The mere act of listening to wise statements and sound advice does little for anyone. In the process of learning, the learner's dynamic cooperation is required.—Charles I. Cragg, Harvard Business Bureau, Wealth of a Nation
Self-directed learning is desirable but we have only a few teachers who can keep the pot boiling when the fire is removed.—M. Dale Baughman
Receptivity must be present in each student or he will not learn. (At times I have wondered whether learning on the part of eager students is not almost independent of teaching methods.)—Edgar Collins Bain, "Russian Lesson for Americans," Education Digest
If the learner sits and lets knowledge flow over him like water over a rock, nothing is going to happen to him. It is only when a genuine interaction between the learner and the "stuff" of education takes place does any observable change occur.—Grambs and Iversion, Dryden Press, Modern Methods in Secondary Education
A young man came to Socrates one day and said, in substance: "Mr. Socrates, I have come 1,500 miles to gain wisdom and learning. I want learning, so I come to you."
Socrates said, "Come, follow me." He led the way down to the seashore. They waded out into the water until they were up to their waists, and then Socrates seized his companion and forced his head under the water. In spite of his struggles, Socrates held him under. Finally, when most of his resistance was gone, Socrates laid him out on the shore and returned to the market place. When the visitor had regained his strength, he returned to Socrates to learn the reason for this behavior.
Socrates said to him, "When you were under the water, what was the one thing you wanted more than anything else?"
He said, "I wanted air."
Then Socrates said, "When you want knowledge and understanding as badly as you wanted air, you won't have to ask anyone to give it to you."—Sterling W. Sill in Miracle of Personality
Learning is aided by teaching—only "aided"; it is an active, not a passive process.
The common good of the group is a social aim of democracy. A proper balance should be maintained between the development of the independent individual and the social individual.—William Burton, Phi Delta Kappan
Some of the best places to eat have no gaudy menu sign. Some of the best learning troughs have no glittering facades.—M. Dale Baughman
The optimum learning state is relaxed in body and alert in mind.
Our chief task, really, is to arouse the more important but slumbering wants into action.—H. A. Overstreet
You cannot learn when your mouth is working. You learn when your ears are working and your mouth is closed. Before you say it, write it; for then, if you do not like the way it looks, you can erase it on paper.
Learning is like rowing upstream; not to advance is to drop back.—Chinese proverb
Dean Burrow Brooks, of Wood Junior College, Mathiston, Miss., tells, as one who for 50 years has been concerned with educational progress and youth development, some things he has learned in 50 years. Here they are:
It is better to know a few things well than to have a superficial knowledge of many things. This is an age of specialization and that person who is thoroughly trained in particular fields has a better chance of success than one who has a smattering of information in many fields.
"That example is better than precept. What one is speaks so loudly that few people can hear what one says.
"That personality is more important than training. I am in
the training business and could not afford to disparage its advantages but, after all, teaching is a God-given talent and there cannot be much inspiration without the knowledge that one has this gift.
"That personality is more important than training. I am in the training business and could not afford to disparage its advantages but, after all, teaching is a God-given talent and there cannot be much inspiration without the knowledge that one has this gift.
"That there are opportunities for both the bright student and the dull. I have known many exceedingly bright boys who have failed, and I have known many so-called dull boys who have succeeded.
"That interest in children and others is probably the first requisite for success and satisfaction in teaching. It is inconceivable that anyone could be happy in the classroom unless he is motivated by an abiding interest in children and a deep sympathy for their problems.
"That the teacher must commit himself to a life of service, else his success will be limited and his enjoyment greatly reduced.
"That a teacher must have a keen sense of humor. One who cannot have the genuine, natural, pleasant smile that expresses good cheer has no place in the classroom.
"That a boost is always better than a knock.
"That the teacher never ceases to be a learner. He can never know it all. Much must come through enriching experience. A begirrning teacher depends largely on theory and reason, an older teacher is controlled by experience and his emotions.
"Not to depend too much on rules and punishments. If a teacher is loved and respected, his control is more compelling than can result from all the rules of conduct and threats in the world.
"That character is more important than erudition.
"That any teacher has failed if a boy goes through a year of contact with him and doesn't come out of that association a finer, a cleaner boy with higher ideals and standards.
To what Dean Brooks said, we add what some others have said about education:
Dr. E. Y, Mullins: "To a college education we must all bring self-sacrifice, self-denial, self-renunciation. Where these are combined, the result is a fully rounded, splendid, radiant Christian manhood."
Lecky: 'It may be reasonably maintained that few greater calamities can befall a nation than the severance of its highest intelligence from religious influence."
Charles H. Tuttle: "Education without religion menaces the soul of this individual and the state."
Duke of Wellington: "An educated man without religion is only a clever devil."