As a result of his experiments he concluded that imitation was a real evil that had to be broken before real rhetoric teaching could begin. This imitation seemed to be an external compulsion. Little children didn’t have it. It seemed to come later on, possibly as a result of school itself.

That sounded right, and the more he thought about it the more right it sounded. Schools teach you to imitate. If you don’t imitate what the teacher wants you get a bad grade. Here, in college, it was more sophisticated, of course; you were supposed to imitate the teacher in such a way as to convince the teacher you were not imitating, but taking the essence of the instruction and going ahead with it on your own. That got you A’s. Originality on the other hand could get you anything – from A to F. The whole grading system cautioned against it.

He who opens a school, closes a prison

The audience sat back, relaxed in their chairs, awaiting the expected mellow retrospective of a revered septuagenarian. Instead, Rogers rocked them with a series of challenges. He urged school psychologists not to content themselves merely with treating students damaged by an obsolete and irrelevant educational system but to change the system, to participate in designing an educational experience that would liberate the students’ curiosity and enhance the joy of learning.

Barred from philosophy and bored by facts, he wanted to teach his students something not wholly useless. The number of students whose minds were of an order above the average was, in his experience, barely one in ten; the rest could not be much stimulated by any inducements a teacher could suggest. All were respectable, and in seven years of contact, Adams never had cause to complain of one; but nine minds in ten take polish passively, like a hard surface; only the tenth sensibly reacts.

Even fairly good students, when they have obtained the solution of the problem and written down neatly the argument, shut their books and look for something else. Doing so, they miss an important and instructive phase of the work. ... A good teacher should understand and impress on his students the view that no problem whatever is completely exhausted.

Literature is no longer Necessary Teaching is left.

“It is not our business,” he said, “to help students to think for themselves. Surely this is the very last thing which one who wishes them well should encourage them to do. Our duty is to ensure that they shall think as we do, or at any rate, as we hold it expedient to say we do.”

I do this because I was part of an education system that did this, although I have to say that we had a broader education. But as years have gone on, that curriculum has become loaded. It has lost its core. And I think people are struggling with who they are, and who they are is such a contradiction to people who want us to join this global family.

It was difficult to sustain the illusion that education was of value for kids who would not live long enough to use it. They'd never take the standardized tests that they were prepping for. In a way, Amelia had said, this had led to a kind of renaissance in pedagogy. Free from the constraints of racking up high test scores or getting into colleges, students could learn for learning's sake—which was how it ought to be. The tick-tock curriculum had dissolved and been replaced by activities improvised from day to day by teachers and parents: hiking in the mountains, doing art projects about the Cloud Ark, talking with psychologists about death, reading favorite books. In one sense Amelia and her colleagues had never been more needed, never had such an opportunity to show their quality.

The way he saw it, living taught you that you didn’t have to live the way you’d been taught to live. You came from one place but more important was where you decided to go.

The Master said, “I do not open the way for students who are not driven with eagerness; I do not supply a vocabulary for students who are not trying desperately to find the language for their ideas. If on showing students one corner they do not come back to me with the other three, I will not repeat myself.

He could teach his students nothing. He was only educating himself at their cost.

[My mother] closed the school the next day [after a visit from Castro's soldiers], because she knew that the purpose of education was the broadening and opening of children's minds. And she couldn't be a party to the systematic closing of minds, borders, freedoms and ideals.

It is almost useless to warn against this multiplicity of subjects which now distract boys and perplex teachers. The experiment of teaching a little of all things must be tried: it is demanded by opinion, founded on small or no reflection, it is required by competition for prizes, distinctions, and places; and it is encouraged by examinations and the questions proposed, which direct in a manner the course of education.