fortune index all fortunes
|#4853||A book is the work of a mind, doing its work in the way that a mind deems|
best. That's dangerous. Is the work of some mere individual mind likely to
serve the aims of collectively accepted compromises, which are known in the
schools as 'standards'? Any mind that would audaciously put itself forth to
work all alone is surely a bad example for the students, and probably, if
not downright antisocial, at least a little off-center, self-indulgent,
elitist. ... It's just good pedagogy, therefore, to stay away from such
stuff, and use instead, if film-strips and rap-sessions must be
supplemented, 'texts,' selected, or prepared, or adapted, by real
professionals. Those texts are called 'reading material.' They are the
academic equivalent of the 'listening material' that fills waiting-rooms,
and the 'eating material' that you can buy in thousands of convenient eating
resource centers along the roads.
-- The Underground Grammarian
|#4854||A definition of teaching: casting fake pearls before real swine.|
-- Bill Cain, "Stand Up Tragedy"
|#4855||A fool's brain digests philosophy into folly, science into superstition, and|
art into pedantry. Hence University education.
-- G. B. Shaw
|#4856||A good question is never answered. It is not a bolt to be tightened|
into place but a seed to be planted and to bear more seed toward the
hope of greening the landscape of idea.
-- John Ciardi
|#4857||A grammarian's life is always in tense.|
|#4858||A great many people think they are thinking when they are merely|
rearranging their prejudices.
-- William James
|#4859||A mother mouse was taking her large brood for a stroll across the kitchen|
floor one day when the local cat, by a feat of stealth unusual even for
its species, managed to trap them in a corner. The children cowered,
terrified by this fearsome beast, plaintively crying, "Help, Mother!
Save us! Save us! We're scared, Mother!"
Mother Mouse, with the hopeless valor of a parent protecting its
children, turned with her teeth bared to the cat, towering huge above them,
and suddenly began to bark in a fashion that would have done any Doberman
proud. The startled cat fled in fear for its life.
As her grateful offspring flocked around her shouting "Oh, Mother,
you saved us!" and "Yay! You scared the cat away!" she turned to them
purposefully and declared, "You see how useful it is to know a second
|#4860||A Parable of Modern Research:|
Bob has lost his keys in a room which is dark except for one
brightly lit corner.
"Why are you looking under the light, you lost them in the dark!"
"I can only see here."
|#4861||A pencil with no point needs no eraser.|
|#4862|| A Plan for the Improvement of English Spelling|
by Mark Twain
For example, in Year 1 that useless letter "c" would be dropped
to be replased either by "k" or "s", and likewise "x" would no longer
be part of the alphabet. The only kase in which "c" would be retained
would be the "ch" formation, which will be dealt with later. Year 2
might reform "w" spelling, so that "which" and "one" would take the
same konsonant, wile Year 3 might well abolish "y" replasing it with
"i" and Iear 4 might fiks the "g/j" anomali wonse and for all.
Jenerally, then, the improvement would kontinue iear bai iear
with Iear 5 doing awai with useless double konsonants, and Iears 6-12
or so modifaiing vowlz and the rimeining voist and unvoist konsonants.
Bai Iear 15 or sou, it wud fainali bi posibl tu meik ius ov thi
ridandant letez "c", "y" and "x" -- bai now jast a memori in the maindz
ov ould doderez -- tu riplais "ch", "sh", and "th" rispektivli.
Fainali, xen, aafte sam 20 iers ov orxogrefkl riform, wi wud
hev a lojikl, kohirnt speling in ius xrewawt xe Ingliy-spiking werld.
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