“Such, such were the joys/When we all, girls and boys/In our youth time were seen/On the Echoing Green.”
William Blake, Songs of Innocence (1789)
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
“Such, such were the joys/When we all, girls and boys/In our youth time were seen/On the Echoing Green.”
William Blake, Songs of Innocence (1789)
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
Posted in English Language Arts, Quotes, Reference
“Describing her first day back in grade school, after a long absence, a teacher said, ‘It was like trying to hold thirty-five corks under water at the same time.’”
Mark Twain (1835-1910)
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
“Mistakes are the portals of discovery.”
James Joyce Dubliners (1914)
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
“It is in fact nothing short of a miracle that the modern methods of instruction have not entirely strangled the holy curious of inquiry.”
Albert Einstein (1879-1955)
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
Posted in Quotes
“Yet even as I wince at the terrible risk we all took, I remember thinking at the time that it was the right decision—because it it felt as though the hand of fate was ushering us forward.”
Melba Patillo Beals on the Integration of Little Rock Schools in Warriors Don’t Cry (1994)
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
The great American literary critic Edmund Wilson, of whom I have long been an great admirer, was famous for his refusal card, which I’ve reprinted here. At some point, I’ll rewrite this for public school teachers. Is there anything or anyone in particular to which or whom you would like to say no?
“Edmund Wilson regrets that it is impossible for him without compensation to:
read manuscripts
contribute to books or periodicals
do editorial work
judge literary contests
deliver lectures
address meetings
make after-dinner speeches
broadcast;
Under any circumstances to:
contribute to or take part in symposiums
take part in chain-poems or other collective compositions
contribute manuscripts for sales
donate copies of his books to libraries
autograph books for strangers
supply personal information about himself
supply photographs of himself
allow his name to be used on letter-heads
receive unknown persons who have no apparent business with him.”
“Education is not a preparation for life; education is life itself.”
John Dewey (1859-1952)
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
“We live in a time of such rapid change and growth of knowledge that only who is in a fundamental sense a scholar—that is, a person who continues to learn and inquire—can hope to keep pace, let alone play the role of guide.”
Nathan M. Pusey The Age of the Scholar (1963)
“Our best chance for happiness is education.”
Mark Van Doren (1894-1973)
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
“We pass through this life but once. Few tragedies can be more extensive than the stunting of life, few injustices deeper than the denial of an opportunity to strive or even to hope, by a limit imposed from without, but falsely identified as lying within.”
Excerpted from: Gould, Steven Jay. The Mismeasure of Man (New York: Norton, 1996).
“Gradually, I realized that I had been looking in the wrong place. As a journalist and critic, a premature post-modernist, I was often criticized in my turn for talking about the construction of a poem and of a Grand Prix racing car in the same breath, or of treating gymnasts and high divers (in my dreams, I astonish the Olympic medalist Greg Louganis) as if they were practicing the art of sculpture. It was a sore point, and often the sore point reveals where the real point is. Humanism wasn’t in the separate activities: humanism was the connection between them. Humanism was a particularized but unconfined concern with all the high-quality products of the creative impulse, which could be distinguished from the destructive one by its propensity to increase the variety of the created world rather than reduce it. Builders of concentration camps might be creators of a kind—it is possible to imagine an architect happily working to perfect the design of the concrete stanchions supporting an electrified barbed-wire fence—but they were in business to subtract variety from the created world, not to add to it. In the connection between all the outlets of the creative impulse in mankind, humanism made itself manifest, and to be concerned with understanding and maintaining that intricate linkage necessarily entailed an opposition to any political order that worked to weaken it.”
Excerpted from: Cultural Amnesia (New York: Norton, 2008), “Introduction,” p. xix.
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