Educators From The United States

"… condoms are about as effective against AIDS as a twenty-four-chamber gun instead of a six-chamber gun when playing Russian roulette."

"“Humility is thinking less about yourself, not thinking less of yourself.”"

"At exactly the time when the fatal knowledge of how to destroy the entire human race has fallen forever into our hands, the knowledge of morality has fallen out."

"The first existentialist was not Sartre, though he coined the term. Nor was it Kierkegaard or Nietzsche, though most of the textbooks say so. Nor was it even Pascal, though he foreshadowed half of Kierkegaard and was the first to write about the fundamental existential experience of cosmic anxiety and meaninglessness. It was not even Saint Augustine, whose Confessions stands out as the profoundest example of depth psychology and existential autobiography ever written. It was not even Socrates, who alone among philosophers totally existed his philosophy. Rather, the first existentialist was Solomon, or whoever wrote Ecclesiastes."

"Actually, we have misdefined "hypocrisy." Hypocrisy is not the failure to practice what you preach but the failure to believe it. Hypocrisy is propaganda."

"When I had asked why they were taking English, a boy said: "To help us in real life.""

"The building itself is hostile: cracked plaster, broken windows, splintered doors and carved up desks, gloomy corridors and metal stairways, dingy cafeteria (they can eat sitting down only in 20 minute shifts) and an auditorium which has no windows. It does have murals, however, depicting mute, muscular harvesters, faded and immobile under a mustard sun."

"Teaching here isn't so bad. Once you accept as one of the ineluctable laws of nature that kids will continue to say "Silas Mariner" and "Ancient Marner" and "between you and I" and "mischievious" and that the administration will continue to use phrases like "egregious conduct" and "ethnic background" you can go on from there."

"We got this jerky sub. she don't know a thing and she's trying to teach it."

"I had used my sense of humor; I had called it proportion, perspective. But perspective is distance."

"My words never reached him; I could almost hear them drop, one by one, like so many pebbles against a closed window."

"One of my students had written wistfully of a dream-school that would have "windows with trees in them.""

"Why did you fail me? I didn't do nothing!" The reply, of course, is: "That's just it."

"Paul asks how I would have handled a love letter from a student. I don't know — by talking, maybe, by listening. I don't know. How sad that we don't hear each other — any of us. Major issues are submerged by minor ones; catastrophes by absurdities."

"Being a female, she spurns him on."

"A teacher is frequently the only adult in the pupil's environment who treats him with respect."

"When I tried to tell McHabe that it would have been more valuable to let Ferone keep his appointment with me than to kick him out, he let me have it: "When you're in the system as long as I," he said (They all say that!) "you'll realize it isn't understanding they need. I understand them all right — they're no good.""

"With me they get a solid foundation, the disciplines of learning. In my class they don't get away with hot air discussions and exchanging their opinions and describing their experiences. What opinions can they have? What have they experienced? What do they know? That's an affront! They learn what I know."

"Frances Egan, the school nurse, left her nutrition charts long enough to tell me there was nothing that could have been done. "Evelyn had a rough time with her father," she said. "Once she came in beaten black and blue." "What did you do for her?" "I gave her a cup of tea." "Tea? Why tea, for heaven's sake?" "Why? Because I know all about it," she said, shaking with anger. "I know more than anyone here what goes on outside — poverty, disease, dope, degeneracy — yet I'm not supposed to give them even a band-aid. I used to plead, bang on my desk, talk myself hoarse arguing with kids, parents, welfare, administration, social agencies. Nobody really heard me. Now I give them tea. At least, that's something." "But you're a nurse," I said helplessly. She showed me the Directive from the Board posted on her wall: THE SCHOOL NURSE MAY NOT TOUCH WOUNDS, GIVE MEDICATION, REMOVE FOREIGN PARTICLES FROM THE EYE... Are we, none of us, then, allowed to touch wounds? What is the teacher's responsibility? And if it begins at all, where does it end?"

"If a teacher wants to know something why doesn't she look it up herself instead of making we students do it? We benefit ourselves more by listening to her, after all she's the teacher!"

"How can I take seriously such mimeographed absurdities as "Lateness due to absence," "High under-achiever," and "Polio consent slips"? —SylDear Syl, I'll match yours any day with "Please disregard the following." —Bea"

"Mythology is studied in the school system because most of us come from it."

"Your lesson plan is excellent — except for the Emily Dickinson line: "There is no frigate like a book." The sentiment is lovely, the quotation is apt — only trouble is the word "frigate." Just try to say it in class — and your lesson is over."

"The ceiling fell? The ink ran dry? A student dared to smile? Of every new disaster I prove myself the master By sending out more circulars, more circulars to file! A missing kid? A kissing kid? A paper on the floor? For every major crisis One remedy suffices: More circulars, more circulars, to put into a drawer!A crowded cafeteria? A substitute's hysteria? A visitor from Syria? A missing Book Receipt?I merely send out circulars To add to other circulars To add to other circulars Numerical and neat!"

"I don't allow anyone to talk to me like that. So you're lucky — you're a teacher."

"The clerical work is par for the course. "Keep on file in numerical order" means throw in wastebasket. You'll soon learn the language. "Let it be a challenge to you" means you're stuck with it; "interpersonal relationships" is a fight between kids; "ancillary civic agencies for supportive discipline" means call the cops; "Language Arts Dept." is the English office; "literature based on child's reading level and experiential background" means that's all they've got in the Book Room; "non-academic-minded" is a delinquent; and "It has come to my attention" means you're in trouble."

"In Memory of Those Who Died Waiting for the Bell"

"You teachers are all alike, dishing out crap and expecting us to swallow it and then give it back to you, nice and neat, with a place in it for the mark to go in. But you're even phonier than the others because you put on this act — being a dame you know how — and you stand there pretending that you give a damn. Who you kidding? We're dirt to you, just like you're dirt to the fatheads and whistle-blowers who run this jail, and they're dirt to the swindlers and horn-tooters who run the school system."

"Teachers try to make us feel lower than themselves, maybe because this is because they feel lower than outside people. One teacher told me to get out of the room and never come back, which I did."

"Like most chairmen, he teaches only one class of Seniors; the most experienced teachers are frequently promoted right out of the classroom!"

"The cardinal sin, strange as it may seem in an institution of learning, is talking. There are others, of course — sins, I mean, and I seem to have committed a good number. Yesterday I was playing my record of Gielgud reading Shakespeare. I had brought my own phonograph to school (no one could find the Requisition Forms for "Audio-Visual Aids" — that's the name for the school record player) and I had succeeded, I thought, in establishing a mood. I mean, I got them to be quiet, when — enter Admiral Ass, in full regalia, epaulettes quivering with indignation. He snapped his fingers for me to stop the phonograph, waited for the turntable to stop turning, and pronounced: "There will be a series of three bells rung three times indicating Emergency Shelter Drill. Playing records does not encourage the orderly evacuation of the class.""

"During what was presumably my lunch period, Admiral Ass (a Mr. McHabe, who signs himself Adm. Asst.) appeared in my room with Joe Ferone. "This boy is on probation," he said. "Did he show up in homeroom this morning?" "Yes," I said. "Any trouble?" the Admiral asked. There we stood, the three of us, taking each other's measure. Ferone was watching through narrowed eyes. "No. No trouble," I said."

"The Greeks were the classicists of antiquity, and they are still today the preeminent classicists. What marked all they did, the classic stamp, is a direct simplicity in expressing the significance of actual life. It was there the Greek artists and poets found what they wanted. The unfamiliar and the extraordinary were on the whole repellent to them, and they detested every form of exaggeration. Their desire was to express truthfully what lay at hand, which they saw as beautiful and full of meaning. But that was not the Roman way. When not directly under Greek guidance, the Roman did not perceive beauty in every-day matters, or indeed care to do so. Beauty was unimportant to him. Life in his eyes was a very serious and a very arduous business, and he had no time for what he would have thought of as a mere decoration of it."

"Through Plato, Aristotle came to believe in God; but Plato never attempted to prove His reality. Aristotle had to do so. Plato contemplated Him; Aristotle produced arguments to demonstrate Him. Plato never defined Him; but Aristotle thought God through logically, and concluded with entire satisfaction to himself that He was the Unmoved Mover."

"What the people wanted was a government which would provide a comfortable life for them, and with this as the foremost object ideas of freedom and self-reliance and service to the community were obscured to the point of disappearing. Athens was more and more looked on as a co-operative business, possessed of great wealth, in which all citizens had a right to share... Athens had reached the point of rejecting independence, and the freedom she now wanted was freedom from responsibility. There could be only one result... If men insisted on being free from the burden of a life that was self-dependent and also responsible for the common good, they would cease to be free at all. Responsibility was the price every man must pay for freedom. It was to be had on no other terms."

"Fundamental to everything the [ancient] Greeks achieved was their conviction that good for humanity was possible only if men were free, body, mind, and spirit, and if each man limited his own freedom. A good state or work of art or piece of thinking was possible only through the self-mastery of the free individual, self-government."

"The greatest hero of Greece was Hercules. He was a personage of quite another order from the great hero of Athens, Theseus. He was what all Greece, except Athens, most admired. The Athenians were different from the other Greeks, and their hero therefore was different. Theseus was, of course, bravest of the brave, as all heroes are; but, unlike other heroes, he was as compassionate as he was brave, and a man of great intellect as well as great bodily strength. It was natural that the Athenians should have such a hero, because they valued thought and ideas, as no other part of the country did. In Theseus their ideal was embodied. But Hercules embodied what the rest of Greece most valued. His qualities were those the Greeks in general honored and admired. Except for unflinching courage, they were not those that distinguished Theseus. Hercules was the strongest man on earth, and he had the supreme self-confidence magnificent physical strength gives. He considered himself on an equality with the gods."

"Theories that go counter to the facts of human nature are foredoomed."

"A people’s literature is the great textbook for real knowledge of them. The writings of the day show the quality of the people, as no historical reconstruction can."

"[Happiness is] The exercise of vital powers, along lines of excellence, in a life affording them scope."

"None but a poet can write a tragedy. For tragedy is nothing less than pain transmuted into exaltation by the alchemy of poetry."

"All things are at odds when God lets a thinker loose on this planet."

"All things are to be examined and called into question. There are no limits set to thought."

"To rejoice in life, to find the world beautiful and delightful to live in, was a mark of the Greek spirit, which distinguished it from all that had gone before. It is a vital distinction."

"The anthropologists are busy, indeed, and ready to transport us back into the savage forest, where all human things...have their beginnings; but the seed never explains the flower."

"They were the first Westerners. The spirit of the West, the modern spirit, is a Greek discovery; and the place of the Greeks is in the modern world."

"Great literature, past or present, is the expression of great knowledge of the human heart; great art is the expression of a solution of the conflict between the demands of the world without and that within..."

"Mind and spirit together make up that which separates us from the rest of the animal world, that which enables a man to know the truth, and that which enables him to die for the truth."

"Even of old the Christian world, so bitterly antagonistic to any ideas not specifically contained in their creeds and dogmas, made an exception in Socrates’ case. They recognized his likeness to Christ. He was the example that a soul could be Christlike, not through grace, but by nature. Erasmus said: "Holy Socrates, pray for us." To know him is a help to knowing Christ, and it is not hard to know him. We can see him quite clearly. Plato, who drew his portrait, could not, of course, keep himself out of it, any more than Christ’s recorders could; but at least magic did not dog Plato’s footsteps, as it did everyone’s footsteps when the Gospels were written. In the fourth century B.C. Greeks had no leaning to marvels. Also in the centuries that followed no one founded a church on Socrates and built up around him a theology and hung creeds and ceremonials upon him. To see what he was, we do not have to brush anything away, except a bit of Plato. We can use him as a stepping stone to Christ, a first aid in realizing what Christ was."

"It has always seemed strange to me that in our endless discussions about education so little stress is laid on the pleasure of becoming an educated person, the enormous interest it adds to life. To be able to be caught up into the world of thought — that is to be educated."