Over 250 Quotes about Teaching, Learning,
Supervision, Instructional Education & Knowledge

Accumulated by Glen Dawursk, Jr.

1.          “A good teacher is like a candle - it consumes itself to light the way for others.”  -- Author Unknown

2.          ". . . in the case of language, without some innate mechanism for mental computation, there would be no way to learn the parts of a culture that do have to be learned." -- Steven Pinker, The Blank Slate: The Modern Denial of Human Nature, The Last Wall to Fall

3.          "A good aim surveys the present state of experience of pupils, and forming a tentative plan of treatment, keeps the plan constantly in view and yet modifies it as conditions develop. The aim, in short, is experimental, and hence constantly growing as it is tested in action." -- John Dewey, The Child and the Curriculum

4.          "A liberal education will impart an awareness of the amazing and precious complexity of human relationships. Since those relationships are violated more often out of insensitiveness than out of deliberate intent, whatever increases sensitiveness of perception and understanding humanizes life. " -- Sidney Hook, Education for Modern Man

5.          "A successful learner, . . . must be constrained to draw some conclusions from the input and not others." -- Steven Pinker, The Blank Slate: The Modern Denial of Human Nature, The Slate's Last Stand

6.          "A teacher affects eternity; he can never tell where his influence stops." --Henry Brooks Adams

7.          "A world uninterested in genius is a despondent place, whose sad denizens drift from coffee bar to Prozac dispensary, unfired by ideals, by the glowing image of the self that one might become." -- Mark Edmundson, On the Uses of a Liberal Education, I. As Lite Entertainment for Bored College Students, Harper's Magazine

8.          "Above all things I hope the education of the common people will be attended to; convinced that on their good sense we may rely with most security for the preservation of a due degree of liberty." --Thomas Jefferson

9.          "Academic encouragement, easy jesting, an affectionate epithet - all of what used to be the currency of good fellowship as well as teaching - have become cause for vigilance, fodder for complaint, the stuff of suits." -- Cristina Nehring, The Higher Yearning: Bringing eros back to academe, Harper's Magazine

10.       "Already I hear the clamour of the false wisdom that regards the present as of no account and is for ever chasing a future which flees as we advance." -- Jean Rousseau, Emile, Book II

11.       "Although self-efficacy and outcome expectations were both hypothesized to affect motivation, he [Badura] assigned causal priority to efficacy beliefs: "The types of outcomes people anticipate depend largely on their judgments of how well they will be able to perform in given situations" (Bandura, 1986, p. 392)." -- Barry Zimmerman and Dale Schunk, Albert Bandura: The Scholar and His Contributions to Educational Psychology, 18, Educational Psychology: A Century of Contributions

12.       "Any object not interesting in itself may become interesting through becoming associated with an object in which an interest already exists." -- William James, Talks to Teachers, X, Interest

13.       "Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young." --Henry Ford

14.       "At the core of Vygotsky's theory is the sense that children must be actively involved in teaching/learning relationships with more competent others who both learn from children and draw them into fuller membership in their cultural world." -- Jonathan Tudge and Sheryl Scrimsher, Lev S. Vygotsky on Education: A Cultural-Historical, Interpersonal, and Individual Approach to Development, 9, Educational Psychology: A Century of Contributions

15.       "Be all that you can be. Find your future--as a teacher." --Madeline Fuchs Holzer

16.       "Being able to "go beyond the information" given to "figure things out" is one of the few untarnishable joys of life." -- Jerome Bruner, The Culture of Education, Narratives of Science

17.       "Better than a thousand days of diligent study is one day with a great teacher." --Japanese proverb

18.       "Coherently democratic authority carries the conviction that true discipline does not exist in the muteness of those who have been silenced but in the stirrings of those who have been challenged, in the doubt of those who have been prodded, and in the hopes of those who have been awakened." -- Paulo Freire, Pedagogy of Freedom

19.       "Compassionate teachers fill a void left by working parents who aren't able to devote enough attention to their children. Teachers don't just teach; they can be vital personalities who help young people to mature, to understand the world and to understand themselves. A good education consists of much more than useful facts and marketable skills." --Charles Platt

20.       "Critical reflection on practice is a requirement of the relationship between theory and practice. Otherwise theory becomes simply "blah, blah, blah, " and practice, pure activism." -- Paulo Freire, Pedagogy of Freedom

21.       "Education is light, lack of it darkness." --Russian proverb

22.       "Effective education may also require co-opting old faculties to deal with new demands. . . Because much of the content of education is not cognitively natural, the process of mastering it may not always be easy and pleasant, notwithstanding the mantra that learning is fun." -- Steven Pinker, The Blank Slate: The Modern Denial of Human Nature, Out of Our Depths

23.       "Everyone recognizes a distinction between knowledge and wisdom. . . Wisdom is a kind of knowledge. It is knowledge of the nature, career, and consequences of human values. Since these cannot be separated from the human organism and the social scene, the moral ways of man cannot be understood without knowledge of the ways of things and institutions." -- Sidney Hook, Education for Modern Man

24.       "For the student, there will never be less knowledge and more time. The choice between depth and breadth, concentration and diffusion, disciplinary and interdisciplinary work will remain throughout one's career." -- Kenneth Eble, The Craft of Teaching, 14, Producing College Professors

25.       "Good teachers join self and subject and students in the fabric of life." -- Parker Palmer, The Courage to Teacher: Exploring the Inner Landscape of a Teacher's Life

26.       "He [James] would argue that what characterizes good science is that it tries to elucidate something particular about a phenomenon, something related to other phenomena that also have to do with particulars." -- Frank Pajares, William James: Our Father Who Begat Us, 2, Educational Psychology: A Century of Contributions

27.       "If education is to develop human nature so that it may attain the object of its being, it must involve the exercise of judgment." -- Immanuel Kant, Thoughts on Education, 1, Introduction, #14

28.       "If it is the case that our activities depend on how we ourselves see them, what we believe about them, then if we have crazy, fuzzy ideas about teaching, we will be likely to do crazy and fuzzy things in its name." -- Paul Hirst, What is Teaching

29.       "If you plan for a year, plant a seed. If for ten years, plant a tree. If for a hundred years, teach the people. When you sow a seed once, you will reap a single harvest. When you teach the people, you will reap a hundred harvests." --Kuan Chung

30.       "In a completely rational society, the best of us would be teachers and the rest of us would have to settle for something less." --Lee Iacocca

31.       "In the study of other cultures or civilizations, an understanding of one's own situation and one's own past is a precondition for understanding another's." -- Wm. Theodore de Bary, Asia in the Core Curriculum

32.       "Inference is always an invasion of the unknown, a leap from the known." -- John Dewey, The Child and the Curriculum, III

33.       "Information is the currency of democracy." --Ralph Nader

34.       "It is in our incompleteness, of which we are aware, that education as a permanent process is grounded. Women and men are capable of being educated only to the extent that they are capable of recognizing themselves as unfinished." -- Paulo Freire, Pedagogy of Freedom

35.       "Just so, in teaching, you must simply work your pupil into such a state of interest in what you are going to teach him that every other object of attention is banished from his mind; then reveal it to him so impressively that he will remember the occasion to his dying day; and finally fill him with devouring curiosity to know what the next steps in connection with the subject are." -- William James, Talks to Teachers, I, Psychology and the Teaching Art

36.       "Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other." -- Paulo Freire, Pedagogy of the Oppressed

37.       "Language surely does affect our thoughts, rather than just labeling them for the sake of labeling them. Most obviously, language is the conduit through which people share their thoughts and intentions and thereby acquire the knowledge, customs, and values of those around them." " -- Steven Pinker, The Blank Slate: The Modern Denial of Human Nature, In Touch with Reality

38.       "My teaching influences who you are and who you become, I said, because insofar as I persuade you to change what you know, I can't help but persuade you to change who you are. A vast portion of who you are just is a matter of what you know." -- Marshall Gregory, Pedagogy and the Three Loves

39.       "None of us like to attend lifeless lectures or take part in dull conversations. To say that scholarship requires us to surrender such a tendency so that dullness and tedium are seen as virtues is to expect the impossible. Our task as professors is to make our teaching as interesting as possible." -- Frank Pajares, Email to Mark Edmundson, July, 2002

40.       "Now this is an illustration of the nature of true opinions: while they abide with us they are beautiful and fruitful of nothing but good, but they run away out of the human soul, and do not care to remain long, and therefore they are not of much value until they are fastened by reasoned understanding of causes; and this fastening of them, friend Meno, is recollection, as you and I have agreed to call it. But when they are bound, in the first place, they attain to be knowledge; and in the second place they are abiding. And this is why knowledge is more honorable and excellent than right opinion, because it is fastened by a chain." -- Plato (Socrates), Meno

41.       "One is never just a teacher: One is always - even if not consciously - an advocate of a point of view, a critic of certain positions, an exemplar of someone trying to communicate, a purveyor of images, a practitioner of behavioral standards, a person dealing with, and indeed responsible for, others in common tasks. In teaching, at least, the role of moral agent is inescapable." -- Robert Audi, On the Ethics of Teaching and the Ideals of Learning, ACADEME

42.       "One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child." -- Carl Jung

43.       "One need only cast a casual glance at the current American landscape to see that attending to the personal concerns and character of students is both a noble and necessary enterprise." -- Frank Pajares, William James: Our Father Who Begat Us, 2, Educational Psychology: A Century of Contributions

44.       "Teachers teach because they care. Teaching young people is what they do best. It requires long hours, patience, and care." --Horace Mann

45.       "Teachers who consider their students' self-efficacy beliefs, goal setting, strategy use, and other forms of self-regulation in their instructional plans not only enhance students' academic knowledge, but they also increase their students' capability for self-directed learning throughout their life span." -- Barry Zimmerman and Dale Schunk, Albert Bandura: The Scholar and His Contributions to Educational Psychology, 18, Educational Psychology: A Century of Contributions

46.       "Teachers, I believe, are the most responsible and important members of society because their professional efforts affect the fate of the earth." -- Helen Caldicott, author and peace activist

47.       "Teaching is an instinctual art, mindful of potential, craving of realizations, a pausing, seamless process, where one rehearses constantly while acting, sits as a spectator at a play one directs, engages every part in order to keep the choices open and the shape alive for the student, so that the student may enter in, and begin to do what the teacher has done: make choices." -- A. Bartlett Giramatti, To Make Oneself Eternal, A Free and Ordered Space

48.       "Teaching may be compared to selling commodities. No one can sell unless someone buys." -- John Dewey, How We Think, III, Native Resources in Training Thought

49.       "The art of teaching is the art of assisting discovery." -- Mark Van Doren

50.       "The dream begins, most of the time, with a teacher who believes in you, who tugs and pushes and leads you on to the next plateau, sometimes poking you with a sharp stick called truth." -- Dan Rather

51.       "The future of the world is in my classroom today, a future with the potential for good or bad... Several future presidents are learning from me today; so are the great writers of the next decades, and so are all the so-called ordinary people who will make the decisions in a democracy. I must never forget these same young people could be the thieves and murderers of the future. Only a teacher? Thank God I have a calling to the greatest profession of all! I must be vigilant every day, lest I lose one fragile opportunity to improve tomorrow." -- Ivan Welton Fitzwater

52.       "The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires." --William Arthur Ward

53.       "The moral, then, is that familiar categories of behavior -- marriage customs, food taboos, folk superstitions, and so on -- certainly do vary across cultures and have to be learned, but the deeper mechanisms of mental computation that generate them may be universal and innate." -- Steven Pinker, The Blank Slate: The Modern Denial of Human Nature, The Last Wall to Fall

54.       "The prescription is that the subject must be made to show new aspects of itself; to prompt new questions; in a word, to change. From an unchanging subject the attention inevitably wanders away." -- William James, Talks to Teachers, XI, Attention

55.       "The present contains all that there is. It is holy ground; for it is the past, and it is the future." -- Alfred North Whitehead, The Aims of Education and Other Essays, I, The Aims of Education

56.       "The proper end of teaching is to lead our students toward autonomy." -- Marshall Gregory, Pedagogy and the Three Loves

57.       "The rattle is a toy suited to the infant mind, and education is a rattle or toy for children of larger growth." -- Aristotle, Politics, Book VIII

58.       "The role of the problem-posing educator is to create, together with the students, the conditions under which knowledge at the level of the doxa is superseded by true knowledge, at the level of the logos." -- Paulo Freire, Pedagogy of the Oppressed

59.       "The teacher must be viewed both as a co-inquirer and as a leader/organizer, ensuring that cultural mediators are used to link students to the cultural world of which they are a part." -- Jonathan Tudge and Sheryl Scrimsher, Lev S. Vygotsky on Education: A Cultural-Historical, Interpersonal, and Individual Approach to Development, 9, Educational Psychology: A Century of Contributions

60.       "The teacher's task is to discover what the child finds inherently interesting and make the appropriate connections to the novel task or activity. And what do children find inherently interesting? All things wed to their own personal selves. Connect that to be taught to personal relevance and the teacher is nearly home." -- Frank Pajares, William James: Our Father Who Begat Us, 2, Educational Psychology: A Century of Contributions

61.       "The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it afterwards." -- Anatole France

62.       "There is an old saying that the course of civilization is a race between catastrophe and education. In a democracy such as ours, we must make sure that education wins the race." -- John F. Kennedy

63.       "There is nothing which an untrained mind shows itself more hopelessly incapable, than in drawing the proper general conclusions from its own experience. And even trained minds, when all their training is on a special subject, and does not extend to the general principles of induction, are only kept right when there are ready opportunities of verifying their inferences by facts." -- John Stuart Mill, Inaugural Address at Saint Andrews

64.       "There's no word in the language I revere more than 'teacher.' My heart sings when a kid refers to me as his teacher, and it always has. I've honored myself and the entire family of man by becoming a teacher." -- Pat Conroy, Prince of Tides

65.       "This is the sense in which I am obliged to be a listener. To listen to the student's doubts, fears, and incompetencies that are part of the learning process. It is in listening to the student that I learn to speak with him or her." -- Paulo Freire, Pedagogy of Freedom

66.       "To make him a master, become an apprentice. You can be sure that he will learn more from an hour's work than he would remember after a day's explanations . . ." -- Jean Rousseau, Emile, Book III

67.       "To us, to the everyday teachers of everyday students, neither of whom is writing the book of the universe but who both have their fullest life only when they align themselves with its truths, working out our own commitment to and our own vision of agape, in however homely or personal a form, is a life long task that both guides us in our teaching endeavors and honors those endeavors at the same time." -- Marshall Gregory, Pedagogy and the Three Loves

68.       "We forget that every good that is worth possessing must be paid for in strokes of daily effort. We postpone and postpone, until those smiling possibilities are dead." -- William James, Talks to Teachers, VIII, The Laws of Habit

69.       "What is crucial is the provision of opportunities for telling all the diverse stories, for interpreting membership as well as ethnicity, for making inescapable the braids of experience woven into the fabric of America's plurality." -- Maxine Greene, The Passions of Pluralism: Multiculturalism and the Expanding Community

70.       "What is true for the emotions may also be true for the intellect. Some of our perplexities may come from a mismatch between the purposes for which our cognitive faculties evolved and the purposes to which we put them today." -- Steven Pinker, The Blank Slate: The Modern Denial of Human Nature, Out of Our Depths

71.       "Whoever first coined the phrase 'you're the wind beneath my wings' most assuredly was reflecting on the sublime influence of a very special teacher." --Frank Trujillo

72.       "Young learners are people in families and communities, struggling to reconcile their desires, beliefs, and goals with the world around them. Our concern may be principally cognitive, relating to the acquisition and uses of knowledge, but we do not mean to restrict our focus to the so-called "rational" mind. Egan reminds us that "Apollo without Dionysus may indeed be a well-informed, good citizen but he's a dull fellow. He may even be 'cultured,' in the sense one often gets from traditionalist writings in education. . . . But without Dionysus he will never make and remake a culture." -- Jerome Bruner, The Culture of Education, Folk Pedagogy

73.       “. . . in every story I have heard, good teachers share one trait: a strong sense of personal identity infuses their work." -- Parker Palmer, The Courage to Teacher: Exploring the Inner Landscape of a Teacher's Life

74.       “A child educated only at school is an uneducated child.” -- George Santayana

75.       “A gifted teacher is as rare as a gifted doctor, and makes far less money.” -- Author unknown

76.       “A good teacher is a master of simplification and an enemy of simplism.”  -- Louis A. Berman

77.       “A man is rich in proportion to the number of things he can afford to let alone.” -- Henry David Thoreau

78.       “A man should first direct himself in the way he should go. Only then should he instruct others.” -- Buddha

79.       “A man should never be ashamed to own he has been wrong, which is but saying in other words that he is wiser today than he was yesterday.” -- Alexander Pope

80.       “A note of music gains significance from the silence on either side.” -- Ann Morrow Lindberg

81.       “A talent is formed in stillness, a character in the world's torrent.” -- Johann W. Goethe

82.       “A teacher affects eternity; he can never tell where his influence stops.”  -- Henry Brooks Adams

83.       “A teacher is a compass that activates the magnets of curiosity, knowledge, and wisdom in the pupils.”  -- Ver Garrison

84.       “A teacher is one who makes himself progressively unnecessary.” -- Thomas Carruthers

85.       “A teacher should have maximal authority, and minimal power.”  -- Thomas Szaz

86.       “A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on a cold iron.” -- Horace Mann

87.       “A teacher's purpose is not to create students in his own image, but to develop students who can create their own image.”  -- Author Unknown

88.       “Acquire new knowledge whilst thinking over the old, and you may become a teacher of others.” -- Confucius

89.       “Always to see the general in the particular is the very foundation of genius.” -- Arthur Schopenhauer

90.       “An artist is always out of step with the time.  He has to be.” -- Orson Welles

91.       “An excellent plumber is infinitely more admirable than an incompetent philosopher.”  -- John W. Gardner

92.       “An object in possession seldom contains the same charm that it had in pursuit.” -- Pliny the Younger

93.       “Anyone who stops learning is old, whether at twenty or eighty.  Anyone who keeps learning stays young.” -- Henry Ford

94.       “Awaken people's curiosity.  It is enough to open minds, do not overload them. Put there just a spark.” -- Anatole France

95.       “Be not angry that you cannot make others as you wish them to be, since you cannot make yourself as you wish to be.” -- Thomas A. Kempis

96.       “Being entirely honest with oneself is a good exercise.” -- Sigmund Freud

97.       “Better to do something imperfectly than to do nothing flawlessly. “ -- Robert Schuller

98.       “Blessed are the hearts that can bend; they shall never be broken.” -- Albert Camus

99.       “Blessed is the man who, having nothing to say, abstains from giving us wordy evidence of the fact.” -- George Eliot (Mary-Ann Evans)

100.    “By viewing the old we learn the new.” -- Chinese Proverb

101.    “Certain subjects yield a general power that may be applied in any direction and should be studied by all.” -- John Locke

102.    “Challenges are what make life interesting; overcoming them is what makes life meaningful.” -- Joshua J. Marine

103.    “Character cannot be developed in ease and quiet. Only through experience of trial and suffering can the soul be strengthened, ambition inspired, and success achieved.” -- Helen Keller

104.    “Come forth into the light of things, let nature be your teacher.” -- William Wordsworth

105.    “Courage is the first of human qualities because it is the quality which guarantees all others.” -- Sir Winston Churchill

106.    “Courage is what it takes to stand up and speak; courage is also what it takes to sit down and listen.” -- Winston Churchill

107.    “Creative activity could be described as a type of learning process where teacher and pupil are located in the same individual.” -- Arthur Koestler

108.    “Creative activity is not a superimposed, extraneous task against which the body, or brain protests, but an orchestration of ... joyful doing. -- Gyorgy Kepes

109.    “Cultivate your garden. Do not depend upon teachers to educate you... follow your own bent, pursue your curiosity bravely, express yourself, make your own harmony.” -- Will Durant

110.    “Defeat is not the worst of failures. Not to have tried is the true failure.” -- George E. Woodberry

111.    “Destiny is not a matter of chance, it is a matter of choice; it is not a thing to be waited for, it is a thing to be achieved.” -- William Jennings Bryan

112.    “Difficulties are meant to rouse, not discourage. The human spirit is to grow strong by conflict.” -- William Ellery Channing

113.    “Don't try to fix the students, fix ourselves first.  The good teacher makes the poor student good and the good student superior.  When our students fail, we, as teachers, too, have failed.”  -- Marva Collins

114.    “Education can be dangerous. It is very difficult to make it not dangerous. In fact, it is almost impossible.” -- Robert M. Hutchins

115.    “Education is man's going forward from cocksure ignorance to thoughtful uncertainty.” -- Kenneth G. Johnson

116.    “Education is the best viaticum of old age.”-- Aristotle

117.    “Education should turn out the pupil with something he knows well and something he can do well.” -- Alfred North Whitehead

118.    “Education...beyond all other devices of human origin, is a great equalizer of conditions of men --the balance wheel of the social machinery...It does better than to disarm the poor of their hostility toward the rich; it prevents being poor.” -- Horace Mann

119.    “Education...is a painful, continual and difficult work to be done in kindness, by watching, by warning, by praise, but above all -- by example.” -- John Ruskin

120.    “Even the clearest water appears opaque at great depth.” -- Anonymous

121.    “Every artist was at first an amateur.” -- Ralph W. Emerson

122.    “Everything should be made as simple as possible, but not simpler.” -- Albert Einstein

123.    “Experience is the worst teacher; it gives the test before presenting the lesson.” -- Vernon Law

124.    “Give me a fish and I eat for a day.  Teach me to fish and I eat for a lifetime.” -- Chinese Proverb

125.    “Give me four years to teach the children and the seed I have sown will never be uprooted.” -- Vladimir Lenin

126.    “Good teachers are costly, but bad teachers cost more.”  -- Bob Talbert

127.    “Good teaching is more a giving of right questions than a giving of right answers.” -- Josef Albers

128.    “Good teaching is one-fourth preparation and three-fourths theater.”  -- Gail Godwin

129.    “He who dares to teach must never cease to learn.” -- Anonymous

130.    “How many writers are there... who, breaking up their subject into details, destroy its life, and defraud us of the whole by their anxiety about the parts.” -- Cardinal Newman

131.    “Human history becomes more and more a race between education and catastrophe.” -- H.G. Wells

132.    “I am not ashamed to confess that I am ignorant of what I do not know.” -- Marcus T. Cicero

133.    “I cannot teach anybody anything, I can only make them think.” -- Socrates

134.    “I have an infamously low capacity for visualizing relationships, which made the study of geometry and all subjects derived from it impossible for me.” -- Sigmund Freud

135.    “I have been maturing as a teacher. New experiences bring new sensitivities and flexibility...” -- Howard Lester

136.    “I have gathered a posy of other men's flowers and only the thread that bonds them is my own.” -- Michel Montaigne

137.    “I have learned silence from the talkative, toleration from the intolerant, and kindness from the unkind; yet, strange, I am ungrateful to these teachers.” -- Kahlil Gibran

138.    “I hear, and I forget.  I see, and I remember.  I do, and I understand.” -- Chinese Proverb

139.    “I know but one freedom and that is the freedom of the mind.” -- Antoine de Saint-Exupery

140.    “I like a teacher who gives you something to take home to think about besides homework.”  -- Lily Tomlin as "Edith Ann"

141.    “I put the relation of a fine teacher to a student just below the relation of a mother to a son...” -- Thomas Wolfe

142.    “If a doctor, lawyer, or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didn't want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher's job.”  -- Donald D. Quinn

143.    “If I had more time, I would have written a shorter letter.” -- Marcus T. Cicero

144.    “If you do not expect it, you will not find the unexpected, for it is hard to find and difficult.” -- Heraclitus

145.    “If you promise not to believe everything your child says happens at school, I'll promise not to believe everything he says happens at home.”  -- Anonymous Teacher

146.    “In teaching you cannot see the fruit of a day's work.  It is invisible and remains so, maybe for twenty years.”  -- Jacques Barzun

147.    “In the fields of observation, chance favors only the prepared mind.” -- Louis Pasteur

148.    “In the practical use of our intellect, forgetting is as important as remembering.” -- William James

149.    “It is art that makes life, makes interest, makes importance... and I know of no substitute whatever for the force and beauty of its process.” -- Henry James Jr.

150.    “It is easy to spot an informed man -- his opinions are just like your own.” -- Miguel de Unamuno

151.    “It is important that students bring a certain ragamuffin, barefoot irreverence to their studies; they are not here to worship what is known, but to question it.” -- Jacob Bronowski

152.    “It is not often that we use language correctly; usually we use it incorrectly, though we understand each others meaning.” -- St. Augustine

153.    “It is not the answer that enlightens, but the question.” -- Eugene Ionesco Decouvertes, 1969

154.    “It is such a secret place, the land of tears.” -- Antoine de Saint-Exupery

155.    “It is the supreme art of the teacher to awaken joy in creative expression and knowledge.” -- Albert Einstein

156.    “It's what you learn after you know it all that counts.” -- Harry S. Truman

157.    “Knowledge is of two kinds. We know a subject ourselves, or we know where we can find information upon it.” -- Samuel Johnson

158.    “Knowledge rests on knowledge; what is new is meaningful because it departs slightly from what was known before.” -- Robert Oppenheimer

159.    “Learning is never done without errors and defeat.” -- Vladimir Lenin

160.    “Let the potential artist in our children come to life that they may surmount industrial monotonies and pressures.” -- Barbara Morgan

161.    “Men learn while they teach.” -- Lucius A. Seneca

162.    “Mistakes are the portals of discovery.” -- James Joyce Dubliners

163.    “Modern cynics and skeptics... see no harm in paying those to whom they entrust the minds of their children a smaller wage than is paid to those to whom they entrust the care of their plumbing.”  -- John F. Kennedy

164.    “Most teachers have little control over school policy or curriculum or choice of texts or special placement of students, but most have a great deal of autonomy inside the classroom.  To a degree shared by only a few other occupations, such as police work, public education rests precariously on the skill and virtue of the people at the bottom of the institutional pyramid.”  -- Tracy Kidder

165.    “No matter how good teaching may be, each student must take the responsibility for his own education.”  -- John Carolus S.J.

166.    “No one can become really educated without having pursued some study in which he took no interest ...” -- T.S. Eliot

167.    “Often, when I am reading a good book, I stop and thank my teacher.  That is, I used to, until she got an unlisted number.”  -- Author Unknown

168.    “One can think effectively only when one is willing to endure suspense and to undergo the trouble of searching.” -- John Dewey

169.    “One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings.  The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.”  -- Carl Jung

170.    “One must learn by doing the thing; for though you think you know it, you have no certainty, until you try.” -- Sophocles

171.    “Only the mind cannot be sent into exile.” -- Ovid

172.    “Opposites are not contradictory but complementary.” -- Niels Bohr

173.    “Out of monuments, names, words proverbs ...and the like, we do save and recover somewhat from the deluge of time.”  -- Francis Bacon

174.    “People learn more quickly by doing something or seeing something done.” -- Gilbert Highet

175.    “People's behavior makes sense if you think about it inn terms of their goals, needs, and motives.” -- Thomas Mann

176.    “Praise, like gold and diamonds, owes its values only to its scarcity.” -- Samuel Johnson

177.    “Read not to contradict and confute, nor to believe and take for granted... but to weigh and consider.” -- Francis Bacon

178.    “Reading maketh a full man, conference a ready man and writing an exact man.” -- Francis Bacon

179.    “Reinventing the wheel is a process.” -- Rashid Elisha

180.    “Sometimes one man with courage is a majority.” -- Andrew Jackson

181.    “Teachers are expected to reach unattainable goals with inadequate tools.  The miracle is that at times they accomplish this impossible task.”  -- Haim G. Ginott

182.    “Teachers open the door, but you enter by yourself.” -- Anonymous

183.    “Teacher's Prayer: I want to teach my students how to live this life on Earth. To face its struggles and its strife and to improve their worth. Not just the lesson in a book or how the rivers flow, But how to choose the proper path wherever they may go. To understand eternal truth and know the right from wrong, and gather all the beauty of A flower and a song. For if I help the world to grow In wisdom and in grace, Then I shall feel that I have won And I have filled my place. And so I ask your guidance, God, that I may do my part. For character and confidence and happiness of heart.” -- James J. Metcalf

184.    “Teachers should guide without dictating, and participate without dominating.” -- C.B. Neblette

185.    “Teachers who inspire know that teaching is like cultivating a garden and those who would have nothing to do with thorns must never attempt to gather flowers.”  -- Author Unknown

186.    “Teachers who inspire realize there will always be rocks in the road ahead of us.  They will be stumbling blocks or stepping stones; it all depends on how we use them.”  -- Author Unknown

187.    “Teaching is leaving a vestige of one self in the development of another.  And surely the student is a bank where you can deposit your most precious treasures.”  -- Eugene P. Bertin

188.    “Teaching is not a lost art, but the regard for it is a lost tradition.”  -- Jacques Barzun

189.    “Teaching is the only major occupation of man for which we have not yet developed tools that make an average person capable of competence and performance.  In teaching we rely on the "naturals," the ones who somehow know how to teach.”  -- Peter Drucker

190.    “Teaching is the profession that teaches all the other professions.”  -- Author Unknown

191.    “Teaching should be full of ideas instead of stuffed with facts.”  -- Author Unknown

192.    “The art of teaching is the art of assisting discovery.” -- Mark van Doren

193.    “The basic idea behind teaching is to teach people what they need to know.” -- Carl Rogers

194.    “The beginning is the most important part of the work.” -- Plato

195.    “The best teacher is the one who suggests rather than dogmatizes, and inspires his listener with the wish to teach himself.”  -- Edward Bulwer-Lytton

196.    “The best teachers teach from the heart, not from the book.”  -- Author Unknown

197.    “The best way to know life is to love many things.” -- Vincent Van Gogh

198.    “The chief cause of human errors is to be found in the prejudices picked up in childhood.” -- Rene Descartes

199.    “The critical factor is not class size but rather the nature of the teaching as it affects learning.” --  C.B. Neblette

200.    “The dream begins with a teacher who believes in you, who tugs and pushes and leads you to the next plateau, sometimes poking you with a sharp stick called ‘truth.’”  -- Dan Rather

201.    “The empires of the future are the empires of the mind.” -- Winston Churchill

202.    “The great pilot can sail even when his canvass is rent.” -- Lucius A. Seneca

203.    “The important thing in life is not the triumph but the struggle.” Pierre de Coubertin

204.    “The job of an educator is to teach students to see the vitality in themselves.” -- Joseph Campbell

205.    “The limits of your language are the limits of your world.” -- Ludwig Wittgenstein

206.    “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” -- William Arthur Ward

207.    “The mind is not a vessel to be filled, but a fire to be ignited.” -- Plutarch

208.    “The object of teaching a child is to enable him to get along without his teacher.”  -- Elbert Hubbard

209.    “The only reason I always try to meet and know the parents better is because it helps me to forgive their children.”  -- Louis Johannot, a teacher

210.    “The origin of thinking is some perplexity, confusion or doubt.” John Dewey

211.    “The secret of teaching is to appear to have known all your life what you just learned this morning.”  -- Author Unknown

212.    “The task of the excellent teacher is to stimulate "apparently ordinary" people to unusual effort.  The tough problem is not in identifying winners:  it is in making winners out of ordinary people.”  -- K. Patricia Cross

213.    “The teacher who is indeed wise does not bid you to enter the house of his wisdom but rather leads you to the threshold of your mind.”  -- Kahlil Gibran

214.    “The true teacher defends his pupils against his own personal influence.  He inspires self-distrust.  He guides their eyes from himself to the spirit that quickens him.  He will have no disciple.”  -- Amos Bronson Alcott

215.    “The true teacher defends his pupils against his own personal influence.” -- Amos Bronson Alcott

216.    “The way to gain a good reputation is to endeavor to be what you desire to appear.” -- Socrates

217.    “The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it afterwards.” -- Anatole France

218.    “The wisdom of the wise and the experience of the ages are perpetuated in quotations.” -- Benjamin Disraeli

219.    “The young don't know what age is, and the old forget what youth was.” -- Seumas MacManus

220.    “There are three good reasons to be a teacher - June, July, and August.”  -- Author Unknown

221.    “There are two ways to slide easily through life: to believe everything or to doubt everything. Both ways save us from thinking.” -- Alfred Korzybski

222.    “There is more to life than increasing its speed.” -- Mohandes Gandhi

223.    “There is no education like adversity.” -- Benjamin Disraeli

224.    “These then are my last words to you: be not afraid of life. Believe that life is worth living and your belief will help create the fact.” -- William James

225.    “They know enough who know how to learn.” -- Henry Adams

226.    “Those who profess to favor freedom and yet deprecate agitation, are men who want crops without plowing the ground.” -- Frederick Douglass

227.    “To arrive at the simple is difficult.” -- Rashid Elisha

228.    “To define is to destroy, to suggest is to create.” -- Stephane Mallarme

229.    “To do just the opposite is a form of imitation.” -- Georg Lichtenberg

230.    “To know how to suggest is the art of teaching.” -- Henri-Frederic Amiel

231.    “To me the sole hope of human salvation lies in teaching.” -- George Bernard Shaw

232.    “To teach is to learn twice.”  -- Joseph Joubert, Pensées, 1842

233.    “To teach well, we need not say all that we know, only what is useful for the pupil to hear.” -- Anonymous

234.    “To think is to differ.” -- Clarence Darrow

235.    “To waken interest and kindle enthusiasm is the sure way to teach easily and successfully.” -- Tyron Edwards

236.    “Trifles make perfection, and perfection is no trifle.” -- Michelangelo

237.    “Upon the subject of  education, not presuming to dictate any plan or system respecting it, I can only say that I view it as the most important subject which we as a people may be engaged in.” -- Abraham Lincoln

238.    “Vague and nebulous is the beginning of all things, but not their end.” Kahlil Gibran

239.    “We expect teachers to handle teenage pregnancy, substance abuse, and the failings of the family.  Then we expect them to educate our children.”  --  John Sculley

240.    “We think of the effective teachers we have had over the years with a sense of recognition, but those who have touched our humanity we remember with a deep sense of gratitude.” -- Anonymous student

241.    “We think too much about effective methods of teaching and not enough about effective methods of learning.” -- John Carolus S.J.

242.    “What greater or better gift can we offer the republic than to teach and instruct our youth.” -- Marcus T. Cicero

243.    “What the teacher is, is more important than what he teaches.”  -- Karl Menninger

244.    “When asked what learning was the most necessary, he said, ‘Not to unlearn what you have learned!’" -- Diogenes Laertius

245.    “When inspiration does not come to me, I go half way to meet it.” -- Sigmund Freud

246.    “When teaching, light a fire, don't fill a bucket.” -- Dan Snow

247.    “When you teach your son, you teach your son's son.”  -- The Talmud

248.    “Where there is an open mind there will always be a frontier.” -- Charles F. Kettering

249.    “Who dares to teach must never cease to learn.”  -- John Cotton Dana

250.    “Whoso neglects learning in his youth, loses the past and is dead to the future.” -- Euripides

251.    “Wonder is the desire for knowledge.” -- St. Thomas Aquinas

252.    “You can observe a lot by just looking around.”  -- Yogi Berra

253.    “You cannot teach a man anything; you can only help him find it within himself.” -- Galielo Galilei

254.    “You can't direct the wind but you can adjust the sails.” -- Anonymous

255.    The process of science making is narrative. It consists of spinning hypotheses about nature, testing them, correcting the hypotheses, and getting one's head straight." -- Jerome Bruner, The Culture of Education, Narratives of Science