Holt Quotes

Never regret. If it's good, it's wonderful. If it's bad, it's experience.

After... The seas have dried out The trains have come to a shrieking holt The hounds of the abyss cease to howl The prisons have closed their doors The pigs have no one to arrest except themselves The drugs no longer have an effect When it's all over All I'll remember is you

The true test of character is not how much we know how to do, but how we behave when we don't know what to do.

You do trust him, though, Giddon?" "Holt, who is stealing your sculptures and is of questionable mental health?" "Yes." "I trusted him five minutes ago. Now I'm at a bit of a loss." "Your opinion five minutes ago is good enough for me.

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.

When dark creeps in and eats the light, Bury your fears on Sorry Night. For in the winter's blackest hours, Comes the feasting of the Vours, No one can see it, the life they stole, Your body's here but not your soul...

I know a secret,and secrets breed paranoia.

If you dont know learn how to be scared, you'll never really learn how to be brave.

Telling lies is a bit like tiling bathrooms - if you don't know how to do it properly, it's best not to try.

To trust children we must first learn to trust ourselves...and most of us were taught as children that we could not be trusted.

We destroy the love of learning in children, which is so strong when they are small, by encouraging and compelling them to work for petty and contemptible rewards, gold stars, or papers marked 100 and tacked to the wall, or A's on report cards, or honor rolls, or dean's lists, or Phi Beta Kappa keys, in short, for the ignoble satisfaction of feeling that they are better than someone else.

We all have a dark side, Reggie. You. Me. The old lady down the street. Henry. Everyone. We make the choice not to embrace it, but the dark is there. It's always there. Inside us.

What is most important and valuable about the home as a base for children's growth into the world is not that it is a better school than the schools, but that it isn't a school at all.

No!" Amy said. "Dan, you're lucky it was only concussive. You could've wiped out the whole Holt family." "And that would've been bad because...?

To a very great degree, school is a place where children learn to be stupid.

Hey, guys,” I say as we stop in front of them. “Have a good summer?” “I had an awesome summer,” Jack says with his trademark smirk. “I got together with the ex-girlfriend I dumped more than a year ago because I’m a miserable fuck who never stopped pining for her. Oh, wait, that was you, Holt, wasn’t it?

I wanted to learn more of love- that is built not on the shifting sands of violent passion but on the steady rock of deep and abiding affection.

Just when you’ve squared up to the solemn realisation that life is a bitch, it turns round and does something nice, just to confuse you. - Emily Spitzer, The Better Mousetrap

What? Quinn's one of them? I just thought he was an a*shole!

If I had to make a general rule for living and working with children, it might be this: be wary of saying or doing anything to a child that you would not do to another adult, whose good opinion and affection you valued.

Human beings can get used to virtually anything, given plenty of time and no choice in the matter whatsoever.

We can best help children learn, not by deciding what we think they should learn and thinking of ingenious ways to teach it to them, but by making the world, as far as we can, accessible to them, paying serious attention to what they do, answering their questions -- if they have any -- and helping them explore the things they are most interested in.

Having just enough life to enjoy being dead.

Lusty blacksmiths and naughty princesses. Now that's scary

Surrender to your fear so you may triumph over it.

It's not that I feel that school is a good idea gone wrong, but a wrong idea from the word go. It's a nutty notion that we can have a place where nothing but learning happens, cut off from the rest of life.

If you don't learn how to be scared, you'll never really learn how to be brave.

The dark has teeth and it will bite, It feasts begins on Sorry Night. When cold and fear are intertwined, They'll chew up your heart and feed on your mind. Where have the souls gone? What do they see? The gateway to Hell's eternity.

Children learn from anything and everything they see. They learn wherever they are, not just in special learning places.

Als ik één ding kan is het liefhebben. Dat lijkt niet veel bijzonders, maar ik ben er trots op. Ik heb het geleerd zoals een zwerfhond leert zwemmen: omdat hij met de rest van de worp in een jutezak werd gepropt en in een snelstromende rivier is geworpen. Die ene die het tegen alle verwachtingen in gered heeft, dat ben ik. Met in mijn oren nog het gejank van degenen die het niet haalden, moest ik leren ergens van te houden. Ik ben niet onder gegaan. Ik heb de kant bereikt. Ik heb lief. Andere mensen dragen hun verdriet in hun hart. Ongezien holt dat hen vanbinnen uit. Het is mijn redding geweest dat ik mijn verdriet aan de buitenkant draag, waar het niemand kan ontgaan.

Not only had he lost the only girl he'd ever loved, he'd lost her in duplicate, like some heartbroken but highly efficient civil servant.

A child whose life is full of the threat and fear of punishment is locked into babyhood. There is no way for him to grow up, to learn to take responsibility for his life and acts. Most important of all, we should not assume that having to yield to the threat of our superior force is good for the child's character. It is never good for anyone's character.

We learn to do something by doing it. There is no other way.

If you didn't believe in the possibility, you wouldn't have challenged these creatures. And the minute you start to believe in something, it begins to have power over you.

After all, what else is scientific enquiry of any sort other than a controlled version of banging one's head against the universe until something gives?

Fear, boredom, and resistance--they all go to make what we call stupid children.

The biggest enemy to learning is the talking teacher.

Fear is the cancer

This idea that children won't learn without outside rewards and penalties, or in the debased jargon of the behaviorists, "positive and negative reinforcements," usually becomes a self-fulfilling prophecy. If we treat children long enough as if that were true, they will come to believe it is true. So many people have said to me, "If we didn't make children do things, they wouldn't do anything." Even worse, they say, "If I weren't made to do things, I wouldn't do anything." It is the creed of a slave.

Dear Cassandra, sometimes it’s not about trying to fix something that’s broken. Sometimes it’s about starting again and building something new. Something better.” He looks over at Holt, who’s stopped pacing and is staring at us. “It seems like the old foundation is still there. Use it.” He leaves and pats Holt on the shoulder as he passes. “I hope to see you on Monday, Mr. Holt.

We are born, we suffer, we love, we die, but the waves continue to beat upon the rocks; the seed time and the harvest come and go, but the earth remains.

Save the soul, kill the monster.

Mostly I sit at home in the evenings watching the box and hoping that one day I'll evolve into plankton.

Why do people take or keep their children out of school? Mostly for three reasons: they think that raising their children is their business not the government’s; they enjoy being with their children and watching and helping them learn, and don’t want to give that up to others; they want to keep them from being hurt, mentally, physically, and spiritually.

Whan that Aprill with his shoures soote The droghte of March hath perced to the roote, And bathed every veyne in switch licour Of which vertu engendred is the flour; Whan Zephirus eek with his sweete breeth Inspired hath in every holt and heeth The tendre croppes, and the yonge sonne Hath in the Ram his half cours yronne, And smale foweles maken melodye, That slepen al the nyght with open ye (So Priketh hem Nature in hir corages), Thanne longen folk to goon on pilgrimages, And palmeres for to seken straunge strondes, To ferne halwes, kowthe in sondry londes; And specially from every shires ende Of Engelond to Caunterbury they wende, The hooly blisful martir for to seke, That hem hath holpen whan that they were seeke

Suppose you turn your attention inward in search of this 'I'. You may encounter nothing more than an ever changing stream of consciousness, a flow of thoughts and feelings in which there is no real self to be discovered.

In 1921, a New York rabbi asked Einstein if he believed in God. "I believe in Spinoza's God," he answered, "who reveals himself in the orderly harmony of what exists, not in a God who concerns himself with the fates and actions of human beings.

Love is an optical illusion that makes you believe the object of your affection is the most beautiful person in the world.

Learning is not the product of teaching. Learning is the product of the activity of learners.

It is hard not to feel that there must be something very wrong with much of what we do in school, if we feel the need to worry so much about what many people call 'motivation'. A child has no stronger desire than to make sense of the world, to move freely in it, to do the things that he sees bigger people doing.

Over the years, I have noticed that the child who learns quickly is adventurous. She's ready to run risks. She approaches life with arms outspread. She wants to take it all in. She still has the desire of the very young child to make sense out of things. She's not concerned with concealing her ignorance or protecting herself. She's ready to expose herself to disappointment and defeat. She has a certain confidence. She expects to make sense out of things sooner or later. She has a kind of trust.

Any child who can spend an hour or two a day, or more if he wants, with adults that he likes, who are interested in the world and like to talk about it, will on most days learn far more from their talk than he would learn in a week of school.

It is not the teacher's proper task to be constantly testing and checking the understanding of the learner. That's the learner's task, and only the learner can do it. The teacher's job is to answer questions when learners ask them, or to try to help learners understand better when they ask for that help.

schools assume that children are not interested in learning and are not much good at it, that they will not learn unless made to, that they cannot learn unless shown how, and that the way to make them learn is to divide up the prescribed material into a sequence of tiny tasks to be mastered one at a time, each with it's approrpriate 'morsel' and 'shock.' And when this method doesn't work, the schools assume there is something wrong with the children -- something they must try to diagnose and treat.

There is much pain that is quite noiseless; and vibrations that make human agonies are often a mere whisper in the roar of hurrying existence. There are glances of hatred that stab and raise no cry of murder; robberies that leave man or woman forever beggared of peace and joy, yet kept secret by the sufferer—committed to no sound except that of low moans in the night, seen in no writing except that made on the face by the slow months of suppressed anguish and early morning tears. Many an inherited sorrow that has marred a life has been breathed into no human ear.

See, that's the problem. Love is an asshole. It doesn't care about people's plans. It's never convenient. It crawls inside of you at the most ridiculous times and makes you feel, whether you like it or not. And even long after the time when you should have learned to stop loving someone, it just keeps holding on to them. Doesn't it?

When children are very young, they have natural curiosities about the world and explore them, trying diligently to figure out what is real. As they become "producers " they fall away from exploration and start fishing for the right answers with little thought. They believe they must always be right, so they quickly forget mistakes and how these mistakes were made. They believe that the only good response from the teacher is "yes," and that a "no" is defeat.

And so we know the satisfaction of hate. We know the sweet joy of revenge. How it feels good to get even. Oh, that was a nice idea Jesus had. That was a pretty notion, but you can't love people who do evil. It's neither sensible or practical. It's not wise to the world to love people who do such terrible wrong. There is no way on earth we can love our enemies. They'll only do wickedness and hatefulness again. And worse, they'll think they can get away with this wickedness and evil, because they'll think we're weak and afraid. What would the world come to? But I want to say to you here on this hot July morning in Holt, what if Jesus wasn't kidding? What if he wasn't talking about some never-never land? What if he really did mean what he said two thousand years ago? What if he was thoroughly wise to the world and knew firsthand cruelty and wickedness and evil and hate? Knew it all so well from personal firsthand experience? And what if in spite of all that he knew, he still said love your enemies? Turn your cheek. Pray for those who misuse you. What if he meant every word of what he said? What then would the world come to? And what if we tried it? What if we said to our enemies: We are the most powerful nation on earth. We can destroy you. We can kill your children. We can make ruins of your cities and villages and when we're finished you won't even know how to look for the places where they used to be. We have the power to take away your water and to scorch your earth, to rob you of the very fundamentals of life. We can change the actual day into actual night. We can do these things to you. And more. But what if we say, Listen: Instead of any of these, we are going to give willingly and generously to you. We are going to spend the great American national treasure and the will and the human lives that we would have spent on destruction, and instead we are going to turn them all toward creation. We'll mend your roads and highways, expand your schools, modernize your wells and water supplies, save your ancient artifacts and art and culture, preserve your temples and mosques. In fact, we are going to love you. And again we say, no matter what has gone before, no matter what you've done: We are going to love you. We have set our hearts to it. We will treat you like brothers and sisters. We are going to turn our collective national cheek and present it to be stricken a second time, if need be, and offer it to you. Listen, we-- But then he was abruptly halted.

The idea of painless, nonthreatening coercion is an illusion. Fear is the inseparable companion of coercion, and its inescapable consequence. If you think it your duty to make children do what you want, whether they will or not, then it follows inexorably that you must make them afraid of what will happen to them if they don’t do what you want. You can do this in the old-fashioned way, openly and avowedly, with the threat of harsh words, infringement of liberty, or physical punishment. Or you can do it in the modern way, subtly, smoothly, quietly, by withholding the acceptance and approval which you and others have trained the children to depend on; or by making them feel that some retribution awaits them in the future, too vague to imagine but too implacable to escape.

For many years I have been asking myself why intelligent children act unintelligently at school. The simple answer is, "Because they're scared." I used to suspect that children's defeatism had something to do with their bad work in school, but I thought I could clear it away with hearty cries of "Onward! You can do it!" What I now see for the first time is the mechanism by which fear destroys intelligence, the way it affects a child's whole way of looking at, thinking about, and dealing with life. So we have two problems, not one: to stop children from being afraid, and then to break them of the bad thinking habits into which their fears have driven them. What is most surprising of all is how much fear there is in school. Why is so little said about it. Perhaps most people do not recognize fear in children when they see it. They can read the grossest signs of fear; they know what the trouble is when a child clings howling to his mother; but the subtler signs of fear escaping them. It is these signs, in children's faces, voices, and gestures, in their movements and ways of working, that tell me plainly that most children in school are scared most of the time, many of them very scared. Like good soldiers, they control their fears, live with them, and adjust themselves to them. But the trouble is, and here is a vital difference between school and war, that the adjustments children make to their fears are almost wholly bad, destructive of their intelligence and capacity. The scared fighter may be the best fighter, but the scared learner is always a poor learner.