Category Archives: Quotes

As every second post on this site is a quote. You’ll find a deep and broad variety of quotes under this category, which overlap with several other tags and categories. Many of the quotes are larded with links for deeper reading on the subject of the quote, or connections between the subject of the quotes and other people, things, or ideas. See the Taxonomies page for more about this category.

A Motto from Emerson on Teaching and Learning

I recently read The List (New Haven: Yale University Press, 2004) by Robert E. Belknap. Mr. Belknap used this fine quote from Ralph Waldo Emerson (which a small amount of internet research reveals is drawn from Emerson’s Nature) as his epigraph:

“He will perceive that there are far more excellent qualities in the student than preciseness and infallibility; that a guess is often more fruitful than an indisputable affirmation, and that a dream may let us deeper into the secret of nature than a hundred concerted experiments.”

Timestyle, Time-ese

I’ve always enjoyed this squib from David Grambs’ The Random House Dictionary for Readers and Writers (New York: Random House, 1990) which appears, alas, to be out of print.

“Timestyle, Time-ese n. The characteristically heady and melodramatically compressed prose style of Time magazine, with particular reference to its zesty verbs, marshaled characterizing adjectives and hyphenated compound words, clever coinages and puns, and above all (formerly) the frequent use of verbs  at the beginnings of sentences and hence inverted syntax.

Brain child of joke-making, china-dog-collecting, cordovan-shoe-wearing Briton Hadden more than Time co-founding, beetle-browed, baggy-britched Henry Luce was Timestyle. Wrote Wolcottt Gibbs in a New Yorker profile of Luce: ‘Backwards ran sentences until reeled the mind. Where it will end, knows God!’ Ended has inversion since Godwent Luce.'” –John B. Bremner, Words on Words

Why We’re Here

“And what, Socrates, is the food of the soul? Surely, I said, knowledge is the food of the soul.”

Plato, Protagoras (380 B.C.)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

An Obligation

“A society that is concerned about the strength and wisdom of its culture pays careful attention to its adolescents.”

Theodore R. Sizer (1932-2009)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

On the Monday after a Break

“Any genuine teaching will result, if successful, in someone’s knowing how to bring about a better condition of things than existed earlier.”

John Dewey (1859-1952)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

What Is and Isn’t Learning?

“Ideas, facts, relationships, stories, histories, possibilities, artistry in words, in sounds, in form and in color, crowd into the child’s life, stir his feelings, excite his appreciation, and incite his impulses to kindred activities. It is a saddening thought that on this golden age there falls so often the shadow of the crammer.”

Alfred North Whitehead (1861-1657) as Quoted in The Teacher and the Taught (1963)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

How We Waste Time at School

“We are being sold a bill of goods when in comes to talking about tougher standards for our schools. The standards movement is pushing teachers and students to focus on memorizing information, then regurgitating facts for high test scores. The shift is away from teaching students to be thinkers who can make sense of what they’re learning.”

Alfie Kohn, The Case Against Standardized Testing (2000)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

The Road to Real Knowledge

“The shrewd guess, the fertile hypothesis, the courageous leap to a tentative conclusion—these are the most valuable coins of the thinker at work. But in most schools guessing is heavily penalized and is associated somehow with laziness.”

Jerome S. Bruner, The Process of Education (1960)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

Vaya con Dios, Tom Porton

When I began my career as a New York City special education teacher in 2003, I worked on Jackson Avenue, which runs down the east side of St. Mary’s Park in the South Bronx. If your training or your own interests have brought Jonathan Kozol’s book Amazing Grace to your attention, then you already know something about that part of The Bronx.

A bit to the north and east of that school is James Monroe High School. For 46 years, Tom Porton served as an English teacher at Monroe. The South Bronx is not exactly the garden spot of the Five Boroughs, but 46 years ago, in 1970, it was almost literally a war zone–and as the decades passed, it only got worse. Year after year, Tom Porton worked to improve the lives of children in this blighted and often dangerous neighborhood. By all accounts (like this one in The New York Daily News, or this one from NY1, our local cable news provider), he was successful and much beloved by his students. Indeed, in 1995, Mr. Porton was inducted into the National Teachers Hall of Fame.

If you clicked through on the link under Tom Porton’s name above, you know now that this story has an unfortunately shameful ending. As I’ve said elsewhere, this is not a political blog and I am not a political writer. That said, every so often something happens in the New York City School system, something like this episode, that is such an egregious affront to educators that I am compelled, if not exactly to comment on it, then at least to report it.

The story speaks for itself, I think. In any case, let’s hear from Tom Porton himself, in this post from Mark Naison’s blog, With A Brooklyn Accent.

Farewell, Tom Porton. You will be missed.

A Few Words During Testing Season

Monday, January 25, 2016: We’re giving Regents Tests all week. I wish every student in New York State the best of luck on their tests, and remind them that one’s test results are never an indication of their merits or potential as people–or their intelligence..

“We must accept infinite disappointment, but we must never lose infinite hope.”

Martin Luther King, Jr. (1929-1968)