Gifted Children's Quotes

  1. Persons of genius, it is true, are a small minority; but in order to have them, it is necessary to preserve the soil in which they grow. Genius can only breathe freely in an atmosphere of freedom. -- John Stuart Mill
  2. Great minds have always encountered violent opposition from mediocre minds. -- Albert Einstein
  3. The most damaging phrase in the language is: 'It's always been done that way.' -- Rear Admiral Grace Hopper
  4. Hide not your talents, they for use were made. What's a Sun-dial in the shade? -- Benjamin Franklin
  5. To avoid criticism, say nothing, do nothing, be nothing. -- Elbert Hubbard
  6. What sculpture is to a block of marble, education is to the soul. -- Joseph Addison (1672-1719)
  7. Education is the best provision for old age. -- Aristotle (384-322 BC)
  8. Education's purpose is to replace an empty mind with an open one. -- Malcolm S. Forbes
  9. An education isn't how much you have committed to memory, or even how much you know. It's being able to differentiate between what you know and what you don't. -- Malcolm S. Forbes
  10. Education is not something which the teacher does ... it is a natural process which develops spontaneously in the human being. -- Maria Montessori
  11. Of all the civil rights for which the world has struggled and fought for 5,000 years, the right to learn is undoubtedly the most fundamental... The freedom to learn... has been bought by bitter sacrifice. And whatever we may think of the curtailment of other civil rights, we should fight to the last ditch to keep open the right to learn, the right to have examined in our schools not only what we believe, but what we do not believe; not only what our leaders say, but what the leaders of other groups and nations, and the leaders of other centuries have said. We must insist upon this to give our children the fairness of a start which will equip them with such an array of facts and such an attitude toward truth that they can have a real chance to judge what the world is and what its greater minds have thought it might be. -- W.E.B. DuBois
  12. The truly creative mind in any field is no more than this: A human creature born abnormally, inhumanely sensitive. To him...a touch is a blow, a sound is a noise, a misfortune is a tragedy,a joy is an ecstasy, a friend is a lover, a lover is a god, and failure is death. Add to this cruelly delicate organism the overpowering necessity to create, create, create--so that without the creating of music or poetry or books or buildings or something of meaning, his very breath is cut off from him. He must create, must pour out creation. By some strange, unknown, inward urgency he is not really alive unless he is creating. -- Pearl Buck
  13. One can succeed at almost anything for which he has enthusiasm. -- Charles Schwab
  14. Mediocrity knows nothing higher than itself; but talent instantly recognizes genius... -- Arthur Conan Doyle, 'The Valley of Fear'
  15. The difficulty lies, not in the new ideas, but in escaping the old ones, which ramify, for those brought up as most of us have been, into every corner of our minds. -- John Maynard Keynes
  16. If there is anything more dangerous to the life of the mind than having no independent commitment to ideas, it is having an excess of commitment to some special and constricting idea. -- Richard Hofstadter
  17. In the ordinary elementary school situation children of 140 IQ waste half of their time. Those above 170 IQ waste nearly all of their time. With little to do, how can these children develop power of sustained effort, respect for the task, or habits of steady work? -- Children Above 180 IQ Stanford-Binet: Origin and Development, Leta S. Hollingworth
  18. If we were TV sets, some of us would only get five channels. Others are wired for cable (the general population) and some of us (the gifted) are hooked up to a satellite dish. That makes these gifted children capable of making connections that others don't even know exist! Teaching those types of voracious minds in a regular classroom without enhancement is like feeding an elephant one blade of grass at time. You'll starve them. -- Elizabeth Meckstroth
  19. The natural trajectory of giftedness in childhood is not a six-figure salary, perfect happiness, and a guaranteed place in Who's Who. It is the deepening of the personality, the strengthening of one's value system, the creation of greater and greater challenges for oneself, and the development of broader avenues for expressing compassion. -- Counseling the Gifted and Talented, Dr. Linda K. Silverman
  20. Acceleration is one of the most curious phenomena in the field of education. I can think of no other issue in which there is such a gulf between what research has revealed and what practitioners believe. The research on acceleration is so uniformly positive, the benefits of appropriate acceleration so unequivocal, that it is difficult to see how an educator can oppose it. -- Dr. James Borland
  21. The authority of those who teach is often an obstacle to those who want to learn. -- Marcus Tullius Cicero (106-43 BC)
  22. Who dares to teach must never cease to learn. -- John Cotton Dana
  23. My grandmother wanted me to have an education, so she kept me out of school. -- Margaret Mead
  24. Education is not the filling of a pail, but the lighting of a fire. -- William Butler Yeats
  25. Only the educated are free. -- Epictetus
  26. Schooling, instead of encouraging the asking of questions, too often discourages it. -- Madeleine L'Engle
  27. There are two kinds of teachers: the kind that fill you with so much quail shot that you can't move, and the kind that just gives you a little prod behind and you jump to the skies. -- Robert Frost
  28. Any place that anyone young can learn something useful from someone with experience is an educational institution. -- Al Capp
  29. The shrewd guess, the fertile hypothesis, the courageous leap to a tentative conclusion - these are the most valuable coin of the thinker at work. But in most schools guessing is heavily penalized and is associated somehow with laziness. -- Jerome S. Bruner
  30. Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our nation. -- John F. Kennedy
  31. In the first place God made idiots. This was for practice. Then He made School Boards. -- Mark Twain
  32. Showing up at school already able to read is like showing up at the undertaker's already embalmed: people start worrying about being put out of their jobs. -- Florence King
  33. The one real goal of education is to leave a person asking questions. -- Max Beerhohm
  34. I have never let my schooling interfere with my education. -- Mark Twain
  35. Expecting all children the same age to learn from the same materials is like expecting all children the same age to wear the same size clothing. -- Madeline Hunter
  36. When you sell a man a book you don't sell him just twelve ounces of paper and ink and glue--you sell him a whole new life. -- Christopher Darlington Morley [Parnassus on Wheels, 1917
  37. Man's mind stretched to a new idea never goes back to its original dimensions. -- Oliver Wendell Holmes
  38. Results! Why, man, I have gotten a lot of results. I know several thousand things that won't work. -- Thomas Edison
  39. A man is not idle because he is absorbed in thought. There is a visible labor and there is an invisible labor. -- Victor Hugo
  40. The most exciting phrase to hear in science, the one that heralds new discoveries, is not 'Eureka!' (I've found it!), but 'That's funny...' -- Isaac Asimov
  41. The man who does not read good books has no advantage over the man who cannot read them. -- Mark Twain
  42. It is easier to buy books than to read them, and easier to read them than to absorb them. -William Osler, Canadian-born British physician
  43. One is always a long way from solving a problem until one actually has the answer. -- Stephen Hawking
  44. It is not the answer that enlightens, but the question. -- Decouvertes
  45. The more original a discovery, the more obvious it seems afterward. -- Arthur Koestler
  46. The best and most beautiful things in the world cannot be seen or even touched. They must be felt with the heart. -- Helen Keller
  47. Keep away from people who try to belittle your ambitions. Small people always do that, but the really great make you feel that you, too, can become great. -- Mark Twain
  48. The most dangerous of all falsehoods is a slightly distorted truth. -- G.C. Lichtenberg
  49. The whole problem with the world is that fools and fanatics are always so certain of themselves, and wiser people so full of doubts. -- Bertrand Russell
  50. It is very nearly impossible... to become an educated person in a country so distrustful of the independent mind. -- James Baldwin
  51. It is, in fact, nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom; without this it goes to wrack and ruin without fail. It is a grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty. -- Albert Einstein
  52. The secret in education lies in respecting the student. -- Ralph Waldo Emerson
  53. From your parents you learn love and laughter and how to put one foot before the other. But when books are opened you discover you have wings. -- Helen Hayes
  54. The best educated human being is the one who understands most about the life in which he is placed. -- Helen Keller
  55. The object of education is to prepare the young to educate themselves throughout their lives. -- Robert Maynard Hutchins
  56. States and Provinces and curricula around the world track students by age. This practice is so common that we do not think of it as tracking. With few exceptions, a six year old must go into first grade even if that six year old is not ready or was ready for the grade one year earlier -- Usiskin, 1998
  57. Since the literature demonstrates the value of grouping students by ability, while few if any studies support restricting grouping to common ages, it is ironic that so many schools are moving from the former to the latter. -- Mike Robison, 2000
  58. Resisting conformity and developing some small eccentricities are among the steps to independence and self-confidence. -- A. L. McGinnis
  59. Humans are allergic to change. They love to say, 'We've always done it this way.' I try to fight that. That's why I have a clock on my wall that runs counter-clockwise. -- Rear Admiral Grace Hopper
  60. Our progress as a nation can be no swifter than our progress in education. -- John F. Kennedy
  61. Those who trust us educate us. -- George Eliot
  62. A teacher affects eternity; he can never tell where his influence stops. -- Henry Brooks Adams
  63. A child miseducated is a child lost. -- John F. Kennedy
  64. If they learn easily, they are penalized for being bored when they have nothing to do; if they excel in some outstanding way, they are penalized as being conspicuously better than the peer group. The culture tries to make the child with a gift into a one-sided person, to penalize him at every turn, to cause him trouble in making friends and to create conditions conducive to the development of a neurosis. Neither teachers, the parents of other children, nor the child peers will tolerate a Wunderkind. -- Margaret Mead
  65. I appreciate you are all looking for the life vests and rafts to save my child, meanwhile he's drowning in the deep end and I've got to drain the pool! -- the parent of a gifted child
  66. The aim of education should be to teach us rather how to think, than what to think. - James Beattie
  67. Upon the education of the people of this country the fate of this country depends. -- Benjamin Disraeli
  68. Who dares to teach must never cease to learn. -- John Cotton Dana
  69. The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it afterwards; and curiosity itself can be vivid and wholesome only in proportion as the mind is contented and happy. -- Anatole France
  70. 'Do you think you can maintain discipline?' asked the Superintendent. 'Of course I can,' replied Stuart. 'I'll make the work interesting and the discipline will take care of itself.' -- E.B. White, Stuart Little
  71. Children are unpredictable. You never know what inconsistency they're going to catch you in next. -- Franklin P. Jones
  72. The pupil who is never required to do what he cannot do, never does what he can do. -- John Stuart Mill
  73. Teaching was the hardest work I had ever done, and it remains the hardest work I have done to date. -- Ann Richards
  74. Great teachers empathize with kids, respect them, and believe that each one has something special that can be built upon. -- Ann Lieberman
  75. The best education consists in immunizing people against systematic attempts at education. -- Paul Karl Feyerabend
  76. Nine tenths of education is encouragement. -- Anatole France
  77. What usually happens in the educational process is that the faculties are dulled, overloaded, stuffed and paralyzed so that by the time most people are mature they have lost their innate capabilities. -- R. Buckminster Fuller
  78. I am entirely certain that twenty years from now we will look back at education as it is practiced in most schools today and wonder that we could have tolerated anything so primitive. -- John W. Gardner
  79. They teach in academies far too many things, and far too much that is useless. -- Johann Wolfgang Von Goethe
  80. The most important outcome of education is to help students become independent of formal education. -- Paul E. Gray
  81. Knowledge is a comfortable and necessary retreat and shelter for us in an advanced age; and if we do not plant it while young, it will give us no shade when we grow old. -- Lord Chesterfield
  82. Never doubt that a small group of thoughtful, committed individuals can change the world; indeed it's the only thing that ever has. -- Margaret Meade
  83. That's why it comes back to math. Math has no bias. It doesn't come from TV. It doesn't know what you're wearing. Math treats all people equally. Especially when you're in a hard class with all boys, when nobody's cheering you on from the sidelines, when it's not 'cool' to be smart, math is a nice thing to have. When nothing else makes sense, math reaches an answer. -- Rebecca L. Eisenberg, in Girls Need Math, in the Examiner.
  84. It will be a great day when our schools get all the money they need and the Air Force has to hold a bake sale to buy a bomber. -- (unknown)
  85. If you think education is expensive, try ignorance. -- (unknown)
  86. Simply being different isn't wrong. Don't try to be a duckling if you're born to be a swan. -- (unknown)
  87. People should be free to find or make for themselves the kinds of educational experience they want their children to have. -- John Holt
  88. Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our nation. -- John F. Kennedy
  89. It is among the commonplaces of education that we often first cut off the living root and then try to replace its natural functions by artificial means. Thus we suppress the child's curiosity and then when he lacks a natural interest in learning he is offered special coaching for his scholastic difficulties. -- Alice Duer Miller
  90. In large states public education will always be mediocre, for the same reason that in large kitchens the cooking is usually bad. -- Friedrich Nietzsche
  91. The principle goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done -- men who are creative, inventive and discoverers. -- Jean Piaget
  92. Cultivate the habit of attention and try to gain opportunities to hear wise men and women talk. Indifference and inattention are the two most dangerous monsters that you ever meet. Interest and attention will insure to you an education. -- Robert A. Millikan
  93. The education of a man is never completed until he dies. -- Robert E. Lee
  94. Inner city education must change. Our responsibility is not merely to provide access to knowledge; we must produce educated people. -- James Farmer
  95. There are young people out there cutting raw cocaine with chemicals from the local hardware store. They are manufacturing new highs and new products by soaking marijuana in ever changing agents, and each of these new drugs is more addictive, more deadly and less costly than the last. How is it that we have failed to tap that ingenuity, that sense of experimentation? How is it that these kids who can measure grams and kilos and can figure out complex monetary transactions cannot pass a simple math or chemistry test? -- Senator Kohl, from the U.S. Senate Hearing: 'Crisis in Math and Science Education.'
  96. If ever there can be a cause worthy to be upheld by all toil or sacrifice that the human heart can endure, it is the cause of education. -- Horace Mann, quoted in The Horace Mann Centennial, issued by the Commonwealth of Massachusetts Department of Education in 1937.
  97. It is the supreme art of the teacher to awaken joy in creative expression and knowledge. -- Albert Einstein
  98. A child cannot be taught by anyone who despises him, and a child cannot afford to be fooled. -- James Baldwin
  99. Theories and goals of education don't matter a whit if you do not consider your students to be human beings. -- Lou Ann Walker
  100. It is very nearly impossible... to become an educated person in a country so distrustful of the independent mind. -- James Baldwin
  101. We are commanded to love God with all our minds, as well as with all our hearts, and we commit a great sin if we forbid or prevent that cultivation of the mind in others which would enable them to perform this duty. -- Angelina Grimke
  102. Genius without education is like silver in the mine. -- Ben Franklin
  103. If you have both feet planted on level ground, then the university has failed you. --Robert F. Goheen
  104. Those who educate children well are more to be honored than parents, for these only gave life, those the art of living well. -- Aristotle
  105. We are shut up in schools and college recitation rooms for ten or fifteen years, and come out at last with a bellyfull of words and do not know a thing. The things taught in schools and colleges are not an education, but the means of education. -- Ralph Waldo Emerson
  106. The function of education is to help you from childhood not to imitate anybody, but be yourself all the time. --Jiddu Krishnamurti
  107. If you are planning for a year, sow rice; if you are planning for a decade, plant trees; if you are planning for a lifetime, educate people. -- Chinese proverb
  108. The Master in the art of living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his religion. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him he is always doing both. --Zen Buddhist Text
  109. School days, I believe, are the unhappiest in the whole span of human existence. They are full of dull, unintelligible tasks, new and unpleasant ordinances, brutal violations of common sense and common decency. -- H.L. Mencken"
  110. Intellectual growth should commence at birth and cease only at death. -- Albert Einstein
  111. A university is what a college becomes when the faculty loses interest in students. -- John Cairdi
  112. Education is a social process...Education is growth...Education is, not a preparation for life; Education is life itself. -- John Dewey
  113. The mind is not a vessel to be filled but a fire to be kindled. -- Plutarch
  114. Genius...means little more than the faculty of perceiving in an unhabitual way. -- William James
  115. The principal mark of genius is not perfection but originality, the opening of new frontiers. -- Arthur Koestler
  116. What a distressing contrast there is between the radiant intelligence of the child and the feeble mentality of the average adult. -- Sigmund Freud
  117. Failure to help the gifted child is a societal tragedy, the extent of which is difficult to measure but which is surely great. How can we measure the sonata unwritten, the curative drug undiscovered, the absence of political insight? They are the difference between what we are and what we could be as a society. --- James J. Gallagher
  118. Intelligent behavior does not arise naturally; it grows through exercise and guidance. Nature may establish high potential for high levels of intellectual functioning; parents, teachers, peers, and the community provide the conditions through which the intelligence of gifted and talented youth is brought to fruition. --- John F. Feldhusen
  119. You don't prepare a young man or woman to become a world class athlete by keeping him or her in regular gym classes and by not allowing him or her to compete against other youngsters who can provide appropriate levels of challenge…. You don't develop world leaders such as Martin Luther King, Golda Meir, and Mahatma Gandhi by having them practice basic skills over and over again or by reiterating mundane concepts that they can undoubtedly learn faster than all their schoolmates and, in some cases, even many of their teachers. Talent development is the 'business' of our field, and we must never lose sight of this goal. -- Joseph Renzulli and Sally Reis
  120. I am indebted to my father for living, but to my teacher for living well. -- Alexander of Macedon
  121. The real object of education is to have a man in the condition of continually asking questions. -- Bishop Creighton
  122. The foundation of every Nation is the education of its youth. -- Diogenes
  123. Use what talent you possess--the woods would be very silent if no birds sang except those that sang best. -- Henry Van Dyke
  124. A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on a cold iron. -- Horace Mann
  125. I cannot teach anybody anything, I can only make them think. -- Socrates
  126. Human history becomes more and more a race between education and catastrophe. -- H. G. Wells
  127. From the very beginning of his his education, the child should experience the joy of discovery. -- Alfred North Whitehead
  128. A gifted teacher is as rare as a gifted doctor, and makes far less money. -- Author unknown
  129. And may we not say, Adeimantus, that the most gifted minds, when they are ill-educated, become the worst? -- Plato's Republic
  130. It is never too late to be what you might have been. -- George Eliot
  131. One test of the correctness of educational procedure is the happiness of the child. -- Maria Montessori
  132. Don't ask yourself what the world needs. Ask what makes you come alive, and go do that, because what the world needs is people who have come alive. -- Howard Thurman, 1900-1981, African-American theologian, clergy, mystic, civil rights activist
  133. I'm sure the reason such young nitwits are produced in our schools is because they have no contact with anything of any use in everyday life. -- Petronius (died circa 66 AD), The Satyricon
  134. The general objects--are to provide an education adapted to the years, the capacity, and the condition of everyone, and directed to their freedom and happiness -- We hope to avail the state of those talents which nature has sown as liberally among the poor as the rich, but which perish without use, if not sought for and cultivated. Thomas Jefferson, Notes on Virginia
  135. A hundred years from now it will not matter what my bank account was, the sort of house I lived in, or the kind of car I drove. But the world may be different, because I was important in the life of a child. -- Forest Witcraft"
  136. At times one remains faithful to a cause only because its opponents do not cease to be insipid. -- Friedrich Nietzsche
  137. Whoever fights monsters should see to it that in the process he doesn't become a monster. -- Friedrich Nietzsche
  138. Teachers open the door. You enter by yourself. -- Chinese Proverb
  139. Do not believe in anything simply because you have heard it. Do not believe in anything simply because it is spoken and rumored by many. Do not believe in anything simply because it is found written in your religious books. Do not believe in anything merely on the authority of your teachers and elders. Do not believe in traditions because they have been handed down for many generations. But after observation and analysis, when you find that anything agrees with reason and is conducive to the good and benefit of one and all, then accept it and live up to it. --The Buddha
  140. Children today are tyrants. They contradict their parents, gobble their food, and tyrannize their teachers. -- Socrates
  141. Many people would sooner die than think; In fact, they do so. -- Bertrand Russell
  142. It is unwise to be too sure of one's own wisdom. It is healthy to be reminded that the strongest might weaken and the wisest might err. -- Mahatma Gandhi
  143. We should take care not to make intellect our god; it has, of course, powerful muscles, but no personality. -- Albert Einstein
  144. We have excellent gifted programs in every school. The problem is that they are for athletes.-- Marvin R. Myers
  145. Education gives sobriety to the young, comfort to the old, riches to the poor and is an ornament to the rich. -- Diogenes
  146. Do not then train youth to learning by force or harshness, yet lead them to it by what amuses their mind so that you may discover the peculiar genius of each. -- Plato
  147. I do not give a damn for anyone who can only spell a word one way. -- Mark Twain
  148. I have no special talents. I am only passionately curious. -- Albert Einstein
  149. Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally. -- The Columbus Group, 1991
  150. When Alexander the Great visited Diogenes and asked whether he could do anything for the famed teacher, Diogenes replied: 'Only stand out of my light.' Perhaps some day we shall know how to heighten creativity. Until then, one of the best things we can do for creative men and women is to stand out of their light. -- John W. Gardner
  151. Good timber does not grow with ease; the stronger the wind, the stronger the trees -- J. Willard Marriott
  152. It is not the answer that enlightens, but the question. -- Eugene Ionesco Decouvertes
  153. The successful teacher is no longer on a height, pumping knowledge at high pressure into passive receptacles... -- Sir William Osler
  154. The aim of education should be to teach us rather how to think, than what to think - rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men. -- Bill Beattie
  155. Much education today is monumentally ineffective. All too often we are giving young people cut flowers when we should be teaching them to grow their own plants. -- John W. Gardner
  156. Too often we give children answers to remember rather than problems to solve. -- Roger Lewin
  157. The only person who is educated is the one who has learned how to learn... and change. -- Carl R. Rogers
  158. Education would be much more effective if its purpose was to ensure that by the time they leave school every boy and girl should know how much they do not know, and be imbued with a lifelong desire to know it. -- William Haley
  159. They say that we are better educated than our parents' generation. What they mean is that we go to school longer. It is not the same thing. -- Richard Yates
  160. The one real object of education is to have a man in the condition of continually asking questions. -- Bishop Mandell Creighton
  161. An education isn't how much you have committed to memory, or even how much you know. It's being able to differentiate between what you know and what you don't. -- Anatole France
  162. No man who worships education has got the best out of education... Without a gentle contempt for education no man's education is complete. -- Gilbert K. Chesterton
  163. The secret of education is respecting the pupil. -- Ralph Waldo Emerson
  164. If I ran a school, I'd give the average grade to the ones who gave me all the right answers, for being good parrots. I'd give the top grades to those who made a lot of mistakes and told me about them, and then told me what they learned from them. -- R. Buckminster Fuller
  165. I hear and I forget. I see and I remember. I do and I understand. -- Confucius
  166. Books fall open, you fall in, delighted where you've never been; hear voices not once heard before, reach world on world through door on door; find unexpected keys to things locked up beyond imaginings. What might you be, perhaps become, because one book is somewhere? Some wise delver into wisdom, wit, and wherewithal has written it. True books will venture, dare you out, whisper secrets, maybe shout across the gloom to you in need, who hanker for a book to read. -- David McCord
  167. We are tied down, all our days for the greater part of our days, to the commonplace. That is where with great thinkers, great literature helps. In their company we are still in the ordinary world, but it is the ordinary world transfigured and seen through the eyes of wisdom and genius. And some of their vision becomes our own." -- Sir Richard Livingstone
  168. My mind rebels at stagnation. Give me problems, give me work, give me the most abstruse cryptogram, or the most intricate analysis, and I am in my own proper atmosphere. I can dispense then with artificial stimulants. But I abhor the dull routine of existence. I crave for mental exaltation. -- Sir Arthur Conan Doyle
  169. When you appeal to the highest level of thinking, you get the highest level of performance. -- Jack Stack
  170. Great spirits have always found violent opposition from mediocrities. The latter cannot understand it when a man does not thoughtlessly submit to hereditary prejudices but honestly and courageously uses his intelligence. -- Albert Einstein
  171. Great minds discuss ideas, mediocre minds discuss events, small minds discuss personalities. -- Eleanor Roosevelt
  172. Strength of mind is exercise, not rest. -- Alexander Pope
  173. The more intelligent one is, the more men of originality one finds. Ordinary people find no difference between men. -- Blaise Pascal
  174. Curiosity is one of the most permanent and certain characteristics of a vigorous mind. -- Samuel Johnson
  175. We are faced with the paradoxical fact that education has become one of the chief obstacles to intelligence and freedom of thought. -- Bertrand A. Russell
  176. Spoon feeding in the long run teaches us nothing but the shape of the spoon. -- The Observer, 'Sayings of the Week,' October 7, 1951
  177. Merely to stuff the child with a lot of information, making him pass examinations, is the most unintelligent form of education. -- Jiddu Krishnamurti
  178. Man's mind, once stretched by a new idea, never regains its original dimensions. -- Oliver Wendell Holmes, Jr., American jurist
  179. Learning is not attained by chance. It must be sought for with ardor and attended to with diligence. -- Abigail Adams
  180. The road to wisdom? Well, it's plain and simple to express: Err and err and err again but less and less and less. -- Piet Hein
  181. All learning begins with the simple phrase, 'I don't know.' -- I don't know.
  182. To waken interest and kindle enthusiasm is the sure way to teach easily and successfully. -- Tyron Edwards
  183. To learn, you must want to be taught. -- Proverbs 12:1
  184. Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results. -- John Dewey
  185. A teacher is one who makes himself progressively unnecessary. -- Thomas Carruthers
  186. It is the mark of an educated mind to be able to entertain a thought without accepting it. -- Aristotle
  187. The kind of intelligence a genius has is a different sort of intelligence. The thinking of a genius does not proceed logically. It leaps with great ellipses. It pulls knowledge from God knows where. -- Dorothy Thompson
  188. The most extraordinary thing about a really good teacher is that he or she transcends accepted educational methods. Such methods are designed to help average teachers approximate the performance of good teachers. -- Margaret Mead
  189. Creativity is more than just being different. Anybody can play weird--that's easy. What's hard is to be as simple as Bach. Making the simple complicated is commonplace--making the complicated simple, awesomely simple--that's creativity. -- Charles Mingus (late American jazz composer and pianist)
  190. Many things can wait. Children cannot. Today their bones are being formed, their blood is being made, their senses are being developed. To them we cannot say "tomorrow." Their name is today. -- Gabriela Mistral (Chilean teacher 1899 - 1957)
  191. In teaching it is the method and not the content that is the message. -- Ashley Montague (b. 1905) (American anthropologist)
  192. To be conscious that you are ignorant is a great step to knowledge. -- Benjamin Disraeli (1804 - 1881)
  193. Unfortunately some people deny the fundamental role of acceleration in a program for the gifted. In so doing, they are in effect denying who and what defines the gifted at any stage of development - children who exhibit advanced intellectual development in one or more areas. -- Joyce VanTassel-Baska, 1992
  194. The truly creative mind in any field is no more than this: A human creature born abnormally, inhumanly sensitive.

    To him... a touch is a blow, a sound is a noise, a misfortune is a tragedy, a joy is an ecstasy, a friend is a lover, a lover is a god, and failure is death.

    Add to this cruelly delicate organism the overpowering necessity to create, create, create -- so that without the creating of music or poetry or books or buildings or something of meaning, his very breath is cut off from him. He must create, must pour out creation. By some strange, unknown, inward urgency he is not really alive unless he is creating. -- Pearl Buck

  195. Loneliness does not come from having no people about one, but from being unable to communicate to others the things that seem important to oneself, or from holding certain views which others find inadmissible . . . If a man knows more than others, he becomes lonely." -- Jung, 1989, p. 356
  196. Professor Julian Stanley and his colleagues at Johns Hopkins have suggested that mathematically precocious students are more significantly more likely to retain science and mathematics content accurately when it has been presented two to three times faster than the "normal" pace of a traditional mixed-ability class (Stanley, 1993).
    Further, Stanley has found that gifted students are significantly more likely to forget or mislearn science and mathematics content when they are forced to review and drill it more than two to three times. In other words, the constant repetition of the regular classroom, so necessary for mastery among the general population, is actually detrimental to long term storage and retrieval of technical content of gifted students. -- Karen Rogers
  197. [Professor Julian Stanley has found that gifted students are significantly more likely to forget or mislearn science and mathematics content when they are forced to review and drill it more than two to three times. In other words, the constant repetition of the regular classroom, so necessary for mastery among the general population, is actually detrimental to long term storage and retrieval of technical content of gifted students. -- Karen Rogers, Reforming Gifted Education: Matching the Program to the Child
  198. [Dean Kamen, whose dad was an artist for Mad Magazine, found himself at odds with his public school teachers in New York's Long Island because he noted that his wrong answers weren't really wrong.  For instance, when asked to select the word that didn't belong to the set "add, subtract, multiply, increase," Kamen might choose "add" because all the others had seven letters. -- Great Minds, Great Ideas, Newsweek, May 27, 2002, p.56.
  199. Mildly, moderately, highly and extraordinarily gifted children are as different from each other as mildly, moderately, severely and profoundly retarded children are from each other, but the differences among levels of giftedness are rarely recognized. -- Dr. Linda K. Silverman
  200. To understand highly gifted children it is essential to realize that, although they are children with the same basic needs as other children, they are very ifferent. Adults cannot ignore or gloss over their differences without doing serious damage to these children, for the differences will not go away or be outgrown. They affect almost every aspect of these children's intellectual and emotional lives. A microscope analogy is one useful way of understanding extreme intelligence. If we say that all people look at the world through a lens, with some lenses cloudy or distorted, some clear, and some magnified, we might say that gifted individuals view the world through a microscope lens and the highly gifted view it through an electron microscope. They see ordinary things in very different ways and often see what others simply cannot see. Although there are advantages to this heightened perception, there are disadvantages as well. -- Stephanie S. Tolan, Helping Your Highly Gifted Child
  201. If the respective experiences of Stephen Wolfram and Dean Kamen are any indication, hell on earth for a brilliant innovator is spelled s-c-h-o-o-l. -- Great Minds, Great Ideas, Newsweek, May 27, 2002, p.56.
  202. I insist thus emphatically on the importance of genius, and the necessity of allowing it to unfold itself freely both in thought and in practice, being well aware that no one will deny the position in theory, but knowing also that almost every one, in reality, is totally indifferent to it. People think genius a fine thing if it enables a man to write an exciting poem, or paint a picture. But in its true sense, that of originality in thought and action, though no one says that it is not a thing to be admired, nearly all, at heart, think that they can do very well without it. Unhappily this is too natural to be wondered at. Originality is the one thing which unoriginal minds cannot feel the use of. -- John Stuart Mill
  203. When a person teaches children - some of whom are more brilliant than others - and sees that it is disadvantageous for all of them to study together inasmuch as the brilliant children need a teacher for themselves alone, one should not keep quiet. One ought to say to the parents, "These children need a separate teacher," even if one loses by making the division. -- Judah the Pious, Book of the Pious, Section 823
  204. The intuitive mind is a sacred gift and the rational mind is a faithful servant. We have created a society that honors the servant and has forgotten the gift. -- Albert Einstein
  205. The important thing is not to stop questioning. Curiosity has its own reason for existing. One cannot help but be in awe when he contemplates the mysteries of eternity, of life, of the marvelous structure of reality. It is enough if one tries merely to comprehend a little of this mystery every day. Never lose a holy curiosity.  -- Albert Einstein
  206. The intuitive mind is a sacred gift and the rational mind is a faithful servant. We have created a society that honors the servant and has forgotten the gift. -- Albert Einstein
  207. I asked Mom if I was a gifted child. She said they certainly wouldn't have PAID for me. -- Calvin (Calvin & Hobbes)
  208. The worst form of inequality is to try to make unequal things equal. -- Aristotle
  209. What is necessary and sufficient for the nongifted is necessary but insufficient for the gifted, who need more and different learning experiences to match their potentials. --  A.J. Tannenbaum (Gifted Children: Psychological and Educational Perspectives, 1983)
  210. Do not train children to learning by force and harshness, but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the peculiar bent of the genius of each. -- Plato
  211. The highest result of education is tolerance. -- Helen Keller
  212. My heart is singing for joy this morning. A miracle has happened! The light of understanding has shone upon my little pupil's mind, and behold, all things are changed. -- Anne Sullivan
  213. Genius without education is like silver in the mine. -- Benjamin Franklin
  214. What we want is to see the child in pursuit of knowledge, and not knowledge in pursuit of the child. -- George Bernard Shaw
  215. Do not worry about your difficulties in mathematics. I can assure you that mine are still greater. -- Albert Einstein
  216. Until every gifted child can attend a school where the brightest are appropriately challenged in an environment with their intellectual peers, America can't claim that it's leaving no child behind. -- Jan and Bob Davidson with Laura Vanderkam, in Genius Denied
  217. Within the top 1% of the IQ distribution, then, there is at least as much spread of talent as there is in the entire range from the 1st to the 99th percentile. -- Hal Robinson, The uncommonly bright child
  218. SHOULD all kids do it? COULD all kids do it? WOULD all kids want to? If the answer to any of these questions is “yes” then it isn't differentiated. -- Harry Passow's test for a differentiated curriculum
  219. One's work may be finished some day, but one's education never. -- Alexander Dumas
  220. Education is a progressive discovery of our own ignorance. -- Will Durant
  221. Learning is not compulsory... neither is survival. -- W. Edwards Deming
  222. Nothing in education is so astonishing as the amount of ignorance it accumulates in the form of inert facts. -- Henry Brooks Adams
  223. Poor is the pupil who does not surpass his master. -- Leonardo da Vinci
  224. Education is what survives when what has been learnt has been forgotten. -- B. F. Skinner
  225. The function of education is to help you from childhood not to imitate anybody, but be yourself all the time. -- Jiddu Krishnamurti
  226. Learning without thought is labor lost; thought without learning is perilous. -- Confucius
  227. That is what learning is. You suddenly understand something you've understood all your life, but in a new way. -- Doris Lessing
  228. The man who doesn't read good books has no advantage over the man who can't read them. -- Mark Twain
  229. The books that help you the most are those which make you think the most. -- Theodore Parker
  230. Good schools, like good societies and good families, celebrate and cherish diversity. -- Deborah Meier
  231. They may forget what you said but they will never forget how you made them feel. -- Carl W. Buechner
  232. Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness, that most frightens us. We ask ourselves, "Who am I to be brilliant, gorgeous, talented, and fabulous?" Actually, who are you not to be? You are a child of God. Your playing small does not serve the world. There is nothing enlightened about shrinking so that other people won't feel insecure around you. We are born to make manifest the glory of God that is within us. It is not just in some of us. It is in everyone. And as we let our light shine, we give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others. -- Marianne Williamson
  233. All of us do not have equal talent, but all of us should have an equal opportunity to develop our talent. -- John F. Kennedy
  234. Most teachers waste their time by asking questions which are intended to discover what a pupil does not know whereas the true art of questioning has for its purpose to discover what the pupil knows or is capable of knowing. -- Albert Einstein
  235. It is our choices that show what we truly are, far more than our abilities. -- J.K. Rowling, in Chamber of Secrets
  236. Mom / Elasta-girl: "It's perfectly normal..." 
    Violet / daughter: "Normal? What do you know about normal? What does anybody in this family know about normal?" 
    Mom: "Now wait a minute young lady..." 
    Violet: "We act normal, mom. I want to be normal. The only normal one is Jack-Jack and he's not even toilet-trained!" -- The Incredibles
  237. Dad / Mr. Incredible: "It's psychotic.  They keep creating new ways to celebrate mediocrity, but if someone is genuinely exceptional..."
    Mom: "This is not about you, Bob."
    Dad: "You want to do something for Dash?  Then let him actually compete.  ... Becuase he'd be great!" -- The Incredibles
  238. There is physical and psychological pain in being thwarted, discouraged, and diminished as a person. To have ability, to feel power you are never allowed to use, can become traumatic. -- Genius Denied: How to Stop Wasting Our Brightest Young Minds, by Jan and Bob Davidson
  239. Still rarer is the man who thinks habitually, who applies reason, rather than habit pattern, to all his activity. Unless he masques himself, his is a dangerous life; he is regarded as queer, untrustworthy, subversive of public morals; he is a pink monkey among brown monkeys -- a fatal mistake. Unless the pink monkey can dye himself brown before he is caught. The brown monkey's instinct to kill is correct; such men are dangerous to all monkey customs. Rarest of all is the man who can and does reason at all times, quickly, accurately, inclusively, despite hope or fear or bodily distress, without egocentric bias or thalmic disturbance, with correct memory, with clear distinction between fact, assumption, and non-fact. -- Robert Heinlein in Gulf, a short story in Assignment in Eternity<

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