Desiree > Desiree's Quotes

“On some intuitive level, I knew that learning had to be more than the mastery of facts. I've experienced it as an adult. I become consumed with a subject like quilting or preparing yogurt cultures, and that topic takes over my life - fabric scraps scattered on the floor, little jars of white sludge cuddled by blankets on my kitchen countertops. When I learned to play guitar in my thirties, no one had to schedule my practices. My guitar lived on a stand in the living room and I tormented our ears multiple times a day until my fingers bled. Passion for learning has that fiery, consuming, can't-stop quality.”
― Julie Bogart, The Brave Learner: Finding Everyday Magic in Homeschool, Learning, and Life

“Libraries will get you through times of no money better than money will get you through times of no libraries.”
― Anne Herbert

“If you have yet to be called an incorrigable, defiant woman,
don't worry, there is still time”
― Clarissa Pinkola Estés

“What's so clever about working hard ?" he said to Momo. "Anyone can get rich quick that way, but who wants to look like the people who've sold themselves body and soul for money's sake ? Well, they can count me out. Even if there are times when I don't have the price of a cup of coffee, I'm still me. Guido's still Guido!”
― Michael Ende, Momo

“You don't have to burn books to destroy a culture. Just get people to stop reading them.”
― Ray Bradbury

“What kind of world would we create if three times a day we activated our compassion and reason as we sat down to eat, if we had the moral imagination and the pragmatic will to change our most fundamental act of consumption?”
― Jonathan Safran Foer, Eating Animals

“Why aren't you in school? I see you every day wandering around."
"Oh, they don't miss me," she said. "I'm antisocial, they say. I don't mix. It's so strange. I'm very social indeed. It all depends on what you mean by social, doesn't it? Social to me means talking to you about things like this." She rattled some chestnuts that had fallen off the tree in the front yard. "Or talking about how strange the world is. Being with people is nice. But I don't think it's social to get a bunch of people together and then not let them talk, do you? An hour of TV class, an hour of basketball or baseball or running, another hour of transcription history or painting pictures, and more sports, but do you know, we never ask questions, or at least most don't; they just run the answers at you, bing, bing, bing, and us sitting there for four more hours of film-teacher. That's not social to me at all. It's a lot of funnels and lot of water poured down the spout and out the bottom, and them telling us it's wine when it's not. They run us so ragged by the end of the day we can't do anything but go to bed or head for a Fun Park to bully people around, break windowpanes in the Window Smasher place or wreck cars in the Car Wrecker place with the big steel ball. Or go out in the cars and race on the streets, trying to see how close you can get to lampposts, playing 'chicken' and 'knock hubcaps.' I guess I'm everything they say I am, all right. I haven't any friends. That's supposed to prove I'm abnormal. But everyone I know is either shouting or dancing around like wild or beating up one another. Do you notice how people hurt each other nowadays?”
― Ray Bradbury, Fahrenheit 451

“Independent study, community service, adventures and experience, large doses of privacy and solitude, a thousand different apprenticeships — the one-day variety or longer — these are all powerful, cheap, and effective ways to start a real reform of schooling. But no large-scale reform is ever going to work to repair our damaged children and our damaged society until we force open the idea of “school” to include family as the main engine of education. If we use schooling to break children away from parents — and make no mistake, that has been the central function of schools since John Cotton announced it as the purpose of the Bay Colony schools in 1650 and Horace Mann announced it as the purpose of Massachusetts schools in 1850 — we’re going to continue to have the horror show we have right now.”
― John Taylor Gatto, Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling

“The instinctual nature tells us when enough is enough. It is prudent and life preserving....sometimes it is difficult for us to realize when we are losing our instincts, for it is often an insidious process that does not occur all in one day, but rather over a long period of time. Too, the loss or deadening of instinct is often entirely supported by the surrounding culture, and sometimes even by other women who endure the loss of instinct as a way of achieving belonging in a culture that keeps no nourishing habitat for the natural woman.”
― Clarissa Pinkola Estés, Women Who Run With the Wolves

“All global ambitions are based on a definition of productivity and the good life so alienated from common human reality that I am convinced it is wrong and that most people would agree with me if they could perceive an alternative. We might be able to see that if we regained a hold on a philosophy that locates meaning where meaning is genuinely to be found — in families, in friends, in the passage of seasons, in nature, in simple ceremonies and rituals, in curiosity, generosity, compassion, and service to others, in a decent independence and privacy, in all the free and inexpensive things out of which real families, real friends, and real communities are built — then we would be so self-sufficient we would not even need the material “sufficiency” which our global “experts” are so insistent we be concerned about.”
― John Taylor Gatto, Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling

“Leaders are not, as we are often led to think, people who go along with huge crowds following them. Leaders are people who go their own way without caring, or even looking to see, whether anyone is following them. "Leadership qualities" are not the qualities that enable people to attract followers, but those that enable them to do without them. They include, at the very least, courage, endurance, patience, humor, flexibility, resourcefulness, stubbornness, a keen sense of reality, and the ability to keep a cool and clear head, even when things are going badly. True leaders, in short, do not make people into followers, but into other leaders.”
― John Holt , Teach Your Own: The John Holt Book Of Homeschooling

“Truly amazing, what people can get used to, as long as there are a few compensations.”
― Margaret Atwood, The Handmaid’s Tale

“Rather than having actual freedom, it seemed that, like animals in a habitat in the zoo, we had only the illusion of freedom. As long as we didn't try to leave the cage, we'd never know we weren't actually free.”
― Neil Strauss, Emergency: This Book Will Save Your Life

“All the games were selected for them by supervisors and had to have some useful, educational purpose. The children learned these new games but unlearned something else in the process: they forgot to be happy, how to take pleasure in little things and last, but not least, how to dream”
― Michael Ende, Momo

“I have a passion for teaching kids to become readers, to become comfortable with a book, not daunted. Books shouldn't be daunting, they should be funny, exciting and wonderful; and learning to be a reader gives a terrific advantage.”
― Roald Dahl

“Ignoring isn’t the same as ignorance, you have to work at it.”
― Margaret Atwood, The Handmaid's Tale

“And yet, in certain ways, the Institute did remind them of other schools: Rote memorization of lessons was discouraged but required; class participation was encouraged but rarely permitted; and although quizzes were given every day, in every class, there was always at least one student who groaned, another who acted surprised, and another who begged the teacher, in vain, not to give it.”
― Trenton Lee Stewart, The Mysterious Benedict Society

“There’s a difference between remembering and thinking,”
― Trenton Lee Stewart, The Mysterious Benedict Society

“In this day and age, nobody can learn more than a sliver of all there is to know. Why force everyone to learn the same sliver?”
― Peter O. Gray

“People naturally want to make sense of their world. That, to Greenberg, is the essence of human curiosity. As they strive to answer questions that truly interest them, people are automatically motivated to use any resources that help them to address those questions. But the questions that interest one person do not necessarily interest another, and the resources that are helpful to one are not necessarily helpful to another.”
― Peter O. Gray

“Cram your head with characters and stories. Abuse your library privileges. Never stop looking at the world, and never stop reading to find out what sense other people have made of it. If people give you a hard time and tell you to get your nose out of a book, tell them you're working. Tell them it's research. Tell them to pipe down and leave you alone.”
― Jennifer Weiner

“What rewards and punishments do is induce compliance, and this they do very well indeed. If your objective is to get people to obey an order, to show up on time and do what they’re told, then bribing or threatening them may be sensible strategies. But if your objective is to get long-term quality in the workplace, to help students become careful thinkers and self-directed learners, or to support children in developing good values, then rewards, like punishments, are absolutely useless. In fact, as we are beginning to see, they are worse than useless—they are actually counterproductive.”
― Alfie Kohn, Punished By Rewards: Twenty-Fifth Anniversary Edition: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes

“Few readers will be shocked by the news that extrinsic motivators are a poor substitute for genuine interest in what one is doing. What is likely to be far more surprising and disturbing is the further point that rewards, like punishments, actually undermine the intrinsic motivation that promotes optimal performance.”
― Alfie Kohn, Punished By Rewards: Twenty-Fifth Anniversary Edition: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes

“We complain loudly about such things as the sagging productivity of our workplaces, the crisis of our schools, and the warped values of our children. But the very strategy we use to solve those problems—dangling rewards like incentive plans and grades and candy bars in front of people—is partly responsible for the fix we’re in. We are a society of loyal Skinnerians, unable to think our way out of the box we have reinforced ourselves into.”
― Alfie Kohn, Punished By Rewards: Twenty-Fifth Anniversary Edition: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes

“Many other inhabitants of the city were similarly afflicted. Every day, more and more people took to saving time, and the more they did so, the more they were copied by others - even by those who had no real desire to join in but felt obligated to. Radio, television, and newspapers daily advertised and extolled the merits of new, time saving gadgets that would one day leave people free to live the 'right' kind of life. Walls and billboards were plastered with posters depicting scenes of happiness and prosperity. The real picture, however, was very different. Admittedly, timesavers were better dressed than the people who lived near the old amphitheater. They earned more money and had more to spend, but they looked tired, disgruntled and sour, and there was an unfriendly light in their eyes. They'd never heard the phrase, "Why not go and see Momo?' nor did they have anyone to listen to them in a way that would make them reasonable or conciliatory, let alone happy. Even had they known such a person, they would have been highly unlikely to pay him or her a visit unless the whole affair could be dealt with in five minutes flat, or they would have considered it a waste of time. In their view, even leisure time had to be used to the full, so as to extract the maximum of entertainment and relaxation with the minimum amount of delay. Whatever the occasion, whether solemn or joyous, timesavers could no longer celebrate it properly. Daydreaming they regarded almost as a criminal offense. What they could endure least of all, however, was silence, for when silence fell they became terrified by the realization of what was happening to their lives. And so, whenever silence threatened to descend, they made a noise. It wasn't a happy sound, of course, like the hubbub in a children's playground, but an angry ill tempered din that grew louder every day. It had ceased to matter that people should enjoy their work and take pride in it; on the contrary, enjoyment merely slowed them down. All that mattered was to get through as much work as possible in the shortest possible time, so notices to the effect were prominently displayed in every factory and office building. They read: TIME IS PRECIOUS - DON'T WASTE IT! or: TIME IS MONEY - SAVE IT! Last but not least, the appearance of the city itself changed more and more. Old buildings were pulled down and replaced with modern ones devoid of all the things that were now through superfluous. No architect troubled to design houses that suited the people who were to live in them, because that would have meant building a whole range of different houses. It was far cheaper, and above all, more time saving to make them identical. Huge modern housing developments sprang up on the city's outskirts - endless rows of multi-storied tenements as indistinguishable as peas in a pod. And because all the buildings looked alike, so of course, did the streets. [.....] People never seemed to notice that, by saving time, they were losing something else. No one cared to admit that life was becoming even poorer, bleaker, and more monotonous. The ones who felt this most keenly were the children, because no one had time for them any more. But time is life itself, and life resides in the human heart. And the more people saved, the less they had.”
― Michael Ende, Momo

“Momo would have been delighted, except that most of the newcomers had no idea how to play. All they did was sit around looking bored and sullen and watching Momo and her friends. Sometimes they deliberately broke up the other children's games and spoiled everything. Squabbles and scuffles were frequent, though these never lasted long because Momo's presence had its usual effect on the newcomers, too, so they soon started having bright ideas themselves and joining in with a will. The trouble was, new children turned up nearly every day, some of them from distant parts of the city, and one spoilsport was enough to ruin the game for everyone else. But there was another thing that Momo couldn't quite understand - a thing that hadn't happened until very recently. More and more often these days, children turned up with all kind of toys you couldn't really play with: remote-controlled tanks that trundled to and fro but did little else, or space rockets that whizzed around on strings but got nowhere, or model robots that waddled along with eyes flashing and heads swiveling but that was all. They were highly expensive toys such as Momo's friends had never owned, still less than Momo herself. Most noticeable of all, they were so complete, down to the tiniest detail, that they left nothing at all to the imagination. Their owners would spend hours watching them, mesmerized but bored, as they trundled, whizzed, and waddled along. Finally, when that palled, they would go back to the familiar old games in which a couple of cardboard boxes, a torn tablecloth, a molehill or a handful of pebbles were quite sufficient to conjure up a whole world of make believe.”
― Michael Ende, Momo

“The men in grey were powerless to meet this challenge head-on. Unable to detach the children from Momo by bringing them under their direct control, they had to find some roundabout means of achieving the same end, and for this they enlisted the children's elders. Not all grown-ups made suitable accomplices, of course, but plenty did. [....] 'Something must be done,' they said. 'More and more kids are being left on their own and neglected. You can't blame us - parents just don't have the time these days - so it's up to the authorities.' Others joined in the chorus. 'We can't have all these youngsters loafing around, ' declared some. 'They obstruct the traffic. Road accidents caused by children are on the increase, and road accidents cost money that could be put to better use.' 'Unsupervised children run wild, declared others.'They become morally depraved and take to crime. The authorities must take steps to round them up. They must build centers where the youngsters can be molded into useful and efficient members of society.' 'Children,' declared still others, 'are the raw material for the future. A world dependent on computers and nuclear energy will need an army of experts and technicians to run it. Far from preparing children from tomorrow's world, we still allow too many of them to squander years of their precious time on childish tomfoolery. It's a blot on our civilization and a crime against future generations.' The timesavers were all in favor of such a policy, naturally, and there were so many of them in the city by this time that they soon convinced the authorities of the need to take prompt action. Before long, big buildings known as 'child depots' sprang up in every neighborhood. Children whose parents were too busy to look after them had to be deposited there and could be collected when convenient. They were strictly forbidden to play in the streets or parks or anywhere else. Any child caught doing so was immediately carted off to the nearest depot, and its parents were heavily fined. None of Momo's friends escaped the new regulation. They were split up according to districts they came from and consigned to various child depots. Once there, they were naturally forbidden to play games of their own devising. All games were selected for them by supervisors and had to have some useful, educational purpose. The children learned these new games but unlearned something else in the process: they forgot how to be happy, how to take pleasure in the little things, and last but not least, how to dream. Weeks passed, and the children began to look like timesavers in miniature. Sullen, bored and resentful, they did as they were told. Even when left to their own devices, they no longer knew what to do with themselves. All they could still do was make a noise, but it was an angry, ill-tempered noise, not the happy hullabaloo of former times. The men in grey made no direct approach to them - there was no need. The net they had woven over the city was so close-meshed as to seem inpenetrable. Not even the brightest and most ingenious children managed to slip through its toils. The amphitheater remained silent and deserted.”
― Michael Ende, Momo

“No book is really worth reading at the age of ten which is not equally – and often far more – worth reading at the age of fifty and beyond.”
― C.S. Lewis

“When you’ve lived in a cage, you can’t bear not to run, even if what you’re running towards is an illusion.”
― Robert C. O'Brien, Mrs. Frisby and the Rats of NIMH

“Word gets around." "You mean they communicate?" A third voice. "You bet they communicate. And the next time they do come, you can be sure they'll case the place carefully. We were lucky. These rats hadn't been bothered in years. They'd grown careless.”
― Robert C. O'Brien, Mrs. Frisby and the Rats of NIMH