Quotes about education

I have a lot of things in my classes that I call "voluntarily mandatory." One of the things that is voluntarily mandatory is that every student come to see me in my office at least once. I cannot teach bodies. I can only relate to people. And so I say, "Come in, and we will sit across from one another. I don't want to talk about the texts or the class. We can do that another time. I just want to know the last time you saw a unicorn and do you still believe in primeval forests. And when you come, I am going to touch you — and if that bothers you, take your tranquilizer." It is amazing how many are intimidated by someone who says, "I want to touch you." I was raised in a large Italian family, as most of you know, and everybody hugs everybody all the time. On holidays everyone gets together, and it takes forty-five minutes just to say hello and forty-five minutes to say goodbye. Babies, parents, dogs — everyody's got to be loved! And so I have never suffered that existential feeling of not being. If someone can hug you and not go through you, you are. Try it sometime.

Folks don’t like to have somebody around knowin’ more than they do. It aggravates ‘em. You’re not gonna change any of them by talkin’ right, they’ve got to want to learn themselves, and when they don’t want to learn there’s nothing you can do but keep your mouth shut or talk their language.

As I inched sluggishly along the treadmill of the Maycomb County school system, I could not help receiving the impression that I was being cheated out of something. Out of what I knew not, yet I did not believe that twelve years of unrelieved boredom was exactly what the state had in mind for me.

Each child was supposed to clip an item from a newspaper, absorb its contents, and reveal them to the class. This practice allegedly overcame a variety of evils: standing in front of his fellows encouraged good posture and gave a child poise; delivering a short talk made him word-conscious; learning his current event strengthened his memory; being singled out made him more than ever anxious to return to the Group.

We believe that, ultimately, the most important learning occurs in the context of our day-to-day life, the aspirations we pursue, the challenges we face, and the responses we bring forth.

The best instruction is that which uses the least words sufficient for the task.

Rewards and punishments, to speak frankly, are the desk of the soul, that is, a means of enslaving a child's spirit, and better suited to provoke than to prevent deformities.

This is our mission: to cast a ray of light and pass on. I compare the effects of these first lessons the impressions of a solitary wanderer who is walking serene and happy in a shady grove, meditating; that is leaving his inner thought free to wander. Suddenly a church bell pealing out nearby recalls to himself; then he feels more keenly that peaceful bliss which had already been born, though dormant, within him.

To stimulate life, leaving it free, however, to unfold itself, that is the first duty of the educator.

For such a delicate mission great art is required to suggest the right moment and to limit intervention, last one should disturb or lead astray rather than help the soul which is coming to life and which will live by virtue of its own efforts.

This art must accompany the scientific method, because the simplicity of our lessons bears a great resemblance to experiments in experimental psychology.

Education, I fear, is learning to see one thing by going blind to another.

The educational system as it has developed both in Europe and America an antiquated process which does not hit the mark even in the case of the needs of the white man himself. If the white man wants to hold on to it, let him do so; but the Negro, so far as he is able, should develop and carry out a program of his own.

The so-called modern education, with all its defects, however, does others so much more good than it does the Negro, because it has been worked out in conformity to the needs of those who have enslaved and oppressed weaker peoples. For example, the philosophy and ethics resulting from our educational system have justified slavery, peonage, segregation, and lynching. The oppressor has the right to exploit, to handicap, and to kill the oppressed. Negroes daily educated in the tenets of such a religion of the strong have accepted the status of the weak as divinely ordained, and during the last three generations of their nominal freedom they have done practically nothing to change it.

When you control a man's thinking you do not have to worry about his actions. You do not have to tell him not to stand here or go yonder. He will find his "proper place" and will stay in it. You do not need to send him to the back door. He will go without being told. In fact, if there is no back door, he will cut one for his special benefit. His education makes it necessary.

The same educational process which inspires and stimulates the oppressor with the thought that he is everything and has accomplished everything worth while, depresses and crushes at the same time the spark of genius in the Negro by making him feel that his race does not amount to much and never will measure up to the standards of other peoples. The Negro thus educated is a hopeless liability of the race.

Is education possibly a process of trading awareness for things of lesser worth? The goose who trades his is soon a pile of feathers.