You must follow me carefully. I shall have to controvert one or two ideas that are almost universally accepted. The geometry, for instance, they taught you at school is founded on a misconception.
I was telling somebody about in grammar school we used to have the duck-and-cover drills where we'd have to go down to a fallout shelter in the basement. We'd sit on our butts on the ground next to the wall with a textbook over our heads and our knees sort of drawn up to our chest. I don't think they still do that. They're sort of sobering. You leave recess and come in for the apocalypse drill.
Albert is a very poor student. He is mentally slow, unsociable and is always daydreaming. He is spoiling it for the rest of the class. It would be in the best interests of all if he were removed from school immediately.
The scholar may lose himself in schools, in words, and become a pedant; but when he comprehends his duties, he above all men is arealist, and converses with things.
That was always my experience-a poor boy in a rich town; a poor boy in a rich boy's school; a poor boy in a rich man's club at Princeton .... However, I have never been able to forgive the rich for being rich, and it has colored my entire life and works.
The world has so many lessons to teach you. I consider the world, our earth, to be like a school, and our life, the classrooms. Sometimes on our planet life school, the lessons often come dressed up as detours and road blocks and sometimes as full blown crises. And the secret I've learned to getting ahead is being open to the lessons.
It is not enough to simply listen to student voice. Educators have an ethical imperative to do something with students, and that is why meaningful student involvement is vital to school improvement.
Equality is the heart and essence of democracy, freedom, and justice, equality of opportunity in industry, in labor unions, schools and colleges, government, politics, and before the law. There must be no dual standards of justice, no dual rights, privileges, duties, or responsibilities of citizenship. No dual forms of freedom.
What we need in medical schools is not to teach empathy, as much as to preserve it. The process of learning huge volumes of information about disease, of learning a specialised language, can ironically make one lose sight of the patient one came to serve; empathy can be replaced by cynicism.
From the time I read my first Hemingway work, The Sun Also Rises, as a student at Soldan High School in St. Louis, I was struck with an affliction common to my generation: Hemingway Awe.
When we accept any discipline for ourselves, we try to avoid everything except that which is necessary for our purpose; it is this purposefulness, which belongs to the adult mind, that we force upon school children. We say, "Never keep your mind aler.
"Back in the day when I started - it's like I walked five miles to school in the snow barefooted" - there were three channels.I don't know what I would do.
A monarch, when good, is entitled to the consideration which we accord to a pirate who keeps Sunday School between crimes; when bad, he is entitled to none at all.
Re-examine all you have been told at school or church or in any book, dismiss whatever insults your own soul; and your very flesh shall be a great poem, and have the richest fluency, not only in its words, but in the silent lines of its lips and face, and between the lashes of your eyes, and in every motion and joint of your body.