“Too often secondary school counselors seem to press academically talented students toward an early vocational choice. We believe more mistakes are made by an early vocational decision than a delayed decision, especially by students who are intellectually gifted and who possess wide interests.”

— Eugene S. Wilson

"We're Pushing Out Kids Too Hard", Kiplinger's Personal Finance, March 1968, p. 27 http://books.google.com/books?id=fgAEAAAAMBAJ&pg=PA27 <br class="br">Attributed

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Eugene S. Wilson5

1905

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

Methods of Mathematics Applied to Calculus, Probability, and Statistics (1985)

“I have been concerned to find out that many of our best trained students who have completed the higher levels of education at university or polytechnic have no desire to join industry. Their preferences are to stay in academic life or to find their way into the civil service. There seems to be a need for more technological bias in science teaching that will lead towards practical applications in industry rather than towards academic studies. Or, to take other examples, why is it that such a high proportion of girls abandon science before leaving school? … Why is it that 30,000 vacancies for students in science and engineering in our universities and polytechnics were not taken up last year while the humanities courses were full?”

James Callaghan (1912–2005) Prime Minister of the United Kingdom; 1976-1979

Speech https://www.theguardian.com/education/thegreatdebate/story/0,,574645,00.html to Ruskin College, Oxford University (18 October 1976) <br class="br">Prime Minister

“There is the growth of applied science, the increased interest in the control and reconstruction of nature, accompanied by a decline in the practice of meditation or the vocation of the intellectual life.”

Ralph Barton Perry (1876–1957) American philosopher

[describing the historical causes of the modern tendency to make intellect the servant of alien interests]
The Integrity of the Intellect (July 1920)

“When students cheat on exams it's because our school system values grades more than students value learning.”

Neil deGrasse Tyson (1958) American astrophysicist and science communicator

“Where your talents and the needs of the world cross; there lies your vocation.”

Aristotle (-384–-321 BC) Classical Greek philosopher, student of Plato and founder of Western philosophy

“Who God doth late and early pray,
More of his grace than gifts to send,
And entertains the harmless day
With a well-chosen book or friend.”

Henry Wotton (1568–1639) English ambassador

The Character of a Happy Life (1614), stanza 5.

“The idea of "full time administrators" is palpably a bad one — especially in schools — and we say to hell with it. Most of the "administration" of the school should be a student responsibility.”

Neil Postman (1931–2003) American writer and academic

Teaching as a Subversive Activity (1969)
Context: Adminstrators are another curious consequence of a bureaucracy which has forgotten its reason for being. In schools, adminstrators commonly become myopic as a result of confronting all of the problems the "requirements" generate. Thus they cannot see (or hear) the constituents the system ostensibly exists to serve — the students. The idea that the school should consist of procedures specifically intended to help learners learn strikes many administrators as absurd — and "impractical." …Eichmann, after all, was "just an adminstrator." He was merely "enforcing requirements." The idea of "full time administrators" is palpably a bad one — especially in schools — and we say to hell with it. Most of the "administration" of the school should be a student responsibility. If schools functioned according to the democratic ideals they pay verbal allegience to, the students would long since have played a major role in developing policies and procedures guiding its operation. One of the insidious facts about totalitarianism is its seeming "efficiency." …Democracy — with all of its inefficiency — is still the best system we have so far for enhancing the prospects of our mutual survival. The schools should begin to act as if this were so.

“The ideal student would be one who was not working for grades but was working because he was interested in the work and not trying to compete with fellow students.”

Carl David Anderson (1905–1991) American scientist

Interview with Carl Anderson http://oralhistories.library.caltech.edu/89/ (1979). Oral History Project, California Institute of Technology Archives, Pasadena, California.

“I have often observed, to my regret, that a widespread prejudice exists with regard to the educability of intelligence. The familiar proverb, "When one is stupid, it is for a long time," seems to be accepted indiscriminately by teachers with a stunted critical judgement. These teacher lose interest in students with low intelligence. Their lack of sympathy and respect is illustrated by their unrestrained comments in the presence of the children: "This child will never achieve anything… He is poorly endowed… He is not intelligent at all." I have heard such rash statements too often. They are repeated daily in primary schools, nor are secondary schools exempt from the charge.”

Alfred Binet (1857–1911) French psychologist and inventor of the first usable intelligence test

Alfred Binet (1909/1975, 105), as cited in: B.R. Hergenhahn. An Introduction to the History of Psychology 2009. p. 312-3
Modern ideas about children, 1909/1975

““To be, or not to be” is such a mesmerizing quote because it applies to almost every decision in life. The choices we make define who we are.”

Newton Lee American computer scientist

Google It: Total Information Awareness, 2016

“Too often secondary school counselors seem to press academically talented students toward an early vocational choice. We believe more mistakes are made by an early vocational decision than a delayed decision, especially by students who are intellectually gifted and who possess wide interests.”

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Eugene S. Wilson5

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