate them, and in short have precisely the same feelings towards them as one would have towards kind masters or teachers or fathers or guardians or any beings of that sort.”

Julian (emperor) (331–363) Roman Emperor, philosopher and writer

"To the Cynic Heracleios" in The Works of the Emperor Julian (1913) edited by W. Heinemann, Vol. II, p. 93
General sources

Love, God, Feeling

“I only had to be at school for three or four hours per day, and all of the work was very easy with teachers available to help me with anything. After those short school hours, I had all the time in the world to do whatever I wanted, and I spent it playing World of Warcraft… My only social interaction was with my online friends and with James, who would occasionally come over to my house to play WoW with me.”

Elliot Rodger (1991–2014) American spree killer

My Twisted World (2014), Pastimes

World, School, Time, Help

“Teachers of every kind are to be sternly ordered not to thrust precious stones down the throats of dogs… that is, to the mean, the ignoble, the worthless. To shopkeepers and the low born they are to teach nothing more than the rules about prayer, fasting, religious charity and the Hajj pilgrimage along with some chapters of the Quran and some doctrines of the faith without which their religion cannot be correct and valid prayers are not possible. They are to be instructed in nothing more. They are not to be taught reading and writing for plenty of disorders arise owing to the skill of the low-born in knowledge…”

Ziauddin Barani (1285–1357) Indian Muslim historian and political thinker (1285–1357)

Quoted from Lal, K. S. (1990). Indian muslims: Who are they. Chapter 2.
Fatawa-i-Jahandari

Faith, Religion, Dogs, Knowledge

“History is a great teacher. Now everyone knows that the labor movement did not diminish the strength of the nation but enlarged it. By raising the living standards of millions, labor miraculously created a market for industry and lifted the whole nation to undreamed of levels of production. Those who attack labor forget these simple truths, but history remembers them.”

Martin Luther King, Jr. (1929–1968) American clergyman, activist, and leader in the American Civil Rights Movement

1960s, Address to AFL–CIO (1961)

Truth, History, Forgetting

“It is very possible for a teacher to be fluent in speech, earnest in manner, happy in his choice of illustration, and to be a very inefficient teacher, nevertheless. We are often apt to think it enough if we deliver a good lesson, and to forget that, after all, its value depends upon the degree in which it is really received and appropriated by the children. Now, in order to secure that what we teach shall really enter their minds, and be duly fixed and comprehended there, it is above all things necessary that we should be able to use effectively the important instrument of instruction to which our attention is now to be drawn.”

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. 78-79

Happiness, Children, Thinking, Dependency

“Regarding my childhood, my grandmother could play by ear and she loved to hear me practice and would say after every piece, "That was pretty. Play that one again." She was a booster. I had two women piano teachers who encouraged me to compose--Margie Murphy and Helen Lipscomb. Helen was also a composer and we used part of my lessons for composition.
When I was in high school, I read John Cage's books and fell in love with the ideas and the excitement of the avant garde. My music, as a result, moved over to what has been called post-Cagian, non-academic. That lasted until about 1979 at which point I changed. My music is now quite lyrical, sometimes called neo-Romantic, and full of cut-ups/collage of newly composed materials. Since 1985 I have been composing mostly swales for various instrumental combinations.
A swale is a meadow or a marsh where there is nourishment and moisture and therefore, a rich diversity of plant life. My work, since 1984, has been made from swatches (of newly composed music, rather than found music) which are reminiscent of this diversity…”

Beth Anderson (1950) American neo-romantic composer

Anderson (1996-2011) "Beth Anderson, Composer, Miscellany From The Dark Past" at beand.com http://www.beand.com/, Last Updated January 3, 2011

Love, Life, Women, Books

“Teachers do not care…It is not because teachers are badly paid and the teachers are organized but they do not teach. If we don’t respect them it is because we see them doing other business than teaching.”

Ela Bhatt (1933) founder of the Self-Employed Women's Association of India (SEWA)

On the low social regard for teachers.[Ghate, Chetan title=The Oxford Handbook of the Indian Economy, http://books.google.com/books?id=kPYXpHSVbywC&pg=PA373, 13 March 2012, Oxford University Press, 978-0-19-973458-0, 373–]

Business

“There is a theory of learning and teaching together and that is all. Results from many studies support this point of view as, also, does the evidence of commonsense. So, to be dogmatic (but with confidence) learning implies teaching and teaching implies learning. Sometimes the teacher and learner responsible for th joint process are obvious (a student at a desk and another person wearing an academic cap and gown). Sometimes, the teacher and learner are not so obviously distinct and turn out to be unexpected but, once-indicated, intuitively plausible entities.”

Gordon Pask (1928–1996) British psychologist

p 33 as cited in: D. Psillos (2003) Science Education Research in the Knowledge-Based Society. p. 44.
Conversation, Cognition and Learning (1975)

Confidence, Support, Study, Learning

“Instantly you should awaken, walk in the right way, keep aloof from all abomination and idolatry, forsake false prophets, preachers and priests; and seek the true teachers, sacraments and divine service; for a true, sincere, Christian faith cannot be idle; but it changes, renews, purifies, sanctifies and justifies more and more; it makes joyous and glad, for by faith it knows that hell, devil, sin and death, are conquered through Christ, and that grace, mercy, and redemption from sin and eternal life, are acquired through him.”

Menno Simons (1496–1561) Dutch theologian, founder of the Mennonites

Ibid, p.157

Life, Death, Faith, Way

“In the matter of the maintenance and rearing of children the Anarchists would neither institute the communistic nursery which the State Socialists favor nor keep the communistic school system which now prevails. The nurse and the teacher, like the doctor and the preacher, must be selected voluntarily, and their services must be paid for by those who patronize them. Parental rights must not be taken away, and parental responsibilities must not be foisted upon others.”

Benjamin Ricketson Tucker (1854–1939) American journalist and anarchist

¶ 31
State Socialism and Anarchism: How Far They Agree, and Wherin They Differ (1888)

Children, School, Parent

“I associated much of Christian doctrine with children's stories because I grew up in church. My Sunday school teachers had turned Bible narrative into children's fables. They talked about Noah and the ark because the story had animals in it. They failed to mention that this was when God massacred all of humanity.”

Donald Miller book Blue Like Jazz: nonreligious thoughts on Christian spirituality

Blue Like Jazz (2003, Nelson Books)

God, Children, School, Animals

“Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers.”

Paulo Freire (1921–1997) educator and philosopher

Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2

“Lewis Carroll is somebody who wore different hats. He was a clergyman, a mathematician, a teacher. He wrote serious books, and amazing children's books. He was a photographer. So like most people, he was many people in one skin. Creatively, he made a greater impact than almost any other Victorian, and yet we know next to nothing about him, we just fall back on the old cliché.”

Gyles Brandreth (1948) British writer, broadcaster and former Member of Parliament

Interview The Scotsman, 2010

Children, People, Books

“The Brahmans who were custodians of the idols and idol-houses, and “teachers of the infidels”, also received their share of attention from the soldiers of Allãh. Our citations contain only stray references to the Brahmans because they have been compiled primarily with reference to the destruction of temples. Even so, they provide the broad contours of another chapter in the history of medieval India, a chapter which has yet to be brought out in full. The Brahmans are referred to as magicians by some Islamic invaders and massacred straight away. Elsewhere, the Hindus who are not totally defeated and want to surrender on some terms, are made to sign a treaty saying that the Brahmans will be expelled from the temples. The holy cities of the Hindus were “the nests of the Brahmans” who had to be slaughtered before or after the destruction of temples, so that these places were “cleansed” completely of “kufr” and made fit as “abodes of Islam”. Amîr Khusrû describes with great glee how the heads of Brahmans “danced from their necks and fell to the ground at their feet”, along with those of the other “infidels” whom Malik Kãfûr had slaughtered during the sack of the temples at Chidambaram. Fîrûz Shãh Tughlaq got bags full of cow’s flesh tied round the necks of Brahmans and had them paraded through his army camp at Kangra. Muhmûd Shãh II Bahmanî bestowed on himself the honour of being a ghãzî, simply because he had killed in cold blood the helpless BrãhmaNa priests of the local temple after Hindu warriors had died fighting in defence of the fort at Kondapalli. The present-day progressives, leftists and dalits whose main plank is anti-Brahminism have no reason to feel innovative about their ideology. Anti-Brahminism in India is as old a the advent of Islam. Our present-day Brahmin-baiters are no more than ideological descendants of the Islamic invaders. Hindus will do well to remember Mahatma Gandhi’s deep reflection--“if Brahmanism does not revive, Hinduism must perish.””

Sita Ram Goel (1921–2003) Indian activist

Hindu Temples – What Happened to Them, Volume II (1993)

Feeling, History, Dance, Fight

“People cited violation of the First Amendment when a New Jersey schoolteacher asserted that evolution and the Big Bang are not scientific and that Noah's ark carried dinosaurs. This case is not about the need to separate church and state; it's about the need to separate ignorant, scientifically illiterate people from the ranks of teachers.”

Neil deGrasse Tyson (1958) American astrophysicist and science communicator

Letter to the Editor, New York Times, December 21, 2006, 2010-12-07 http://www.haydenplanetarium.org/tyson/read/2006/12/21/a-teacher-a-student-and-a-church-state-dispute, 2000s

People

“I went to Sunday School and liked the stories about Christ and the Christmas star. They were beautiful. They made you warm and happy to think about. But I didn't believe them. The Sunday School teacher talked too much in the way our grade school teacher used to when she told us about George Washington. Pleasant, pretty stories, but not true.”

Frances Farmer (1913–1970) American actress

God Dies (1931)

Happiness, School, Beauty, Way

“To avoid this error, the error of assuming that that to be widely read and to be well read are the same thing, we must consider a certain distinction in types of learning. … In the history of education, men have often distinguished between learning by instruction and learning by discovery. … Discovery stands to instruction as learning without a teacher stands to learning through the help of one. In both cases the activity of learning goes on in the one who learns. It would be a mistake to suppose that discovery is active learning, and instruction passive. There is no inactive learning, just as there is no inactive reading. This is so true, in fact, that a better way to make the distinction clear is to call instruction “aided discovery.””

Mortimer J. Adler book How to Read a Book

Source: How to Read a Book (1940, 1972), p. 11-12

Men, Education, Way, Error

“Phallic symbols. You know Catholics. I used to draw people naked all the time in my art class and my nun teachers used to tell me I had to put clothes on them. So I just drew lines around their bodies. See-through clothes.”

Madonna (1958) American singer, songwriter, and actress

Madonna Interview : Island Magazine (October 1983), Island, 1983-10-01 http://allaboutmadonna.com/madonna-library/madonna-interview-island-magazine-october-1983, (When asked what she used to draw as a kid).

People, Art, Time, Drawing

“We loved the doctrine for the teacher's sake.”

Daniel Defoe (1660–1731) English trader, writer and journalist

The Character of the Late Dr. S. Annesly (1697).

Love

“Flash Teacher: How to spot: He'll be the only member of staff who drives a customized Lada.”

Peter Corey (1946) British writer

Coping With series, Coping With Teachers (1991)

“The best teacher is the one who himself has had to struggle to learn.”

Yehudi Menuhin (1916–1999) American violinist and conductor

Violinist Yehudi Menuhin

Learning

“I was totally star-struck as a youngster and incredibly shy, but I loved the theatre – especially pantomimes. After a failed audition for RADA, I worked as a trainee fashion buyer at Harrods, where they had an entertainments society and I performed in several of its productions. I took singing lessons and my teacher encouraged me to read The Stage, where I saw that chorus singers were needed for the musical The Belle Of New York. I got the job – much to my parents’ horror, who wanted me to keep my respectable job, but I was determined to become an actress.”

Valerie Leon (1943) English actress

Whatever happened to Bond Girl Valerie Leon? http://www.express.co.uk/life-style/life/614933/Bond-Girl-Valerie-Leon-career-life (November 2, 2015)

Love, Music, Star, Fashion

“My friend L___ is in town, and intends trying his fortune among us- as teacher of murder and neck-breaking, alias, fencing and riding.
(from vol 1, letter 17: Charles Street, London, 26 Nov 1774, to Mr S___ ).”

Ignatius Sancho (1729–1780) British composer, writer and grocer

“Like every 'intellectual', a philosophy teacher is a petty bourgeois. When he opens his mouth, it is petty-bourgeois ideology that speaks: its resources and ruses are infinite.”

Louis Althusser book Lenin and Philosophy and Other Essays

Source: Lenin and Philosophy and Other Essays (1968), "Philosophy as a Revolutionary Weapon", p. 2

“I was reading about and looking at Mantegna [Italian early-Renaissance painter]. I can sense how good he is for me. His enormous plasticity - it has such powerful substance. That is just what is lacking in my things. I could do something about that if I could add his substantiality to the greatness of form I'm struggling for. At present I see before my eyes very simple and barely articulated things. My second major stumbling is my lack of intimacy. Mackensen's [her former teacher] way of portraying the people here is not great enough for me, too genre like. Whoever could, ought to capture them in runic script..”

Paula Modersohn-Becker (1876–1907) German artist

excerpt of her Journal, Worpswede 1898; as quoted in Voicing our visions, – Writings by women artists; ed. Mara R. Witzling, Universe New York, 1991, p. 197
1898

People, Way, Sense, Reading

“The Male Teacher Corps not only exposes children to men from a variety of professions, but exposes children to men with more risk-taking, entrepreneurial male energy and values, creating a balance between exposure to the male and female value systems.”

Warren Farrell (1943) author, spokesperson, expert witness, political candidate

Source: Father and Child Reunion (2001), p. 116.

Men, Children

“Any teacher that can be replaced by a machine should be!”

Arthur C. Clarke (1917–2008) British science fiction writer, science writer, inventor, undersea explorer, and television series host

Electronic Tutors (1980)
1980s

“I wish more English teachers helped their students engage the classics at the level of raw delight, instead of putting them on the scent of symbols. A novel is not a cryptogram.”

James K. Morrow (1947) (1947-) science fiction author

Source: The Philosopher's Apprentice (2008), P. S. (p. 15)

Help

“In introducing the personal computer to the classroom, we shall be breaking a four-hundred year-old truce between the gregariousness and openness fostered by orality and the introspection and isolation fostered by the printed word. Orality stresses group learning, cooperation, and a sense of social responsibility… Print stresses individualized learning, competition, and personal autonomy. Over four centuries, teachers, while emphasizing print, have allowed orality its place in the classroom, and have therefore achieved a kind of pedagogical peace between these two forms of learning, so that what is valuable in each can be maximized. Now comes the computer, carrying anew the banner of private learning and individual problem-solving. Will the widespread use of computers in the classroom defeat once and for all the claims of communal speech? Will the computer raise egocentrism to the status of a virtue?”

Neil Postman (1931–2003) American writer and academic

Technopoly: the Surrender of Culture to Technology (1992)

Peace, Communication, Problem, Sense

“I knew the Classics, but disliked them. What I enjoyed were the romances of Old China, and especially stories of rebellions. I read the Yo Fei Chuan, Shui Hu Chuan, Fan T'ang, San Kuo, and Hsi Yu Chi, while still very young, and despite the vigilance of my old teacher, who hated these outlawed books and called them wicked. I used to read them in school, covering them up with a Classic when the teacher walked past. So also did most of my schoolmates. We learned many of the stories almost by heart, and discussed and re-discussed them many times. We knew more of them than the old men of the village, who also loved them and used to exchange stories with us. I believe that perhaps I was much influenced by such books, read at an impressionable age.”

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

In Edgar Snow's Red Star Over China (1937)

Love, Men, Hate, Books

“The signal failure of the academic Marxists is in their obliviousness to the transformation of modern labor. In the age of mass media, power has shifted its meaning and loci. Capitalism, whatever its problems, remains the most efficient economic mechanism yet to bring the highest quality of life to the greatest number. Because I have studied the past, I know that, in America and under capitalism, I am the freest woman in history. Union blue-collar jobs now routinely pay higher salaries than are earned by most teachers. Physical labor, as a concrete skill occupation, is free of the soul-destroying office politics suffers by the Marxists' demonized managerial class, who take their jobs home with them and are in a continual funk of anxiety and neurosis. … Unharried weekend leisure time is the center of working-class American life in ways the academic Marxists, resentfully marking papers and endlessly pressed for time, simply don't see.</b”

Camille Paglia (1947) American writer

Source: Sex, Art and American Culture : New Essays (1992), Junk Bonds and Corporate Raiders : Academe in the Hour of the Wolf, pp. 247

Life, Age, Way, Home

“This is what has Gropius the director made the Bauhaus famous. Not its lamps or its furniture. They are all out of fashion already. But the way of approaching formal problems or material as such, that has made it famous. And the emphasis on material, especially its capacity is my contribution. That was never cleared between us teachers. Kandinsky did what he thought should be done. Klee developed an absolutely different method. Schlemmer developed absolutely something else. Klee was my so-called form master. In the workshops there they had a crafts master and a form master. The crafts master had to direct the practical work, the mechanics of the workshop. And the form master had to develop the, formal qualities. Klee was my form master in the glass workshop. He came to me and never criticized anything. He talked about something else. Never asked about any form problem with the windows I was working on. Never a word. He was too respectful. He was the nicest master I could ask for. He talked about exhibitions. He thought I should exhibit. That's another story. We had a good relationship because we never dealt with the same problems. He didn’t attack our problems. He never brought up a problem.”

Josef Albers (1888–1976) German-American artist and educator

Homage to the square' (1964), Oral history interview with Josef Albers' (1968)

Way, Fashion, Problem

“Stop trying to impress some art-school teacher with a stick up his butt whose opinions you never respected from the time you entered his class until you left it 10 years ago. Draw like you.”

Dave Sim (1956) Canadian cartoonist, creator of Cerebus

Source: Cerebus Guide to Self-Publishing (1997), p. 27

School, Art, Time, Drawing

“In return he left behind Darius's mother, daughters and the son whom he had captured at Issus, and appointed teachers to teach them the Greek language.”

Robin Lane Fox (1946) Historian, educator, writer, gardener

Source: Alexander the Great, 1973, p.254

Daughters

“You write you could never be a Theosophist. Well I suppose I could say the same thing, if you're referring to what most theosophists are. But that does not alter the fact that I believe that the principles of theosophy are true, and that it leads to clarity in one's spiritual development. Which means that we [= Mondrian ànd the catholic painter and his former teacher L. Schelfhout, after their reconciliation] quite agree on this point. Self-awareness is, in my view, of crucial importance to all human beings. I can understand how the Catholic doctrine may lead to vagueness, but Theosophy, which is a spiritual science, can never do so.”

Piet Mondrian (1872–1944) Peintre Néerlandais

In a letter to Lodewijk Schelfhout, Paris 29 January 1914; as quoted in 'Beeldende Kunst: Opmerkingen over de tentoonstelling van den Modernen Kunstkring.. Der Ploeg (1912)', W. Steenhoff, p. 147
1910's

Understanding, Science

“Now they know who we are. We’re counted in their surveys, we’re numbered in their watchfulness, we’re powered in their press. We’re courted, polled, placated. Now they know that we’re teachers and doctors and lawyers and priests and mothers and babies. Now they see us everywhere. Hospitals, theatres, classrooms. Obituaries. Now when they tell lies about us, we answer back. We found our voices. We know who we are. They know who we are. And they know that we care what they think.”

Harvey Fierstein (1954) actor from the United States

This Is Not Going to Be Pretty, Live at the Bottom Line (1995), Safe Sex

Thinking, Baby

“Do they believe that the aim of teaching English is to increase the exact and beautiful use of the language? Or that it is to inculcate and augment patriotism? Or that it is to diminish sorrow in the home? Or that it has some other end, cultural, economic, or military? … it was their verdict by a solemn referendum that the principal objective in teaching English was to make good spellers, and that after that came the breeding of good capitalizers. … I have maintained for years, sometimes perhaps with undue heat: that pedagogy in the United States is fast descending to the estate of a childish necromancy, and that the worst idiots, even among pedagogues, are the teachers of English. It is positively dreadful to think that the young of the American species are exposed day in and day out to the contamination of such dark minds. What can be expected of education that is carried on in the very sewers of the intellect? How can morons teach anything that is worth knowing?”

H.L. Mencken (1880–1956) American journalist and writer

On "teachers of English" in "The Schoolmarm's Goal" in The Lower Depths (1925)
1920s

Education, Beauty, Home, Thinking

“I don't believe it's possible to be neutral. The world is already moving in certain directions, and to be neutral, to be passive in a situation like that, is to collaborate with whatever is going on. And I, as a teacher, do not want to be a collaborator with whatever is happening in the world. I want myself, as a teacher, and I want you, as students, to intercede with whatever is happening in the world.”

Howard Zinn (1922–2010) author and historian

Howard Zinn: You Can't be Neutral on a Moving Train (2004) documentary film

World

“Teaching Latin to someone like me in high school was somewhat like trying to teach a pig to dance. It's a waste of the teacher's time and it irritates the pig.”

Fred Thompson (1942–2015) American politician and actor

Teaching the Pig to Dance

School, Time, Dance

“If Soviet society is to move forward with confidence toward our great goals, each new generation must rise to an ever-higher level of learning and general cultivation, occupational skill and civic activism. One might say that such is the law of societal progress. In the context of the scientific and technological revolution, under a virtual avalanche of information, this law imposes unwontedly high demands on both those who study and those who teach—from rank-and-file classroom teachers to government ministers.”

Konstantin Chernenko (1911–1985) Soviet politician

Quoted in "Soviet Education" - Page 109 - by International Arts and Sciences Press, M.E. Sharpe, Inc - Education - 1958

Law, Confidence, Study, Learning

“One of the things near and dear to me is art therapy. Even as an art teacher and someone very involved in the arts, I never knew what art therapy even was. These men and women go to graduate school and they actually are therapists that use art, especially at Riley, they’re making such a difference, so I’m looking forward to that.”

Karen Pence (1958) First Lady of Indiana, schoolteacher

Karen Pence focuses on moving family forward amid hoopla http://www.indystar.com/story/news/politics/2017/01/20/karen-pence-focuses-moving-family-forward-amid-hoopla/96828962/ (January 20, 2017)

Women, Men, School, Art

“Every child deserves a good teacher in a good school, regardless of the zip code that they live in.”

Hillary Clinton (1947) American politician, senator, Secretary of State, First Lady

Presidential campaign (April 12, 2015 – 2016), Democratic Presidential Debate in Miami (March 9, 2016)

School

“The Soviet Union does not allow any church of any kind to interfere with education, and religion is not taught in public schools. It seems to me that this is the greatest gift of the Russian Revolution to the modern world. Most educated modern men no longer believe in religious dogma. If questioned they will usually resort to double-talk before admitting the fact. But who today actually believes that this world is ruled and directed by a benevolent person of great power who, on humble appeal, will change the course of events at our request? Who believes in miracles? Many folk follow religious ceremonies and services and allow their children to learn fairy tales and so-called religious truth, which in time the children come to recognize as conventional lies told by their parents and teachers for the children's good. One can hardly exaggerate the moral disaster of the custom. We have to thank the Soviet Union for the courage to stop it.”

W.E.B. Du Bois (1868–1963) American sociologist, historian, activist and writer

The Autobiography of W.E. Burghardt Du Bois (1968), Ch. IV : The Soviet Union; he later states in Ch. XVI : My Character: "I think the greatest gift of the Soviet Union to modern civilization was the dethronement of the clergy and the refusal to let religion be taught in the public schools."

Men, Children, Truth, World

“I think so badly of philosophy that I don't like to talk about it. … I do not want to say anything bad about my dear colleagues, but the profession of teacher of philosophy is a ridiculous one. We don't need a thousand of trained, and badly trained, philosophers — it is very silly. Actually most of them have nothing to say.”

Karl Popper (1902–1994) Austrian-British philosopher of science

As quoted in "At 90, and Still Dynamic : Revisiting Sir Karl Popper and Attending His Birthday Party" by Eugene Yue-Ching Ho, in Intellectus 23 (Jul-Sep 1992)

Thinking, Training

“I was brought up to believe that the Christian God wasn't a scared and compromising public servant, but the creator of the whole merciless truth, and I reckon that training spoiled me—I actually took my teachers seriously!”

Sinclair Lewis book Elmer Gantry

Elmer Gantry (1927)

God, Truth, Training

“Ethical control may survive in small groups, but the control of the population as a whole must be delegated to specialists—to police, priests, owners, teachers, therapists, and so on, with their specialized reinforcers and their codified contingencies.”

B.F. Skinner book Beyond Freedom and Dignity

Beyond Freedom and Dignity, New York: Knopf, 1971 p. 155

“Our universities produced lawyers and doctors for the old social system, but did not create enough agricultural extension teachers, agronomists, chemists, or physicists. In fact, we do not even have mathematicians.”

Ernesto Che Guevara (1928–1967) Argentine Marxist revolutionary

Speech to University students (1959)

Universe

“So debated Doremus, like some hundreds of thousands of other craftsmen, teachers, lawyers, what-not, in some dozens of countries under a dictatorship, who were aware enough to resent the tyranny, conscientious enough not to take its bribes cynically, yet not so abnormally courageous as to go willingly to exile or dungeon or chopping-block—particularly when they "had wives and families to support."”

Sinclair Lewis book It Can't Happen Here

It Can't Happen Here (1935)

Family, Courage, Support, Country

“I support the Kinder-Guardians program. We in America would be wise to implement it, too. It's something that we should think about, America, about putting guns in the hands of law-abiding citizens, good guys, whether they be teachers or whether they actually be talented children or highly-trained preschoolers.”

Trent Lott (1941) United States Senator from Mississippi

On arming 4 year old children, as quoted in "Who is America" Episode 1 on Showtime
2000s

Children, Law, Guy, Support

“There is no authority in the Bible for a woman to have a place of supremacy in the church. When she takes it she steps out of her right place. She goes against the plain teaching of The Bible when she takes the place of the authoritative teacher in the church.”

Ray Comfort (1949) New Zealand-born Christian minister and evangelist

Cults, Sects and Questions (c. 1979)

“Some yoga teachers say that a vegetarian diet is not necessary.
[Pattabhi Jois]: [laughing] Oh … a new method!
Many Indians and Westerners eat meat.
[Pattabhi Jois]: They are not practicing yoga. Meat eating makes you stiff.
What is the most important yogic practice in this time?
[Pattabhi Jois]: Vegetarian diet is the most important practice for yoga.”

K. Pattabhi Jois (1915–2009) Indian yoga teacher

Interview in Sharon Gannon and David Life, Jivamukti Yoga, Ballantine Books, 2002, p. 83 http://books.google.it/books?id=D_9oFtc1ZLMC&pg=PA83.

Time

“To live a godly life is the best way to light up a lesson that the teacher can possibly employ.”

John Heyl Vincent (1832–1920) American theologian

Source: Dictionary of Burning Words of Brilliant Writers (1895), p. 572.

Life, Way, Light

“Recently, a whole series of cases has been reported to me in which judges, lawyers, and officials of the Judiciary who are disabled war veterans and whose record in office is flawless, have been forcibly sent on leave, and are later to be dismissed for the sole reason that they are of Jewish descent.
It is quite intolerable for me personally…that Jewish officials who were disabled in the war should suffer such treatment, [especially] as, with the express approval of the government, I addressed a Proclamation to the German people on the day of the national uprising, March 21st, in which I bowed in reverence before the dead of the war and remembered in gratitude the bereaved families of the war dead, the disabled, and my old comrades at the front.
I am certain, Mr. Chancellor, that you share this human feeling, and request you, most cordially and urgently, to look into this matter yourself, and to see to it that there is some uniform arrangement for all branches of the public service in Germany.
As far as my own feelings are concerned, officials, judges, teachers and lawyers who are war invalids, fought at the front, are sons of war dead, or themselves lost sons in the war should remain in their positions unless an individual case gives reason for different treatment. If they were worthy of fighting for Germany and bleeding for Germany, then they must also be considered worthy of continuing to serve the Fatherland in their professions.”

Paul von Hindenburg (1847–1934) Prussian-German field marshal, statesman, and president of Germany

Letter to Chancellor Adolf Hitler http://alphahistory.com/nazigermany/hindenburg-and-hitler-on-jewish-war-veterans/, (April 4th 1933) President

War, People, Family, Feeling

“My mom was always my biggest teacher, my inspiration, my role model. My mom was just the most amazing person. She was like a bon vivant in that she just lived each day to the fullest. As soon as I became a vegetarian, she became a vegetarian. … I was actually inspired by a book she was reading that I picked up off the nightstand when I was about 13. It was a Norman Mailer book [Miami and the Siege of Chicago] and it had a very graphic scene of the slaughterhouses in Chicago. So I read that and I said, "I love animals. I don't want to be a part of that system."”

Christie Brinkley (1954) American model

“Christie Brinkley on Skin Care and the Secret to Staying Young”, interview with Elle (5 March 2015) http://www.elle.com/beauty/makeup-skin-care/news/a27143/christie-brinkley-on-skincare-and-the-secret-to-staying-young/.

Love, Books, Moms, Reading

“Working class communities in this country are rough communities. It was never gonna be doctors and nurses to stand up to militant Islam in the streets of this country. When we first formed, we faced a very violent response by members of the Muslim community who would come out. And images were sent across this country of our supporters on the floor getting their heads kicked in. Now, when we went to our next demonstration, how many 30-year-old school teachers are going to come out and oppose militant Islam?”

Tommy Robinson (1982) English right-wing activist

CBN News interview

School, Communication, Support, Country

“Scientific language that is correct and serious so far as teachers and students are concerned must follow these stylistic norms:
# Be as verbally explicit and universal as possible…. The effect is to make `proper' scientific statements seem to talk only about an unchanging universal realm….
# Avoid colloquial forms of language and use, even in speech, forms close to those of written language. Certain words mark language as colloquial…, as does use of first and second person…
# Use technical terms in place of colloquial synonyms or paraphrases….
# Avoid personification and use of specifically or usually human attributes or qualities…, human agents or actors, and human types of action or process…
# Avoid metaphoric and figurative language, especially those using emotional, colorful, or value laden words, hyperboles and exaggeration, irony, and humorous or comic expressions.
# Be serious and dignified in all expression of scientific content. Avoid sensationalism.
# Avoid personalities and reference to individual human beings and their actions, including (for the most part) historical figures and events….
# Avoid reference to fiction or fantasy.
# Use causal forms of explanation and avoid narrative and dramatic accounts…. Similarly forbidden are dramatic forms, including dialogue, the development of suspense or mystery, the element of surprise, dramatic action, and so on.”

Jay Lemke (1946) American academic

Source: Talking Science: Language, Learning, and Values. 1990, p. 133-134, as cited in: Mary U. Hanrahan, "Applying CDA to the analysis of productive hybrid discourses in science classrooms." (2002).

Color, Universe, Parting, Personality

“I think I’m starting to resolve a puzzle that’s been bugging me for awhile.
Pop economists (or, at least, pop micro-economists) are often making one of two arguments:1. People are rational and respond to incentives. Behavior that looks irrational is actually completely rational once you think like an economist.
2. People are irrational and they need economists, with their open minds, to show them how to be rational and efficient.
Argument 1 is associated with “why do they do that?” sorts of puzzles. Why do they charge so much for candy at the movie theater, why are airline ticket prices such a mess, why are people drug addicts, etc. The usual answer is that there’s some rational reason for what seems like silly or self-destructive behavior.
Argument 2 is associated with “we can do better” claims such as why we should fire 80% of public-schools teachers or Moneyball-style stories about how some clever entrepreneur has made a zillion dollars by exploiting some inefficiency in the market.
The trick is knowing whether you’re gonna get 1 or 2 above. They’re complete opposites!”

Andrew Gelman (1965) American mathematician

“One of the easiest ways to differentiate an economist from almost anyone else in society” http://andrewgelman.com/2011/07/19/one_of_the_easi/ (19 July 2011)

People, School, Behavior, Thinking

“This book is dedicated to the memory of my teacher Rudolf Bultmann. He encouraged me more than thirty years ago to deal more intensively with the extra-canonical writings from the early Christian period. His unwavering insistence upon the consistent application of the historical-critical method and his emphasis upon the investigation of early Christian literature in the context of the history of religions must remain basic commitments of New Testament scholarship.”

Helmut Koester (1926–2016) biblical scholar

Introduction to the New Testament (1982), Preface

Books, Religion, History, Literature

“In some way the Chicano movement strikes me as being revolutionary, but only in a pathetic way, because the genius of Mexico has always been assimilation. I tell Mexican American kids all the time—if I get a chance to talk to them without their teachers—that they come from a culture that violates borders. Kids are coming up every night across the border in violation of Protestant lines. These kids represent a force of anarchy in the world. We are not people of pure race. We are people of mixed race. We have violated those borders already. We are people whose identity assumes the continuousness of experience rather than the segregation of experience. I tell them to be proud of that experience. Don't say to the United States, "I want a separate math class in Spanish." That's not going to scare them. Instead, terrify America by saying, "I'm going to marry your daughter." Or see what happens to the Chicano movement when you announce to the blonde people next door, "I'm going to start dating your son," or "You're going to be my best friend," that "We're neighbors."”

Richard Rodríguez (1944) American journalist and essayist

Violating the Boundaries: An Interview with Richard Rodriguez (1999)

People, World, Way, Chance

“I only know that in our choice of friends and lovers and teachers who will change our lives, we are guided by forces which have nothing to do with the rationalizations we give.”

Erica Jong (1942) Novelist, poet, memoirist, critic

How to Save Your Own Life (1977)

Lovers, Change

“An understandable hunger for … potential clients tempts many [career counseling therapists] to overpromise, like creative writing teachers who, out of greed or sentimentality, sometimes imply that all of their students could one day produce worthwhile literature, rather than frankly acknowledging the troubling truth, anathema to a democratic society, that the great writer, like the contented worker, remains an erratic and anomalous event, … immune to the methods of factory farming.”

Alain de Botton (1969) Swiss writer

Source: The Pleasures and Sorrows of Work (2009), pp. 126-127.

Hunger, Truth, Literature, Understanding

“Only he is the true teacher [Satguru] who can show what are the religious and social obligations [dharma], show God to you, and give you the Knowledge of the holy name [sat nam]. And he who can give you the Knowledge of this dharma is completely wise. Satguru is the one who has the perfect wisdom. And other than the Satguru no one has the perfect wisdom. Oh! People of the world! Only a perfect avatar with the sixty-four virtues [kala] can reveal this Knowledge.”

Hans Ji Maharaj (1900–1966) Indian guru

Bombay, March 1966
Alternative translation: "Lord Rama was an incarnation of God who possessed 14 types of divine power. Lord Krishna was an incarnation of God who possessed 26 types of divine power. But I am fully perfect and the master of all the 64 divine powers."
This alternative translation, very different from the original Hindi, appeared in a book named Satgurudev (1970). It has been used by several scholars (Messer, Glock and Bellah; Reender Kranenborg) to position Hans Ji Maharaj as claiming to be more powerful than Krishna.
Source: Gupta, Mahendra. Hans Puran, (1969) New Delhi

Wisdom, God, People, World

“Teachers try to make us feel lower than themselves, maybe because this is because they feel lower than outside people. One teacher told me to get out of the room and never come back, which I did.”

Bel Kaufmanová book Up the Down Staircase

Part II, ch. 10 (Jerry "Cutter" Hyams)
Up the Down Staircase (1965)

People, Feeling

“So far has Athens left the rest of mankind behind in thought and expression that her pupils have become the teachers of the world, and she has made the name of Hellas distinctive no longer of race but of intellect, and the title of Hellene a badge of education rather than of common descent.”

Isocrates Panegyricus

Panegyricus, 50.

World, Education

“Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students.”

Paulo Freire (1921–1997) educator and philosopher

Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2

Education

“Teachers should prepare the student for the student's future, not for the teacher's past.”

Richard Hamming (1915–1998) American mathematician and information theorist

Preface
The Art of Doing Science and Engineering: Learning to Learn (1991)

Past, Future

“After your first job, is anyone asking you what your GPA was? No, they don't care. They ask you: Are you a good leader? Do people follow you? Do you have integrity? Are you innovative? Do you solve problems? Somebody's got to do that homework and redesign the educational system so that it can actually train people to be successful in life.I think the greatest teachers are not the ones that are best trained at educational tactics. I don't know a person who's ever said, "Boy, that teacher is so good! The teacher gives such good exams. That teacher gives such good homework sets!"”

Neil deGrasse Tyson (1958) American astrophysicist and science communicator

No one has said that about a great teacher. That's not what people remember about the great teachers they've had.
2000s, Global Ideas from Pluto's Challenger (May 21, 2009)

People, Education, Boy, Problem

“Every time a teacher leaves her classroom in Paris to put up osters of Ségolène France is illuminated.”

José Luis Rodríguez Zapatero (1960) Former Prime Minister of Spain

"Ségolène represents personal energy, good spirits and optimism, the determination to preside, the vocation to get things done instead of talking about it; as we have done in Spain." "Today, the grandeur of a country is measured by the extent to which it defends and extends its citizens' rights through its impulse towards total equality, by its capacity to create energy that contributes towards cultural, social and economic growth. That is how a country becomes strong, by making its citizens more powerful." In a meeting of the French Socialist Party in Toulouse at the end of the electoral campaign for the first round of presidential voting, to help Ségolène Royal, 19th April 2007. As President, 2007 Source: La Rioja http://www.larioja.com/prensa/20070420/mundo/zapatero-apoya-segolene-ofrece_20070420.html (Spanish).

Time

“Riding the crest, I diversified, exploiting a highly marketable capacity to fart at will… By mastering this skill I set myself on a par with those court jesters of old who could wow the monarch and all his retinue with a simultaneous leap, whistle and fart. Unable to extend my neo-Homeric story-telling activities from the playground to the classroom, I could nevertheless continue to hog the limelight by interpolating a gaseous running commentary while the teacher addressed himself to the blackboard.”

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

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

“The teacher thus needs a basic education in dogma and asceticism. Apologetics is certainly also good, but the former seems more important to me: ready arguments, as right as they may be, often do not have penetrating force. But she whose soul is formed through the truths of faith — and I call this ascetic formation — finds words which are proper for this human being and for this moment respectively.”

Edith Stein (1891–1942) Jewish-German nun, theologian and philosopher

Essays on Woman (1996), The Significance of Woman's Intrinsic Value in National Life (1928)

Truth, Education, Faith, Soul

“I served for 42 years on the board of trustees of the largest Presbyterian seminary, Princeton Theological Seminary, and we had brilliant people — teachers and students both — but they did not come up with many new concepts. They weren't invited to come up with new concepts. Anybody who had come up with a new concept would have been under suspicion for being out of step with the tradition or out of step with the teachings of the church.”

John Marks Templeton (1912–2008) stock investor, businessman and philanthropist

The Quotable Sir John

People

“I hated sports at school and hated my sports teachers. Still do in fact - especially Mr Broomfield. He remains an insult to retarded, overbearing megalomaniacs to this day.”

Derren Brown (1971) British illusionist

TV Series and Specials (Includes DVDs), Trick of the Mind (2004–2006)

Hate, School, Sport

“I became aware of Louise Bourgeois in my first or second year at Brighton Art College. One of my teachers, Stuart Morgan, curated a small retrospective of her work at the Serpentine, and both he and another teacher, Edward Allington, saw something in her, and me, and thought I should be aware of her. I thought the work was wonderful. It was her very early pieces, The Blind Leading the Blind, the wooden pieces and some of the later bronze works. Biographically, I don't really think she has influenced me, but I think there are similarities in our work. We have both used the home as a kind of kick-off point, as the space that starts the thoughts of a body of work. I eventually got to meet Louise in New York, soon after I made House. She asked to see me because she had seen a picture of House in the New York Times while she was ironing it one morning, so she said. She was wonderful and slightly kind of nutty; very interested and eccentric. She drew the whole time; it was very much a salon with me there as her audience, watching her. I remember her remarking that I was shorter than she was. I don't know if this was true but she was commenting on the physicality of making such big work and us being relatively small women. When you meet her you don't know what's true, because she makes things up. She has spun her web and drawn people in, and eaten a few people along the way.”

Louise Bourgeois (1911–2010) American and French sculptor

Rachel Whiteread, " Kisses for Spiderwoman http://www.theguardian.com/artanddesign/2007/oct/14/art2," The Guardian, 14 Oct. 2007:

Women, People, Art, Way

“I was arguing with Father Sebastian the other day,” she said thoughtfully. “I quoted the thing about giving all you have to the poor. He said that was all very well but you had to come to terms with the Scriptures and realize there had to be teachers and leaders for the people’s own good. It seemed an awful get-out to me, and I couldn’t help saying so. I told him if the Church would sell half her altar plate she could by shoes for everybody in the country, and a lot else besides; and that if the Pope would make a start in Rome I’d see about getting rid of a few job lots of furniture down in Corfe. I’m afraid he didn’t take very kindly to it. I know it was wrong of me but he annoys me sometimes; he’s so pious, and it seems to mean so very little. He’d walk miles in the snow to pray for a sick child, he’s a very good man; but if there was more money about to start with, maybe the child wouldn’t have been taken ill. It all seems so unnecessary….”

Keith Roberts book Pavane

Sixth measure “Corfe Gate” (p. 223)
Pavane (1968)

Money, People, Shoe, Quotes

“You can’t learn to write in college. It’s a very bad place for writers because the teachers always think they know more than you do — and they don’t. They have prejudices.”

Ray Bradbury (1920–2012) American writer

The Paris Review interview (2010)

Thinking, Learning

“Senators say they fear the N. R. A. and the gun lobby. But I think that fear must be nothing compared to the fear the first graders in Sandy Hook Elementary School felt as their lives ended in a hail of bullets. The fear that those children who survived the massacre must feel every time they remember their teachers stacking them into closets and bathrooms, whispering that they loved them, so that love would be the last thing the students heard if the gunman found them. On Wednesday, a minority of senators gave into fear and blocked common-sense legislation that would have made it harder for criminals and people with dangerous mental illnesses to get hold of deadly firearms — a bill that could prevent future tragedies like those in Newtown, Conn., Aurora, Colo., Blacksburg, Va., and too many communities to count.”

Gabrielle Giffords (1970) American politician

A Senate in the Gun Lobby’s Grip, The New York Times, 2013-04-18, April 17, 2013 http://www.nytimes.com/2013/04/18/opinion/a-senate-in-the-gun-lobbys-grip.html?hp&_r=0,

Love, Children, People, Fear

“We learned about dignity and decency – that how hard you work matters more than how much you make…that helping others means more than just getting ahead yourself. We learned about honesty and integrity – that the truth matters, that you don't take shortcuts or play by your own set of rules, and success doesn't count unless you earn it fair and square. We learned about gratitude and humility – that so many people had a hand in our success, from the teachers who inspired us to the janitors who kept our school clean, and we were taught to value everyone's contribution and treat everyone with respect.”

Michelle Obama (1964) lawyer, writer, wife of Barack Obama and former First Lady of the United States

2010s, Democratic National Convention speech (2012)

People, Truth, School, Learning

“[Belafonte] was a good teacher and looked after me. He said, 'You have such great talent, you must try not to be a tornado - be like a submarine. It was good advice when I found myself speaking at the UN Committee Against Apartheid and then the UN General Assembly.”

Miriam Makeba (1932–2008) South African singer and civil rights activist

Interview with Robin Denselow (May 2008)
Source: Denselow, Robin, http://arts.guardian.co.uk/filmandmusic/story/0,,2280144,00.html, Robin Denselow talks to African superstar and activist Miriam Makeba, The Guardian, 15, London, 16 May 2008, 18 November 2010

“He that could teach mathematics well, would not be a bad teacher in any of the rest [physics, chemistry, biology, psychology] unless by the accident of total inaptitude for experimental illustration; while the mere experimentalist is likely to fall into the error of missing the essential condition of science as reasoned truth; not to speak of the danger of making the instruction an affair of sensation, glitter, or pyrotechnic show.”

Alexander Bain (1818–1903) Scottish philosopher and educationalist

Source: Education as a Science, 1898, p. 298.

Truth, Error, Mathematics, Science

“Your old teacher never explained anything to you? I don't think that was very good. Not to explain. You can always ask me anything. That's what a real teacher should do.”

James Clavell book The Children's Story

"Teacher"
The Children's Story (1982)

Thinking

“If nature has made you a bat, you shouldn't try and be an ostrich. You consider yourself odd at times, you accuse yourself of taking a road different from most people. You have to unlearn that! Gaze into the fire, the clouds and as soon as the inner voices begin to speak - surrender to them. Don't ask first whether it is permitted or would please your teachers or your father or some God. You will ruin yourself if you do that. That way you will become earth bound, a vegetable.”

Hermann Hesse book Demian

Source: Demian (1919), p. 180

God, People, Way, Nature

“Effective science teaching calls for active contact with research and that teachers need to mingle with other scientists and to know what is going on in the field.”

Alan Tower Waterman (1892–1967) American physicist

in the Bulletin of the Atomic Scientists (March 1953), Vol. 9, No. 2,ISSN 0096-3402, published by Educational Foundation for Nuclear Science, Inc., p. 38.

Science

“He [ Hans Hofmann one of her art teachers] would come up to me [1937-38], look at my work, and do a critique half in English and half in German, but certainly nothing I could understand. When he left the room I would call George McNeil, who was then the monitor, over and I would ask: 'What did this man say to me?' Hoffman was teaching Cubism and that was pretty exciting. Matisse and Picasso were my highlights. It was as though I was swinging between them. First I started to work with color and then there was a heavy swing toward the linear.”

Lee Krasner (1908–1984) American artist

Source: Art Talk, Conversations with 15 woman artists 1975, p. 73.

Art, Color, Understanding

“Whoever thought of the No Child Left Behind legislation and its title certainly understands irony because millions of our children our indeed being left behind. This standardized testing is making the job of teachers unnecessarily difficult, limiting the discretion of teachers to teach. School systems are imposing conformity instead of promoting creativity.”

Ken Robinson (1950) UK writer

Wit and humor combine in presenting serious message http://www.ourmidland.com/story_prep/article_8640fc8b-aed4-53a0-afa2-2076785c4fde.html (6 June 2011) Matrix:Midland Festival

Children, School, Understanding