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Children in home-school conflict situations often receive a double message from their parents: "The school is the hope for your future, listen, be good and learn" and "the school is your enemy. . . ." Children who receive the "school is the enemy" message often go after the enemy—act up, undermine the teacher, undermine the school program, or otherwise exercise their veto power.
(James P. Comer (20th century), U.S. psychiatrist and author. School Power, ch. 2 (1980).)
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James P Comer
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2
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Children who grow up in stimulating, emotionally supportive, highly verbal, and protective environments where the caretaker teaches and models skill development are usually ready for school. When the child is able to meet expectations, he or she receives praise or a positive feedback in school. This also compliments the caretaker—a child-rearing job well done. The caretaker or parent and school people feel good about each other. The child receives a message from parents that the school program is good. The positive emotional bond between parents and child is extended to the school. The school staff can then serve as parent surrogates. This facilitates learning.
(James P. Comer (20th century), U.S. psychiatrist and author. School Power, ch. 2 (1980).)
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James P Comer
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3
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Three little maids from school are we,
Pert as a school-girl well can be,
Filled to the brim with girlish glee, Three little maids from school!
(Sir William Schwenck Gilbert (1836-1911), British librettist. Trio of girls, in The Mikado, act 1 (1885), published in The Savoy Operas (1926).)
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Sir William Schwenck Gilbert
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After school days are over, the girls ... find no natural connection between their school life and the new one on which they enter, and are apt to be aimless, if not listless, needing external stimulus, and finding it only prepared for them, it may be, in some form of social excitement. ...girls after leaving school need intellectual interests, well regulated and not encroaching on home duties.
(Ellen Henrietta Swallow Richards (1842-1911), U.S. chemist and educator. As quoted in The Life of Ellen H. Richards, ch. 9, by Caroline L. Hunt (1912).
Written in the 1860s. Richards was reacting to the social constraints and heavy housekeeping duties imposed on schoolgirls.)
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Ellen Henrietta Swallow Richards
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5
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The stage was our school, our home, our life.
(Lillian Gish (1893-1993), U.S. actress. The Movies, Mr. Griffith and Me, ch. 7 (1969).
Describing her and her sister Dorothy's (1898-1968) childhood experiences as theatrical performers. Later, they would become movie stars.)
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Lillian Gish
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Next to our free political institutions, our free public-school system ranks as the greatest achievement of democratic life in America ...
(Agnes E. Meyer (1887-1970), U.S. journalist. Out of These Roots, ch. 14 (1953).)
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Agnes E Meyer
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7
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Family is the first school for young children, and parents are powerful models.
(Alice Sterling Honig (20th century), child development specialist. "Helping Children Become More Caring and Cooperative," NYSAEYC Reporter (winter 1994).)
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Alice Sterling Honig
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8
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Then the whining schoolboy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school.
(William Shakespeare (1564-1616), British dramatist, poet. Jaques, in As You Like It, act 2, sc. 7, l. 145-7.
The second of the "seven ages" of man.)
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William Shakespeare
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9
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East, west, north, south, or like a school broke up,
Each hurries toward his home and sporting-place.
(William Shakespeare (1564-1616), British dramatist, poet. Hastings, in Henry IV, Part 2, act 4, sc. 2, l. 104-5.
On an army dispersing for home.)
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William Shakespeare
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10
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You send a boy to school in order to make friends—the right sort.
(Virginia Woolf (1882-1941), British novelist. The Diary of Virginia Woolf, vol. 2, entry for Nov. 16, 1921, ed. Anne O. Bell (1978).
Woolf was here quoting the reaction of Maurice Baring and his wife to Lady Cromer sending her son to Winchester, which was not considered elite enough.)
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Virginia Woolf
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Poets
