Scholastic Achievement Quotes

Here’s a bumper sticker I’d like to see: “We are the proud parents of a child who’s self-esteem is sufficient that he doesn’t need us promoting his minor scholastic achievements on the back of our car.

Equality doesn’t exist in nature and therefore can be established only by force. He who wants geographic equality has to dynamite mountains and fill up the valleys. To get a hedge of even height one has to apply pruning shears. To achieve equal scholastic levels in a school one would have to pressure certain students into extra hard work while holding back others.

cultivation of the hard skills, while failing to develop the moral and emotional faculties down below. Children are coached on how to jump through a thousand scholastic hoops. Yet by far the most important decisions they will make are about whom to marry and whom to befriend, what to love and what to despise, and how to control impulses. On these matters, they are almost entirely on their own. We are good at talking about material incentives, but bad about talking about emotions and intuitions. We are good at teaching technical skills, but when it comes to the most important things, like character, we have almost nothing to say.

He had the good memory which is more useful for scholastic achievement than mental power.

Many self-help teachers say that our schools only focus on “preparing today’s youths to get good jobs by developing scholastic skills.” They think that’s a bad thing. It’s probably the right thing. Not everyone is suited for entrepreneurship, as statistics seem to suggest. Even future entrepreneurs usually need to begin as employees to get their starting capital and to learn while they work.

Modern society has created a giant apparatus for the cultivation of the hard skills, while failing to develop the moral and emotional faculties down below. Children are coached on how to jump through a thousand scholastic hoops. Yet by far the most important decisions they will make are about whom to marry and whom to befriend, what to love and what to despise, and how to control impulses. On these matters, they are almost entirely on their own.

The story of The Rape of the Lock, sylphs and all, could have been told, though not so effectively, in prose. The Odyssey and the Comedy have something to say that could have been said well, though not equally well, without verse. Most of the qualities Aristotle demands of a tragedy could occur in a prose play. Poetry and prose, however different in language, overlapped, almost coincided, in content. But modern poetry, if it ‘says’ anything at all, if it aspires to ‘mean’ as well as to ‘be’, says what prose could not say in any fashion. To read the old poetry involved learning a slightly different language; to read the new involves the unmaking of your mind, the abandonment of all the logical and narrative connections which you use in reading prose or in conversation. You must achieve a trance-like condition in which images, associations, and sounds operate without these. Thus the common ground between poetry and any other use of words is reduced almost to zero. In that way poetry is now more quintessentially poetical than ever before; ‘purer’ in the negative sense. It not only does (like all good poetry) what prose can’t do: it deliberately refrains from doing anything that prose can do. Unfortunately, but inevitably, this process is accompanied by a steady diminution in the number of its readers. Some have blamed the poets for this, and some the people. I am not sure that there need be any question of blame. The more any instrument is refined and perfected for some particular function, the fewer those who have the skill, or the occasion, to handle it must of course become. Many use ordinary knives and few use surgeons’ scalpels. The scalpel is better for operations, but it is no good for anything else. Poetry confines itself more and more to what only poetry can do; but this turns out to be something which not many people want done. Nor, of course, could they receive it if they did. Modern poetry is too difficult for them. It is idle to complain; poetry so pure as this must be difficult. But neither must the poets complain if they are unread. When the art of reading poetry requires talents hardly less exalted than the art of writing it, readers cannot be much more numerous than poets. The explication of poetry is already well entrenched as a scholastic and academic exercise. The intention to keep it there, to make proficiency in it the indispensable qualification for white-collared jobs, and thus to secure for poets and their explicators a large and permanent (because a conscript) audience, is avowed. It may possibly succeed. Without coming home any more than it now does to the ‘business and bosoms’ of most men, poetry may, in this fashion, reign for a millennium; providing material for the explication which teachers will praise as an incomparable discipline and pupils will accept as a necessary moyen de parvenir. But this is speculation.

Non-rational creatures do not look before or after, but live in the animal eternity of a perpetual present; instinct is their animal grace and constant inspiration; and they are never tempted to live otherwise than in accord with their own animal dharma, or immanent law. Thanks to his reasoning powers and to the instrument of reason, language, man (in his merely human condition) lives nostalgically, apprehensively and hopefully in the past and future as well as in the present; has no instincts to tell him what to do; must rely on personal cleverness, rather than on inspiration from the divine Nature of Things; finds himself in a condition of chronic civil war between passion and prudence and, on a higher level of awareness and ethical sensibility, between egotism and dawning spirituality. But this "wearisome condition of humanity" is the indispensable prerequisite of enlightenment and deliverance. Man must live in time in order to be able to advance into eternity, no longer on the animal, but on the spiritual level; he must be conscious of himself as a separate ego in order to be able consciously to transcend separate selfhood; he must do battle with the lower self in older that he may become identified with that higher Self within him, which is akin to the divine Not-Self; and finally he must make use of his cleverness in order to pass beyond cleverness to the intellectual vision of Truth, the immediate, unitive knowledge of the divine Ground. Reason and its works "are not and cannot be a proximate means of union with God." The proximate means is "intellect," in the scholastic sense of the word, or spirit. In the last analysis the use and purpose of reason is to create the internal and external conditions favourable to its own transfiguration by and into spirit. It is the lamp by which it finds the way to go beyond itself. We see, then, that as a means to a proximate means to an End, discursive reasoning is of enormous value. But if, in our pride and madness, we treat it as a proximate means to the divine End (as so many religious people have done and still do), or if, denying the existence of an eternal End, we regard it as at once the means to Progress and its ever-receding goal in time, cleverness becomes the enemy, a source of spiritual blindness, moral evil and social disaster. At no period in history has cleverness been so highly valued or, in certain directions, so widely and efficiently trained as at the present time. And at no time have intellectual vision and spirituality been less esteemed, or the End to which they are proximate means less widely and less earnestly sought for. Because technology advances, we fancy that we are making corresponding progress all along the line; because we have considerable power over inanimate nature, we are convinced that we are the self-sufficient masters of our fate and captains of our souls; and because cleverness has given us technology and power, we believe, in spite of all the evidence to the contrary, that we have only to go on being yet cleverer in a yet more systematic way to achieve social order, international peace and personal happiness.

Mary’s Fingerprints The most significant era where her fingerprints have been left is medieval Europe. The word medieval today has many negative connotations; if something is medieval, it’s backward, crude, superstitious, and/or illogical. Most of this stems from modern faith in science and technology, which have mistakenly become the signs of progress and human achievement. While certainly we have much to be grateful for in regards to science and technology, Christians know that true faith isn’t in laws of nature but in the Lawgiver; it isn’t in the created but in the Creator. And no matter how rustic and backward medieval culture might be to some, there is much to be said about it and learned from it. Philosophy Medieval culture has the most to offer modernity in the realm of philosophy. The rigor, the tight arguments, and the demanding intellectual climate—like flint sharpening flint—resulted in mental giants who are head and shoulders above the rest of Western civilization. During the scholastic era, under the guidance of Our Lady Seat of Wisdom, Marian devotion flourished in the work of St. Albert the Great, St. Thomas Aquinas, St. Bonaventure, and Blessed Duns Scotus. In addition to their erudite treatises—which have been influencing theology, philosophy, and law ever since—these scholars emphasized the importance of Mary.

Conversely, the (social and individual) positive effect sizes for homework and scholastic achievement, calcium intake and bone mass, and self-examination and extent of breast cancer are actually smaller than the effect size for the adverse association of aggressive and antisocial behavior with exposure to violent television and film portrayals. Thus, the media effect sizes stand up quite well when compared with those for other effects whether the focus is on undesired or desirable outcomes.

Love had been conditional in our house. Growing up it was based on scholastic achievement. Ever since I got a job, it was based on money.

The crowd was there, thought Peter Keating, to see him graduate, and he tried to estimate the capacity of the hall. They knew of his scholastic record and no one would beat his record today. Oh, well, there was Shlinker. Shlinker had given him stiff competition, but he had beaten Shlinker this last year. He had worked like a dog, because he had wanted to beat Shlinker. He had no rivals today.... Then he felt suddenly as if something had fallen down, inside his throat, to his stomach, something cold and empty, a blank hole rolling down and leaving that feeling on its way: not a thought, just the hint of a question asking him whether he was really as great as this day would proclaim him to be. He looked for Shlinker in the crowd; he saw his yellow face and gold-rimmed glasses. He stared at Shlinker warmly, in relief, in reassurance, in gratitude. It was obvious that Shlinker could never hope to equal his own appearance or ability; he had nothing to doubt; he would always beat Shlinker and all the Shlinkers of the world; he would let no one achieve what he could not achieve. Let them all watch him. He would give them good reason to stare. He felt the hot breaths about him and the expectation, like a tonic. It was wonderful, thought Peter Keating, to be alive.

He held his head in the manner of one who takes his beauty for granted, but knows that others do not. He was Peter Keating, star student of Stanton, president of the student body, captain of the track team, member of the most important fraternity, voted the most popular man on the campus. The crowd was there, thought Peter Keating, to see him graduate, and he tried to estimate the capacity of the hall. They knew of his scholastic record and no one would beat his record today. Oh, well, there was Shlinker. Shlinker had given him stiff competition, but he had beaten Shlinker this last year. He had worked like a dog, because he had wanted to beat Shlinker. He had no rivals today.... Then he felt suddenly as if something had fallen down, inside his throat, to his stomach, something cold and empty, a blank hole rolling down and leaving that feeling on its way: not a thought, just the hint of a question asking him whether he was really as great as this day would proclaim him to be. He looked for Shlinker in the crowd; he saw his yellow face and gold-rimmed glasses. He stared at Shlinker warmly, in relief, in reassurance, in gratitude. It was obvious that Shlinker could never hope to equal his own appearance or ability; he had nothing to doubt; he would always beat Shlinker and all the Shlinkers of the world; he would let no one achieve what he could not achieve. Let them all watch him. He would give them good reason to stare. He felt the hot breaths about him and the expectation, like a tonic. It was wonderful, thought Peter Keating, to be alive.

In our opinion, the advantage of homeschooled children when it comes to scholastic achievement still stands – but its intensity and the areas in which it is manifested are related to the specific way homeschooling is carried out.

You might belong in Gryffindor, Where dwell the brave at heart, Their daring, nerve, and chivalry Set Gryffindors apart; You might belong in Hufflepuff, Where they are just and loyal, Those patient Hufflepuffs are true And unafraid of toil; Or yet in wise old Ravenclaw, If you’ve a ready mind, Where those of wit and learning, Will always find their kind; Or perhaps in Slytherin You’ll make your real friends, Those cunning folk use any means To achieve their ends.

Having redefined “success” as the achievement of dramatic technological progress and in general the manipulation of nature to achieve human ends, they essentially won a game the Scholastics were not trying to play in the first place.

Why, one may ask, should we care about erasing these gaps? And, in particular, why is it important that natural or scholastic understandings give way to disciplinary understandings? To my mind, the answer is simple: The understandings of the disciplines represent the most important cognitive achievements of human beings. It is necessary to come to know these understandings if we are to be fully human, to live in our time, to be able to understand it to the best of our abilities, and to build upon it. The five-year-old knows many things, but he cannot know what disciplinary experts have discovered over the centuries. Perhaps our daily lives might not be that different if we continue to believe that the world is flat, but such a belief makes it impossible for us to appreciate in any rounded way the nature of time, travel, weather, or seasons; the behaviors of objects; and the personal and cultural options open to us.

In the Gentile world, Bible translators have been overwhelmingly white, as is our guild. This means that until very recently, the Bibles that hold authority in my religious and academic worlds were produced by scholars who do not look like me, do not share my culture, and are part of a culture that has been openly hostile to the scholastic capacity, literary achievements, and even moral agency of my people.