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Read through the most famous quotes by topic #ducati
To understand a child we have to watch him at play, study him in his different moods; we cannot project upon him our own prejudices, hopes and fears, or mould him to fit the pattern of our desires. If we are constantly judging the child according to our personal likes and dislikes, we are bound to create barriers and hindrances in our relationship with him and in his relationships with the world. Unfortunately, most of us desire to shape the child in a way that is gratifying to our own vanities and idiosyncrasies; we find varying degrees of comfort and satisfaction in exclusive ownership and domination. ↗
For many years I have been asking myself why intelligent children act unintelligently at school. The simple answer is, "Because they're scared." I used to suspect that children's defeatism had something to do with their bad work in school, but I thought I could clear it away with hearty cries of "Onward! You can do it!" What I now see for the first time is the mechanism by which fear destroys intelligence, the way it affects a child's whole way of looking at, thinking about, and dealing with life. So we have two problems, not one: to stop children from being afraid, and then to break them of the bad thinking habits into which their fears have driven them. What is most surprising of all is how much fear there is in school. Why is so little said about it. Perhaps most people do not recognize fear in children when they see it. They can read the grossest signs of fear; they know what the trouble is when a child clings howling to his mother; but the subtler signs of fear escaping them. It is these signs, in children's faces, voices, and gestures, in their movements and ways of working, that tell me plainly that most children in school are scared most of the time, many of them very scared. Like good soldiers, they control their fears, live with them, and adjust themselves to them. But the trouble is, and here is a vital difference between school and war, that the adjustments children make to their fears are almost wholly bad, destructive of their intelligence and capacity. The scared fighter may be the best fighter, but the scared learner is always a poor learner. ↗
You squeeze the eyedropper, and a drop of pond water drips out onto the microscope stage. You look at the projected image. The drop is full of life - strange beings swimming, crawling, tumbling; high dramas of pursuit and escape, triumph and tragedy. This is a world populated by beings far more exotic than in any science fiction movie... ↗
The whole tendency of modern life is towards scientific planning and organisation, central control, standardisation, and specialisation. If this tendency was left to work itself out to its extreme conclusion, one might expect to see the state transformed into an immense social machine, all the individual components of which are strictly limited to the performance of a definite and specialised function, where there could be no freedom because the machine could only work smoothly as long as every wheel and cog performed its task with unvarying regularity. Now the nearer modern society comes to the state of total organisation, the more difficult it is to find any place for spiritual freedom and personal responsibility. Education itself becomes an essential part of the machine, for the mind has to be as completely measured and controlled by the techniques of the scientific expert as the task which it is being trained to perform. ↗
When people say that school prepares children for the real world, what's implied is that it is the difficult parts of school (doing things you don't want to do, forced interaction with peers, following rules that you don't believe in) that are important. What's implied is that the real world is going to be an unhappy place and that being treated unfairly by people is a part of life. It may be a part of life in school, but it is not a part of our lives. School is as far away from the real world as possible. In school we learn that we cannot control our own destinies and that it is acceptable to let others govern our lives. In the real world we can take responsibility for choosing our own paths and governing our own lives. The real world is what we make it. ↗
While stationed in Fort Jackson, I experienced racial prejudice for the first time and came to the understanding that humans are not born with prejudice, but learn prejudice. Back home in South Dakota, I only knew one black American. The Scandinavians in my community treated him just like any other Swede; my family considered him a friend. My parents taught me, and I believed that all men are equal because God created all men in His image. One day during a week end furlough, I boarded a crowded city bus. As I walked down the aisle, I looked for an open seat. Looking towards the rear of the bus, I noticed three huge, young black men sitting on a bench in the back. I decided to squeeze onto the bench with them. As I sat down, a woman said in a very loud voice, "What is that white soldier doing in our part of the bus?" Neither my life experiences nor my education prepared me for what I experienced walking the streets of Fort Jackson. I saw water fountains for whites only, barbershops for blacks only, and separation for most aspects of Southern living. I discovered that the feelings of prejudice ran deeply amongst many of the people that we encountered. In fact, the blacks even trained separately from the whites during our military preparation, even though we all worked towards defending the United States of America. ↗
#black-americans #black-soldiers #bus-segregation #fort-jackson #racial-prejudice
Now, Woolf calls her fictional bastion of male privilege Oxbridge, so I'll call mine Yarvard. Even though she cannot attend Yarvard because she is a woman, Judith cheerfully applies for admission at, let's call it, Smithcliff, a prestigious women's college. She is denied admission on the grounds that the dorms and classrooms can't accommodate wheelchairs, that her speech pattern would interfere with her elocution lessons, and that her presence would upset the other students. There is also the suggestion that she is not good marriage material for the men at the elite college to which Smithcliff is a bride-supplying "sister school." The letter inquires as to why she hasn't been institutionalized. When she goes to the administration building to protest the decision, she can't get up the flight of marble steps on the Greek Revival building. This edifice was designed to evoke a connection to the Classical world, which practiced infanticide of disabled newborns. ↗
A turning point in the criticism of Hardy’s poetry came in his centenary year, in which W. H. Auden (1940) recorded his indebtedness to Hardy for his own education in matters of poetic technique. .......................... In a radio interview, Larkin defended his liking for Hardy’s temperament and way of seeing life: ‘He’s not a transcendental writer, he’s not a Yeats, he’s not an Eliot; his subjects are men, the life of men, time and the passing of time, love and the fading of love’. Larkin freely acknowledges the influence on him of Hardy’s verse, which results in his rejection of Yeats as a poetic model. ........................................ It is a similar kind of response that gave rise to an important study by Donald Davie (1973). Davie feels that ‘in British poetry of the last fifty years (as not in America) the most far-reaching influence, for good or ill, has been not Yeats, still less Eliot or Pound, not Lawrence, but Hardy’, and that this influence has been deleterious. ↗
No guinea of earned money should go to rebuilding the college on the old plan just as certainly none could be spent upon building a college upon a new plan: therefore the guinea should be earmarked "Rags. Petrol. Matches." And this note should be attached to it. "Take this guinea and with it burn the college to the ground. Set fire to the old hypocrisies. Let the light of the burning building scare the nightingales and incarnadine the willows. And let the daughters of educated men dance round the fire and heap armful upon armful of dead leaves upon the flames. And let their mothers lean from the upper windows and cry, "Let it blaze! Let it blaze! For we have done with this 'education! ↗
Old Sam Hamilton saw this coming. He said there couldn’t be any more universal philosophers. The weight of knowledge is too great for one mind to absorb. He saw a time when one man would know only one little fragment, but he would know it well.” “Yes,” Lee said from the doorway, “and he deplored it. He hated it.” “Did he, now?” Adam asked... “Now you question it, I don’t know,” he said. “I don’t know whether he hated it or I hate it for him... Maybe the knowledge is too great and maybe men are growing too small... Maybe kneeling down to atoms, they’re becoming atom-sized in their souls. Maybe a specialist is only a coward, afraid to look out of his little cage. And think what any specialist misses! The whole world over his fence!” “We’re only talking about making a living.” “A living? Or money?” Lee said excitedly. “Money’s easy to make if it’s money you want. But with a few exceptions people don’t want money. They want luxury, and they want love, and they want admiration. ↗
