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.

Term of Art: Syllabus

“syllabus: A summary outline of a program of study that explains in detail what teachers will teach, what students are expected to learn, and what the examination for the course will cover.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Rotten Reviews: The Perfectionists

“…the men are all fatuous and self-centered creatures. This is then a woman’s novel in a narrow and constricting way.”

Saturday Review

Excerpted from: Barnard, Andre, and Bill Henderson, eds. Pushcart’s Complete Rotten Reviews and Rejections. Wainscott, NY: Pushcart Press, 1998.   

Write It Right: Definitely for Definitively

“Definitely for Definitively. ‘It was definitely decided.’ Definitely means precisely, with exactness; definitively means finally, conclusively.”

Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.

Cognate

“Cognate (adjective): Related or common ancestry, as two words having the same derivation; descended from the same verbal root; intrinsically similar. Noun: cognate, cognateness.

‘The vulgarity of a lot of writing about food is cognate with the vulgarity of a lot of writing about sex.’ Anthony Burgess, The New York Times”

Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

Montesquieu on Authors

“A fool who, not content with having bored those who lived with him, insists on tormenting the generations to come.”

Baron de Montesquieu

Excerpted from: Winokur, Jon, ed. The Big Curmudgeon. New York: Black Dog & Leventhal, 2007.

The Doubter’s Companion: Participation

“Participation: Democracy is built and maintained through individual participation, yet society is structured to discourage it.

And ours is the most structured of civilizations. Forty-hour work weeks. Work breaks calculated to the minute. Weekends measured for recuperation. Various specific leaves for sickness and giving birth. Set holiday periods. Official days of celebration or mourning. When it’s all added up and the time to eat, copulate, sleep, and see families is included, twenty-four hours have been accounted for.

The only built-in space of time for individual participation is a fixed period for voting, which probably averages out to an hour a year. The only time society formally organizes extended participation is over matters of violence. (Military service or when a judge orders convicted criminals to do community service.)

Why is the function which makes democracy viable treated as if it were expendable? Or rather, why is it excluded by being reduced to a minor activity requiring the sacrifice of time formally allotted to other things?

Nothing prevents up from revising the schedule to build in four or five hours a week for public participation. Our failure to do something like this is a statement either about the state of the democratic ethic or about the real nature of power in our society.”

Excerpted from: Saul, John Ralston. The Doubter’s Companion. New York: The Free Press, 1994.

Term of Art: Sight Word Approach

“sight word approach: A method of teaching reading and spelling in which small numbers of instantly recognizable sight words are presented while the child masters them.

While many early readers naturally learn to read words through frequent exposure to them in stories, sight words often should be explicitly taught to individuals with a learning disability. Sight words can be hard to learn for these children because they frequently have trouble following common spelling and pronunciation patterns, such as are, were, been, and some, and require a strong visual memory for words.

To avoid such confusions when using the sight-word approach to teach reading and spelling, words should be carefully selected initially to follow consistent spelling patterns.”

Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.

Cyril Connolly on Civilization

“The civilization of one epoch becomes the manure of the next.”

Cyril Connolly

Excerpted from: Winokur, Jon, ed. The Big Curmudgeon. New York: Black Dog & Leventhal, 2007.

The Devil’s Dictionary: Alliance

“Alliance, n. In international politics, the union of two thieves who have their hands so deeply inserted in each other’s pocket that they cannot separately plunder a third.”

Excerpted from: Bierce, Ambrose. David E. Schultz and S.J. Joshi, eds. The Unabridged Devil’s Dictionary. Athens: The University of Georgia Press, 2000. 

Term of Art: Summative Evaluation

“summative evaluation: Evaluation carried out for the purpose of gathering information to assess the overall worth of educational staff, programs, and products. Evaluation is often motivated by a prospective decision, such as purchasing a product, adopting a program, or determining the amount of a raise for staff. See also formative evaluation.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.