As a teacher, as a propagandist, Mr. Shaw is no good at all, even in his own generation. But as a personality, he is immortal.
(Max Beerbohm (1872-1956), British author. "A Cursory Conspectus of G.B.S.," Around Theatres (1924).
Closing words of essay written in 1901. Shaw was Beerbohm's predecessor as dramatic critic on the London weekly, Saturday Review.)
If we focus exclusively on teaching our children to read, write, spell, and count in their first years of life, we turn our homes into extensions of school and turn bringing up a child into an exercise in curriculum development. We should be parents first and teachers of academic skills second.
(Neil Kurshan (20th century), U.S. rabbi. Raising Your Child to Be a Mensch, ch. 3 (1987).)
The long discussions and painful arguments of adolescence and the fierce loyalties to teachers, heroes, and gurus during the teenage years are simply our children's struggles to ensure that the lifestyles and values they adopt are worthy of their allegiance.
(Neil Kurshan (20th century), U.S. Rabbi. Raising Your Child to Be a Mensch, ch. 4 (1987).)
I swear ... to hold my teacher in this art equal to my own parents; to make him partner in my livelihood; when he is in need of money to share mine with him; to consider his family as my own brothers and to teach them this art, if they want to learn it, without fee or indenture.
(Hippocrates (c. 460-c. 370 B.C.), Greek physician. "The Hippocratic Oath.")
There is ... in every child a painstaking teacher, so skilful that he obtains identical results in all children in all parts of the world. The only language men ever speak perfectly is the one they learn in babyhood, when no one can teach them anything!
(Maria Montessori (1870-1952), Italian educationist. The Absorbent Mind, ch. 1 (1949).)