“We class schools, you see, into four grades: Leading School, First-rate School, Good School, and School. Frankly," said Mr Levy, "School is pretty bad…”
Part One, Chapter One
Decline and Fall (1928)
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Evelyn Waugh 123
British writer 1903–1966Related quotes
The 11th Colin Cherry Memorial Lecture on Communication http://www.connectedfamily.com/frame4/cf0413seymour/recent_essays/cf0413_cherry_3.html (1998)
"Bram Cohen: Creator of BitTorrent" http://wrongplanet.net/modules.php?name=Articles&pa=showpage&pid=98, WrongPlanet.net, undated; accessed March 9, 2006, 17:01 (UTC)
“We forget that education is not school and school is not education.”
"Learning is something we have to do every day, so if you tell me that I should finish my studies then you are saying that I am going to end my life."
Christian Canlubo answered to a person who tell him that he should finished his learning to be a successful person.
Source: Christian Canlubo https://en.everybodywiki.com/Christian_Canlubo| Christian Canlubo profile on EverybodyWiki
“To educate the peasantry, three things are needed: schools, schools and schools.”
Source: Anna Karenina
“The universities are schools of education, and schools of research.”
1920s, The Aims of Education (1929)
Context: The universities are schools of education, and schools of research. But the primary reason for their existence is not to be found either in the mere knowledge conveyed to the students or in the mere opportunities for research afforded to the members of the faculty. Both these functions could be performed at a cheaper rate, apart from these very expensive institutions. Books are cheap, and the system of apprenticeship is well understood. So far as the mere imparting of information is concerned, no university has had any justification for existence since the popularization of printing in the fifteenth century. Yet the chief impetus to the foundation of universities came after that date, and in more recent times has even increased. The justification for a university is that it preserves the connection between knowledge and the zest of life, by uniting the young and the old in the imaginative consideration of learning.
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.
