QBE Quotes Book (August 2010 Edition)

What words could inspire teachers, parents and students
to transform our schools into “academies of the future”?

What innovative methods could teachers use if computers
took over instructing students in the basics of language
and math? These quotes will introduce you to new ways to
prepare students for the global economy.
Will Sutherland, founder of QBE Schools (Qualified By

Experience), was trained as a teacher at St Luke’s
College Exeter, majoring in Physical Education, Maths
and Education. He had sailed since he was 6, and
annually competed with his Father in the Enterprise UK
National championships. Being keen to get involved in
outdoor adventure sports he spent the last year at
college, white water canoeing, canoe surfing, climbing,
diving and sailing bigger boats.
He was responsible for Junior Expeditions at Aiglon College and served 16

years as Housemaster. He later achieved RYA Yachtmaster Instructor
(Ocean) status with a commercial ticket. He was retained by Cardiff Bay
Development Agency as their waters use expert and wrote the strategy that
aimed to regenerate the economy in and around Cardiff. Will has also been
working as a personal mentor to business leaders and has kept his eye on
educational developments whilst mentoring 6th form students during their ‘A’
Levels and on through college. He has recently opened a Sea School in
Dartmouth, Devon, UK.
Steve McCrea is a teacher in Fort Lauderdale and an advocate of using

video in the classroom. His channel (youtube.com/visualandactive)
documents ways that teachers can bring technology into the classroom.
A Book of Quotations 1
The QBE Book of
Quotations
for Students,
Parents, Principals
and Teachers
These quotations will introduce you to new ways to prepare

students for global competition and lifelong learning.
Introduction
A Word to the Reader
What slogans have inspired us? What quotes have stuck in

our collective consciousness? What
moved a nation or a Congress to change
direction?
A day that will live in infamy.

Franklin Roosevelt, 8 December 1941
I have a dream that my four little children will one day live in
a nation where they will not be judged by the color of their
skin but by the content of their character.
Martin Luther King, Jr., 28 August 1963
We choose to go to the moon. We choose to go to the moon

in this decade and do the other things, not because they are
easy, but because they are hard, ...because that challenge is
one that we are willing to accept, one we are unwilling to
postpone, and one which we intend to win.
John F. Kennedy, 12 September 1962
Each of these quotes came during times when a shift in

opinion was needed to support reform or a change in policy.
Among teachers and administrators, there are some

quotations that serve as proverbs -- wisdom to guide our
behavior:
“Students might forget what we taught them, but they will
always remember how we treated them.”
(often quoted in teachers' manuals)
“We are looking for a guide on the side, not a sage on the
stage.” (unclear who said it frst)
“I never let school get in the way of my education.”

(Mark Twain)
“We don't need no thought control.” (Pink Floyd)
In this small book you will fnd quotations that, if taken to

heart, could transform schools. These quotes could inspire
more enlightened procedures. Some of these statements
come from books by educational pioneers like Dennis Littky,
Howard Gardner and Thomas Hoerr.
We encourage you to do further reading. At the end of the

book, there is a list of links to youtube videos and websites
from which some of the quotes were excerpted.
Comments about each quote are intended to guide you

toward implementing reforms. If you are a parent, you have
the “power of one.” One parent can direct as much as
$5,000 away from a school that has not changed. One
parent can shift that money to a school that is a “school of
the future.”
This book could inspire thousands of parents to make the

switch. We hope you will be one of those pioneering parents
who invests in a school of the future.
Students: You, too, hold the power of reform in your
expectations. If you refuse to be bored, you can work with
your teachers to implement procedures given at
VisualAndActive.com and Metcenter.org and dozens of other
school-reform websites. The future is indeed in your
control.
Teachers: Yes, this book is a form of “priming” – if we read

a story with adjectives like “the old man” and “a dark day”
and “the twisted road,”our bodies stifen and are less relaxed
than when we read a story about “a sunny day” and “a young
man walked next to the wheat feld, whistling.” These
quotes are “priming the pump” to prepare you for a diferent
kind of classroom work.
Mentors: Students need an array of adults who “know them,

look out for them and push them to succeed.” You are a
mentor about something and there are students ready for
your guidance. Pick up the phone, send an email message or
visit a school and meet with teachers. Ask how you can use
your experience to guide the next generation.
Send us your recommendations and comments for the next

edition.
Will Sutherland Steve McCrea
August 2010
Action
In order that Evil shall triumph, it is sufcient that Good Men
do nothing. Edmund Burke
Authentic Work
The best way to prepare [to be a programmer] is to write
programs, and to study great programs that other people
have written. In my case, I went to the garbage cans at the
Computer Science Center and fshed out listings of their
operating system. Bill Gates
Comment: Dennis Littky (bigpicture.org) writes about the

importance of making work “real” and so his students go on
Internships, spending two days of the week shadowing
mentors.
Be Yourself
Courage doesn't always road. Sometimes courage is the quiet
voice at the end of the day saying, “I will try again tomorrow.”
Mary Anne Radmacher
Be who you are and say what you feel because those who
mind don't matter and those who matter don't mind.
Dr. Seuss
Belief systems
School is the advertising agency which makes you believe
that you need the society as it is. Ivan Illich
Boredom
School days are the unhappiest in the whole span of human
existence. They are full of dull, unintelligible tasks, new and
unpleasant ordinances, with brutal violations of common
sense and common decency. Henry Louis Menken
Comment: Not at QBE Schools.
School sucks. Dr. Tae, in a youtube talk to students
To sentence a man of true genius to the drudgery of a school

is to put a racehorse on a treadmill. Samuel Coleridge
Bullying, Ageism, Racism
I never learned hate at home, or shame. I had to go to school
for that. Dick Gregory
quotesea.com/quotes/with/bullying
Traditional Approaches to Bullying

It's getting to the students who are being bulled and those
who are doing the bullying. If you can eliminate either group
– if those who are being bullied can stand up for themselves
or the teasing stops – the oppression will end. Sasha
Neumann
Comment: Yes, that is a traditional way of handling bullies.

Has something happened? “Eliminate either group”? Great,
just keep the groups apart? Come on, administrators!
There is a better way.
Here is a powerful story, told by a student who attended a

boarding school:
In my first term at Aiglon, I shared a room with another boy, on the top
floor of Clairmont. There was a very nervous boy who occupied a single
room on the same floor. My roommate and I had been teasing him with a
silly made-up story about there being the ghost of a boy who had died of
an asthmatic attack in that very room, and that his ghost resided in a
water tank in the room and came out to haunt the room periodically. I
concocted a story about how the dead boy had had a club foot, and that
when his ghost appeared, "You can hear him wheezing and clumping and
scraping his club foot down the hallway at night.” My roommate and I
then conspired so that one night, one of us made the clumping and
scraping noises down the hallway at about 2 a.m., and the other
attempted to enter the boy's room with a bed sheet over his head,
wheezing and moaning. It was very funny and my roommate and I were
laughing hugely about it afterwards.
But then Christopher Reynolds, the house, took me aside the next day
and told me to put an end to this and made me see that what I thought
was teasing and joking around was psychological bullying and that it
could make the victim's life a misery. He made it clear that there was no
place for bullying in the school and that if I kept it up, then they would
have to consider asking me to leave.
That hit me hard because there was no way I had intended to bully the
boy - I already knew that I detested bullies. I subsequently apologised to
him for the teasing, and also made a special effort to be friendly and
helpful towards him henceforth. He developed a trust in me such that,
when I became a prefect, he would sometimes come to me for advice or
help if he was being bullied by other boys (he was a natural victim). But
the thing is, CR's approach - the school's approach - was to help the
individual student to nurture the positive and push out the negative
aspects in their own behaviours.
Comment: This story explains why bullying is less about

vigilant and forceful adult control of the situation and more
about “listening to the bullies and fnding the right
relationship to reach the bullies.”
Gossip harms relationships and that's why it's bad. While we

all do it at times, there's a point where it crosses the line and
becomes bullying if it damages friendships and causes
people to dislike someone. Rachel Simmons
Computer-Assisted Instruction (CAI)

Part of the management system is administrative, part is the
CAI component, and lastly, the management system needs to
record and refect the student’s learnings in non-CAI
instruction (‘student portfolios’). The CAI component must
be self-correcting and use artifcial intelligence so that the
component improves as more students utilize the program
for English and Math. Teacher training is critical and must be
done during the summer prior to implementation.
To learn more, go to TheStudentIsTheClass.com
A. Fischler
Curiosity
"See that bird?” my dad asked. “What kind of a bird is that?"
And I said, "I haven't the slightest idea." He said, "It's a
brown throated thrush. In Italian it is a -------; in
Portuguese it is called a ------; in Japanese, they say
-------. Now, you know in many languages the name of
that bird and yet you know absolutely nothing whatever
about the bird. You only know about humans in diferent
places and what they call the bird. Now, let's look at the
bird." Richard Feynman
Curriculum
Given the widening array of possibilities, there’s no reason
that every child must master the sciences, algebra, geometry,
biology, or any of the rest of the standard high school
curriculum that has barely changed in half a century.
Robert Reich, Secretary of Labor (Clinton Administration)
Deschooling
Everywhere the hidden curriculum of schooling initiates the
citizen to the myth that bureaucracies guided by scientifc
knowledge are efcient and benevolent. Everywhere this
same curriculum instills in the pupil the myth that increased
production will provide a better life. And everywhere it
develops the habit of self-defeating consumption of services
and alienating production, the tolerance for institutional
dependence, and the recognition of institutional rankings.
The hidden curriculum of school does all this in spite of
contrary eforts undertaken by teachers and no matter what
ideology prevails. Ivan Illich, Deschooling Society
ecobooks.com/books/deschooling.htm Complete text:
preservenet.com/theory/Illich/Deschooling/intro.html
Comment: Ivan Illich introduced millions to the verb

deschooling. Brilliant analysis.
Difcult Work
I would say to the House, as I said to those who have joined
this government: "I have nothing to ofer but blood, toil,
tears and sweat." … We have before us an ordeal of the
most grievous kind. We have before us many, many long
months of struggle and of sufering. Winston Churchill,
First Speech as Prime Minister May 13, 1940 to House of
Commons.
Teachers say that they're spending too much time working.

If this is going to be a special place, they're going to HAVE to
work. What do they think, that this is just going to happen?
Littky, journal entry, p. 175 in Doc.
We have a long struggle ahead of us. I feel the most

resistance from staf. This school is going to take more of
your time than a regular school. It will be a great school, not
a regular school. Let's get excited about meeting with
parents and discussing their children. Let's take it as a
challenge to see how many we can get to come in. I ask that
people have a positive attitude about solving any problem
that arises. If we don't have this attitude, we should not be
educating our youth. Littky, p. 175 in Doc, memo to staf.
Comment: The work ahead is indeed difcult. We can take

some inspiration from Churchill and commit ourselves to the
next generation. Littky's journal entry and memo to staf
indicate the importance of investing time to get the results
we all want.
Digital Education
[Schools] can embrace digital solutions—such as online
courses and independent studies—to replace face-to-face
courses cut during difcult budget times. In addition,
tutoring companies will perfect their ability to deliver help to
struggling kids digitally.
To help teachers cope with these changes, universities will
need to redesign teacher preparation programs
to emphasize how to diferentiate instruction for
students. State curriculum committees must redesign
standards documents to make them more fexible, and
policymakers must redesign teacher evaluation programs to
reward innovative educators who create individualized
learning environments for students.
...[T]he work of the classroom teacher will change
drastically. Instead of leading groups through standalone
lessons, teachers will increasingly match individuals with
learning solutions aligned with their interests and
abilities. Content will be packaged and delivered
asynchronously, allowing students to work independently
and revisit lessons as needed. Face-to-face experiences
will be combined with digital interactions; geographic
boundaries between teachers and students—as well as
between learners—will become increasingly irrelevant.
Ferriter, William M. “Preparing to Teach Digitally,”
Comment: Ferriter has described how Computer Assisted

Instruction can seamlessly integrate with group learning
(lecturing or discussions led by the facilitator) and with
mentoring by Skype.
Dropouts
See School Leavers
Edu-Preneuring
The blog called edReformer.com has one big goal: catalyze
talent and investment to produce and scale learning
innovation. Here’s the logic chain behind that goal:
1. Excellence and equity in education is the most important

issue for the American economy and society–even more so
for developing economies.
2. Expanding access to high quality learning experiences

requires innovation particularly new learning tools and
formats
3. Learning online holds great promise for improved

productivity and expanded access–personalized digital
learning and schools that blend the best of online and onsite
learning have the potential to close the global secondary gap
(i.e., limited access to college/careers for low income
students).
4. Producing and scaling innovation requires focused

investment suggesting an important and complementary role
for the private sector; most important advances will be the
result of public-private partnerships.
5. Expanding opportunities for education entrepreneurs and

the ability to approach old problems in new ways requires
new advocacy strategies, particularly the use of new media.
We’re more a Views site than a News site, although it will

increasingly be a great source of what’s happening in the
edu-innovation space. EdBase will soon be the best resource
for information about edupreneurs and folks supporting their
success. We interview edupreneurs and invite guest bloggers
to lift the voice of people creating the future of learning.
EdReformer is becoming a community. We’ll add new ways

for you to connect with each other. Together we can help
more kids connect with viable life options by learning more,
cheaper, and faster than ever before. Tom Vander Ark
EdReformer.com “The Logic Behind edReformer”
Comments: The term “edu-preneur” was coined by Tom

vander Ark. His blog inspires us at QBE Schools to move
ahead with an entrepreneurial mindset. Students are
potential independent contractors. Local residents are
potential mentors.
We are "edu-tainers"
The "back to basics" movement and the focus on
standardized tests ("drill-and-kill") have brutalized schools.
The students aren't having fun, the teachers aren't having
fun. There is another way. Dennis Yuzenas
Exhibitions
In a Glasser Quality School there is no such thing as a closed
book test. Students are told to get out their notes and open
their books. There is no such thing as being forbidden to ask
the teacher or another student for help. William Glasser
Extra Efort
What we are doing is just a drop in the ocean. But the ocean
would be less because of that missing drop. Mother Theresa
Future
We are now at a point where we must educate our children in
what no one knew yesterday, and prepare our schools for
what no one knows yet. Margaret Mead
Comment: This is the basic argument that Dr. Abraham

Fischler makes in his blog, TheStudentIsTheClass.com: We
need fexibility. Robert Reich's comment (under Curriculum)
applies here, too, and should be on every principal's wall.
Goals
We should develop students who know how to:
identify problems,
use their intelligences to solve problems and create
products,
demonstrate their understanding in a variety of ways, and
work with others.
Educators should:
personalize education and work to individualize instruction;
enable students to develop and use their areas of strength;
view students' parents as partners and educate them, too;
ofer an environment that supports faculty growth; and
demonstrate that students are prepared for the future.
Becoming a Multiple Intelligences School
Thomas Hoerr, director of NewCitySchool.org
Individualized Learning
State curriculum committees must redesign standards
documents to make them more fexible, and policymakers
must redesign teacher evaluation programs to reward
innovative educators who create individualized learning
environments for students. Ferriter, William M. “Preparing
to Teach Digitally”
Innovations
Educational innovators still assume that educational
institutions function like funnels for the programs they
package. Education is assumed to be the result of an
institutional process managed by the educator. As long as
the relations continue to be those between a supplier and a
consumer, educational research will remain a circular
process. It will amass scientifc evidence in support of the
need for more educational packages and for their more
deadly accurate delivery to the individual customer, just as a
certain brand of social science can prove the need for the
delivery of more military treatment. Ivan Illich, Deschooling
Society, p. 69
Internships
On Career Day in high school, you don't walk around looking
for the cartoon guy. Gary Larson
Journals and Diaries

When I was still in prep school - 14, 15 - I started keeping
notebooks, journals. I started writing, almost like landscape
drawing or life drawing. I never kept a diary, I never wrote
about my day and what happened to me, but I described
things. John Irving
Knowledge
You can acquire a lot of knowledge without ever going to
school. William Glasser
Life Lessons
The diference between school and life? In school, you're
taught a lesson and then given a test. In life, you're given a
test that teaches you a lesson. Tom Bodett
Lifelong Learning
School divides life into two segments, which are increasingly
of comparable length. As much as anything else, schooling
implies custodial care for persons who are declared
undesirable elsewhere by the simple fact that a school has
been built to serve them. Ivan Illich
Memorization
Give 21st Century Students Time to Understand
We can all agree that it is important for students to graduate
from high school. However, what happens when “graduating”
from high school does not necessarily represent an
understanding of the basic skills needed in college and the
workplace? More than half of the students entering public
colleges and universities in Florida need remedial classes in
math, reading, and writing prior to starting their college
classes. The problem is NOT the amount of money we are
putting into our public schools; rather, the structure and
curriculum of public education needs reform. Memorizing
information for the FCAT or College Placement Test is not
going to equip students with the skills needed for the 21st
century.
Students need to learn to analyze, understand, and explain

rather than memorize, recite, and regurgitate facts and
information. A student cannot be expected to master division
if he or she does not know what dividing numbers truly
means. Subjects—particularly reading and math—need to be
taught on a student’s individual timeframe. Learning should
be measured against each student’s past markers of
progress. We must enable students to learn at varying
rates so they come to understand and analyze information in
a way that is useful and accessible both to them personally
and for the 21st century. We must change our expectations
about time and make conceptual understanding (not rote
repetition) our frst priority. A. Fischler
Comment: Dr. Fischler's observation is crucial to the success

of independent schools. Asking students to move “at their
own pace” ofers opportunities for students to mature and
take on more responsibility for their learning.
Mission of Schools
If the school sends out children with a desire for knowledge
and some idea of how to acquire and use it, it will have done
its work. Richard Livingstone
Negotiation
William Glasser defned teaching as curriculum, instruction
and assessment. Many teachers believe that they need to
control the method and testing. Other teachers, including
me, negotiate with their students what they will learn, when
they will learn it and how we will check that they have
learned it. Dennis Yuzenas
Nerds
Be nice to nerds. Chances are you'll end up working for one.
Bill Gates
Parents
I have been taking my sons and daughter to work with me for
well over 10 years. The greatest parts of the day have been
having your children interact with coworkers, for them to see
you in a diferent environment, and to understand how kind
and patient so many people are in a working environment. It
helps them form opinions on the type of work they are
interested in. With one son entering college, I can see that
he is leaning towards the types of interactions he has had
over the years that most stimulated him (both social and
technological). I think this is an experience that every
Father, Mother, Son, and Daughter should experience.
Alan Klayman, Founder of the MyIncomeStrategy.com®
program
With more and more mothers working outside the home, we

are fnding that the amount of quality time they have to
spend with their children is less and less. ‘Take Our
Daughters and Sons to Work Day’ is a vital initiative because
it promotes parent-child bonding on yet another level. By
afording our children the opportunity to experience our
careers, we are providing them with an immediate
educational experience, as well as the possibility of fostering
long-term goals and motivation. It was while experiencing
my capable, educated mother's struggle as a secretary to
gain respect in a male-dominated corporate environment
that I realized I wanted to learn about the psychology behind
the choices men and women make in terms of their courses
of study after high school. It was after a ‘Take Your Daughter
to Work Day’ that I realized I had to become a school
psychologist. Nadine O'Reilly, M.A., school psychologist
Patriot's Duty: School Reform
I wonder if 200 years ahead,
if we will ride or if we'll stay in bed.
If faith and freedom within die
and then we hear that midnight cry
and the hoofbeats across the moonlit sky
Will we ride with Paul Revere?
Up With People, choir
Passion
Until we fnd the child’s passion, it’s just school. When the child
fnds his passion, we teach to that passion. We can fnd
internships for high school students: Kids say, “I love this
internship!” Dennis Littky
Comment: Littky's interview on National Public radio in 2005

showed how smaller schools can get better results.
Persistence
Never give in -- never, never, never, never -- in nothing
great or small, large or petty, never give in except to
convictions of honour and good sense. Never yield to force;
never yield to the apparently overwhelming might of the
enemy.
Sir Winston Churchill, Speech, 1941, Harrow School
Positive Thinking
Whatsoever things are true,
Whatsoever things are honest,
Whatsoever things are just,
Whatsoever things are pure,
Whatsoever things are lovely,
Whatsoever things are of good report,
Think on these things.
Philippians 4:8
The Importance of Quotations

See the last quote of this book
The Power of Quotations

Oprah says she's lived her life by quotations and sayings.
To celebrate her magazine's 10th anniversary, the editors
compiled a collection of insightful quotes drawn from the
magazine's frst decade. oprah.com/omagazine/Os-Words-
That-Matter-Inspirational-Quotes
Reading
Children should learn that reading is pleasure, not just
something that teachers make you do in school. Beverly
Cleary
Reform
Any attempt to reform the university without attending to the
system of which it is an integral part is like trying to do
urban renewal in New York City from the twelfth story up.
Ivan Illich
Comment: This is precisely the point that Dr. Fischler makes

in his frst blog entry. His proposal for a K-12 innovation
zone will indeed provide the foundation of reform in
university studies.
Relationships
What students lack in school is an intellectual relationship or
conversation with the teacher. William Glasser
Comment: When a student from Germany saw this quote,

the reaction was, “That couldn't happen in Germany. We
have strict rules about contact between teachers and
students.” I explained that Littky and Glasser are talking
about other kids of relationships … but the student doesn't
see the procedure of relationship-building beginning
anytime soon in his near future.
Relevance
I was a small boy and my father used to read to me from an
encyclopedia. One day we read about dinosaurs and the
book said that the dinosaur was twenty-fve feet high with a
head six feet across. "Let's see what that means. That would
mean that if he stood in our front yard, he would be high
enough to put his head through the third-story window but
not quite because his head would be a little bit too wide."
Richard Feynman
Responsibility for Learning

“Measures of understanding” may seem demanding,
particularly in contract to current, often superfcial, eforts to
measure what students know and are able to do. And,
indeed, recourse to performing one’s understanding is likely
to stress students, teachers, and parents, who have grown
accustomed to traditional ways of doing (or NOT doing)
things. Nonetheless, a performance approach to
understanding is justifed. Instead of mastering content, one
thinks about the reason why a particular content is being
taught and how best to display one’s comprehension of this
content in a publicly accessible way. When students realize
they will have to apply knowledge and demonstrate insights
in a public form, they assume a more active stance to the
material, seeking to exercise their “performance muscles”
whenever possible.
Howard Gardner, Intelligence Reframed
School
Going to school does not make a person educated, any more
than going to a garage makes a person a car.
Anonymous
School Leavers / Drop Outs

I left Scotland when I was 16 because I had no qualifcations
for anything but to join the Navy, having left school at 13.
Sean Connery
Other Dropouts
Richard Branson
Bill Gates
Steve Jobs
Larry Ellison
Trust in Something
It was impossible to connect the dots looking forward when I
was in college, but it was very, very clear looking backwards
10 years later. Again, you can't connect the dots looking
forward. You can only connect them looking backwards, so
you have to trust that the dots will somehow connect in your
future. You have to trust in something--your gut, destiny,
life, karma, whatever--because believing that the dots will
connect down the road will give you the confdence to follow
your heart, even when it leads you of the well-worn path,
and that will make all the diference.
Steve Jobs, Stanford Commencement Speech, 2005
Small Schools
The frst R is Rigor – making sure all students are given a
challenging curriculum that prepares them for college or
work. The second R is Relevance – making sure kids have
courses and projects that clearly relate to their lives and their
goals. The third R is Relationships – making sure kids have
a number of adults who know them, look out for them, and
push them to achieve. The three Rs are almost always easier
to promote in smaller schools. ... Students in smaller
schools are more motivated, have higher attendance rates,
feel safer, and graduate and attend college in higher
numbers. Bill Gates, National High School Summit, 2005
Sports
In high school, in sport, I had a coach who told me I was
much better than I thought I was, and would make me do
more in a positive sense. He was the frst person who taught
me not to be afraid of failure. Mike Kryzewski
Stagnation
Together we have come to realize that for most men, the
right to learn is curtailed buy the obligation to attend school.
Ivan Illich
The Importance of Sports

Growing up, if I hadn't had sports, I don't know where I'd be.
God only knows what street corners I'd have been standing
on and God only knows what I'd have been doing, but
instead I played hockey and went to school and stayed out of
trouble. Bobby Orr
Success
Running a school where the students all succeed, even if
some students have to help others to make the grade, is
good preparation for democracy. William Glasser
Surrender
We shall not fag or fail. We shall go on to the end. We shall
fght in France, we shall fght on the seas and oceans, we
shall fght with growing confdence and growing strength in
the air, we shall defend our island, whatever the cost may be.
We shall fght on the beaches, we shall fght on the landing
grounds, we shall fght in the felds and in the streets, we
shall fght in the hills; we shall never surrender,
Winston Churchill, to the House of Commons of the British
Parliament on 4 June 1940.
Comment: Parents and teachers ought to feel the same

importance as people did when they heard or read these
words. The time is now. We cannot surrender to the forces
of inertia. Churchill's words will inspire parents to band
together and say, “We will fght for students in PTO
meetings, in one-on-one interactions with teachers and
administrators, we will organize parents and inspire them
with words” – including the abridged digital version of this
book of quotations, available on scribd.com, and the audio
book on YouTube.
Teachers
Unfortunately, to most people, teaching is the giving of
knowledge. What are you going to tell the students? What is
your expertise? But teaching is really about bringing out
what's already inside people. Dennis Littky
Technology
What you are seeing is the state school tuitions go up.
California being a strong case of that, but that's broadly
across the United States with the exception of four or fve
states. If you go way back into the '60s and '70s, most places
had truly free [college education]. It just puts pressure on
for innovation. Thank goodness there is a way to get
innovation, hopefully in the personnel system, but also in
[online education].
If you take K-12, online can have some impact there. There's
people like Rocketship, a charter that is trying to mix in
online so they can have more efcient teaching. The role of
online in K-12, I hope we can prove that out, but there it's
the teacher efectiveness that is probably the biggest thing.
If you move up to college level, the online thing can be
absolutely phenomenal because students are more mature,
motivated, involved in things. Because that piece can be done
without any political complexity, I'm a little more sure that
we'll drive a lot of efciency in what college learning morphs
into than K-12. Bill Gates, interview on Cnet.com
Tests
Multiple Intelligences is most usefully invoked in the service
of two educational goals. The frst is to help students
achieve certain valued adult roles or end-states. If one
wants everyone to be able to engage in artistic activities, it
makes sense to develop linguistic intelligence for the poet,
spatial intelligence for the graphic artist and sculptor,
movement intelligence for the dancer and musical
intelligence for the composer. If we want everyone to be
civil, then it is important to develop the personal
intelligences.
The second goal is to help students master certain curricular

materials. Students might be encouraged to take a course in
biology so as to better understand the development of the
living world. If individuals indeed have diferent kinds of
minds, with varied strengths, interests and strategies, then it
is worth considering whether pivotal curricular materials like
biology could be taught AND ASSESSED in a variety of ways.
Howard Gardner, Intelligence Reframed, p. 167 (emphasis
added).
Time
There are only two places in the world where time takes
precedence over the job to be done. School and prison.
William Glasser
Time is Irreversible
Think ahead. Follow your gut. Gabriel Serrao Mazzei
Time Must Be A Variable For Student Success

Nowhere in my readings have I found encouragement and
funds to reward systems that are trying to build an
educational environment based on students’ mastery and
making time a variable. As long as time is fxed, then
student progress is what is variable within the fxed time
frame. Thus, 30% of the student population is punished
through failures.
If we moved in core areas - mainly English and Math - to

Computer Based Learning ("CBL" or Computer Assisted
Instruction “CAI”), the student becomes the class and each
student is given time to master the materials. Further, what
is learned becomes a tool for future learning. In science and
social studies, projects that are meaningful to students can
be agreed and assigned. Small groups then may use
technology for research purposes as well as to make
powerpoint presentations to fellow students. This
transformation cannot be done without the community,
without curriculum design and without teachers who are
trained to utilize the environment correctly. A. Fischler
Traditional Views of Education

The ultimate goal of the educational system is to shift to the
individual the burden of pursing his own education. This will
not be a widely shared pursuit until we get over our odd
conviction that education is what goes on in school buildings
and nowhere else. John W. Gardner
We don't need no education

We don’t need no thought control
No dark sarcasm in the classroom
Teachers leave them kids alone
Hey! Teacher! Leave them kids alone!
All in all it's just another brick in the wall.
All in all you're just another brick in the wall.
Pink Floyd (lyrics, The Wall)
Trust
Trust. Truth. No Put-downs.
Active Listening. Personal Best.
Seen at New City School in St. Louis, Mo.
COMMENT: The word “trust” is starkly diferent from the

words used by the rock group Pink Floyd in their classic
album “The Dark Side of the Moon.” How many millions of
teenagers have nodded fercely to this melody?
Understanding, Performances of
When it comes to probing a student’s understanding of
evolution, the shrewd pedagogue looks beyond the mastery
of dictionary defnitions or the recitation of textbook
examples. A student demonstrates or “performs” his
understanding when he can examine a range of species
found in diferent ecological niches and speculate about the
reasons for their particular ensemble of traits. A student
performs her understanding of the Holocaust when she can
compare events in a Nazi concentration camp to such
contemporary genocidal events as those in Bosnia, Kosovo or
Rwanda in the 1990s.
Howard Gardner, Intelligence Reframed
COMMENT: While many educational administrators can

recite Gardner's work describing various types of
intelligence, few know of his stance on how the intelligences
might be evaluated. Gardner acknowledges that testing
might indeed be more expensive if portfolios and other
alternatives to the written test are used (see “Testing”).
Visual Learning
Movies, soap operas, TV shows and radio shows are competing for
the minds of our young people. If we are going to have a chance
at educating them, we need to use the same methods -- audio
and visual. Paul A. Wagner (president of Rollins College) in
Collier's Magazine, 1949
Who's in charge?
It's all about control. Many teachers are afraid to share the
control of the class with their students. Or they just like
being in control. I fnd it's just easier to put students in
charge. The less I control, the more the students take
responsibility for their learning, and there are fewer
disciplinary issues. The students want to spend their class
time doing things that they like to do. My job is facilitating
and guiding them closer to the parts of the curriculum that
make sense for each individual. Dennis Yuzenas
World View
Is the rich world aware of how four billion of the six billion
live? If we were aware, we would want to help out, we'd want
to get involved. Bill Gates
About the Editors of this book
Will Sutherland was trained as a
teacher at St Luke’s College Exeter,
majoring in Physical Education, Maths
and Education. Having played rugby at
county level he played for the College
during his frst 2 years. He had sailed
since he was 6, and annually competed with his Father in the
Enterprise UK National championships. Being keen to get
involved in outdoor adventure sports he spent the last year
at college, white water canoeing, canoe surfng, climbing,
diving and sailing bigger boats.
It was whilst learning to ice climb on Ben Nevis that he
realized he had to learn to ski in order to access ice climbs in
the Alps. He meet JC and hence ended up in Switzerland at
Aiglon for one year to learn to ski whilst teaching maths and
being responsible for Junior Expeditions.
He eventually stayed 17 years, spending
6 years as Housemaster in Belvedere,
and 10 in Alpina.
Not sure what to do when he returned to

the UK in 1989, he decided there was no
way he would be able to cope with the
laissez-faire methods of teaching that
were the vogue in the UK at the time.
For a short while he worked training young executive in

situational leadership, team building, and problem solving,
using a 40 foot sailing boat as a leveling environment.
During this time he achieved RYA Yachtmaster Instructor
(Ocean) status with a commercial ticket.
He then was retained by Cardif Bay Development Agency as

their waters use expert and wrote the strategy that is being
implemented today to regenerate the economy in and around
Cardif. He has continued this work, setting up his own
business and working within a network of consultants on
marine tourism and regeneration projects throughout
Europe.
Will has also been working as a personal Mentor to business

leaders and has kept his eye on educational developments
whilst mentoring 6th form students during their ‘A’Levels
and on through college, usually working very closely with the
student, parents and college together.
He has recently opened a Sea School in Dartmouth, Devon,

UK, and is also working on the development of new
techniques for the use of IT in teaching and learning. Much
of this work will be used in this “Aiglon Alumni Satellite
Project.”
Steve McCrea, an alumnus of Aiglon, is a teacher in Fort
Lauderdale, Fla., and an advocate of using video in the
classroom. His channel (youtube.com/visualandactive)
documents ways that teachers can bring technology into the
integrated lesson plan. He led a team of teachers that
pulled together the blended curriculum for QBE Schools,
harnessing the cultures of Aiglon College (Villars), the Met
Center (Providence, R.I.) and Maverick Schools (Miami, Fla.):
character development (planned hardships, delayed
gratifcation), relationships (surrounding kids with adults
who know them, look out for them and push them to
achieve), and computer-based instruction (based on the
work of Dr. Abraham Fischler). The QBE curriculum allocates
resources for academics, physical development, emotional
and social intelligences, mental abilities and spiritual aspects
of students.
QBE Schools
By Will Sutherland
We want to nurture and produce motivated young

people who show leadership qualities, are fexible and
so are able to turn their mind to anything, and are very
quick to pick up new skills. Having learnt how to learn
they will realise they need to continually pursue self-
development if they are going to succeed in modern life.
Rigor, Relevance and Relationships: By replacing the

original 3Rs with Dennis Littky’s 3Rs, which were
adopted by Bill Gates, “Rigor, Relevance and
Relationships” and incorporating the values and thinking
of Kurt Hann, John Corlette, and other prominent
educators, and of course our own, we intend to provide
opportunities for all students to beneft from the new
concepts and systems.
To be of use to the younger generation, any education

system has to be fexible enough in its aims and
aspirations to keep up with human and technological
development whilst preserving the arts, and the
foundation values, which make man.
How do we bring this about?: By creating the right

environment and giving the students the right to use
their own minds to select and complete project-based
learning opportunities, both in academic and sports
curriculum time. Modern teaching methods and styles
break down the barriers between teacher and student,
and create an informal but structured learning
environment. This allows more “one to one” time and
fosters a sense of enquiry and team work to accomplish
a common goal. The growth mind set is “All is possible,
yes we can!” so the peer pressure is for everyone to
succeed. Each individual is motivated to go to college
and on to greater things.
Of all the delivery methods I have studied in the Western

World I feel the High Tech High system and work by
Dennis Littky and Dennis Yuzenas are the most efective
and logically relevant to the 21st Century. Introducing
these methods into European education systems will not
be easy as there is little room to maneuver in the set
ways of the hierarchy who will defend their positions at
the top.
The quickest way to convince people is to demonstrate

that this system works. So we have to get on and set up
ways of demonstrating project-based learning in all
spheres of the educational process. This combined with
the ideals and ethics behind the original Aiglon
philosophy will produce a unique International College
and centre for learning. I wish to use the sea to bring all
the elements of majestic beauty, discovery, and
expansive usable space to our project, in the same way
Aiglon uses the mountains.
The Philosophy of John Corlette
We would rather close the school than abandon our

principles.
We believe that the goal of education is, or should be, the

development of the spiritual man, that is of that part of each
one of us which, with development and training, is capable of
a vision or direct apprehension of the purpose of life, of the
true nature of ourselves, of the world in which we live and of
such other worlds or states of being as may exist besides.
+++++++
So, if an educator is to have any success in the

accomplishment of his mission, he must take into account
not only the basic aim of the development of the spiritual
man, but also the nature of man and the practical means
whereby he may help him towards his goal.
+++++++
Nothing, or very little, we do at Aiglon is haphazard, or done

because other people do it or somebody has said it ought to
be done that way. Everything we do has been carefully
thought out with reference to our basic aim and developed
from frst principles, and whenever new problems or
questions arise, we seek their solution within the same
context. We ask ourselves, "Is the solution proposed
consistent with our basic aim and principles?"
+++++++
Another of our basic principles is that we believe that it is the

business of those who direct the school, frst to set the
standards which they believe the students should be aiming
at, and state them in no equivocal fashion, and secondly that
they should provide a method of grading for each aspect
which will enable the student to know what progress the
school authorities think he is making. This grading
should, if necessary and where possible, be accompanied by
explanations which will help the student to understand his
assessment and plan his future progress.
+++++++
And so we have our diferent grading systems concerning the

activities which are designed to help in the development of
the four aspects of man's nature. First we set standards
for the students to aim at, then by grading, we let them
know how we think they are doing. The object of grading is
not to stimulate Competition with others but to let the
student know what progress he is making.
Hence we have a grading system for studies, academic and

artistic and practical, another for sports, games and the
adventure training programs or expeditions, and a third for
"the whole man." This last is of course the key one and
combines all the others in its assessment.
It charts the course of the development of the boy or girl as

regards his character, sense of responsibility, maturity and
general development in relation to the basic standards of
conduct and morality which we lay down and which are
derived, as far as we are able to understand them, from
the teachings of Jesus Christ and other great teachers.
This assessment has come to be known here as the Rank

System, and is absolutely basic to the idea of education at
Aiglon.
The term is, I think, unfortunate and misleading, with its

military overtones, and perhaps someone can think of a more
felicitous way of describing it.
It may be objected that an assessment of this kind must

necessarily be subjective and therefore unfair. Of course it is
subjective, but so are all our judgements, except possibly in
the case of mathematics where it can be argued that two will
make four regardless of what anybody thinks about it.
+++++++
We get promoted in our business or occupation and our

salary increased precisely as we are able to convince our
superiors in the hierarchy of our merits with reference to
their requirements. The exception to this is of course if we
are members of a trade union, in which case, as things are
today, our salaries are increased, not according to our merit,
but according to the seriousness of the threats with which we
are able to menace our employers. There have been attempts
by students in some schools to follow this example by
threatening the school authorities in various ways if they do
not give them what they want. This could not happen at
Aiglon for the very simple reason that we would rather close
the school than abandon our principles.
+++++++
Intimate contact with nature, too, is important, and a

realisation of our living relationship with it. Hence our
adventure training programme.
+++++++
Absolutely essential too is a positive and loving relationship

with all other people regardless of their origin, background
or beliefs, and a positive and loving relationship with
everything in the world and in the universe around us.
+++++++
So, next time you think something we

do is stupid and won't help you to pass
your exams or get a better job, just stop
and remember that the education which
we ofer, whilst it does this, is designed
to go far beyond it, to develop the
whole of you and not just a part, to help
you to become truly and intensely alive,
to help you to a knowledge of and
understanding of that part of you which
I call the spiritual part, by attention whose dictates you can
attain to much more than success in examinations and a
good job, that is to lasting happiness. (from a speech in
July 1973) Painting by Norman Perryman
Some Meditations by John Corlette
Our Lives Are What We Make of Them

Within a few years all you people will be leaving school and
setting out on a new chapter in your lives, and it is not going
to be as diferent as you think.
However, this is not what I want to talk to you about this

morning. What I want to draw your attention to is the fact
that an awful lot of so-called grown-ups, many of whom are
really only children with grown-up bodies: an awful lot of
these grown-ups spend an awful lot of time complaining
about their own lives, how uninteresting their lives are, how
they never meet any interesting people, how dull their jobs
are, how small the pay is, how silly their wives are, how
idiotic their children, how unreliable their cars, how tasteless
their food.
Well, all this may be true, and a lot more, but if they are
complaining to other people, and invariably they do, they are
complaining to the wrong person. They should be
complaining to themselves, for they are themselves to blame.
Our lives are what we make of them, and if they are dull and
uninteresting, frustrated, colourless and unsatisfying, it is
because we make them so.
Our lives are what we make of them, and it is no good

blaming those mysterious people 'they' at whose door we like
to lay so many of our misfortunes. It is no good blaming
God, who is only too ready to help us to put our lives in
order and to see us enjoying them if we will let Him. As
Shakespeare says in Julius Caesar, 'the fault, dear Brutus, is
not in our stars, but in ourselves, that we are underlings.'
What then must we do to lead full and fruitful lives about

which we will not wish to complain?
The frst thing (and this is the frst step in being really
grown-up) is to understand that our lives are what we make
them, and the credit for a good life is ours, just as the blame
for a bad one is ours also.
The second thing is to know ourselves. We are not all the

same, we are all diferent. We have not all got it in us to be
leaders, nor should we have. Most of us will be followers of
one sort or another, and to be a good follower takes just as
much character and courage as to be a leader. We have not

all got the kind of mind that makes a scientist, the sensitivity
which makes an artist, or the co-ordination and quick
reactions which make a sportsman. But there is no one who
has not got qualities, gifts and talents of one sort or another,
and we must fnd out and know what our own talents are.
If the second thing we must do if we are to lead full and

fruitful lives is to know ourselves, the third thing we must do
is be ourselves.
It is astonishing how few people have the courage and self-

confdence really to be themselves. Yet, unless they are, they
can never have full, fruitful and happy lives; for a full, fruitful
and happy life is a life of self-fulfllment, a life in which the
qualities, gifts and talents we possess and which are our
own, are developed and used by us to the full. So many
people spend most of their time and energy trying to be
somebody else, trying to keep up with the Joneses. Never
mind about the Joneses, they are somebody else. You can
never be like them. Do not try. Be yourself, and you will be a
much better person than you will ever be by trying to be like
someone else. Know yourself, and, with God's help, fulfll the
nature of your own being; be yourself.
Our lives are what we make of them.
In Order That Evil Shall Triumph

Listen to this: "In order that Evil shall triumph, it is sufcient
that Good Men do nothing."
I cannot remember who said this, but I am going to say it

again, and think, this time, what it means.
"In order that Evil shall triumph, it is sufcient that Good Men
do nothing."
There are many more Good Men or Men of Goodwill in the

worId than Bad Men, so why is it that the Bad Men, and
Women, and Ideas, so often triumph? Why? Because the Good
Men do nothing. Most of the Good Men are too self-centred
or too afraid, to stand up for the right against the wrong,
and you hear them make excuses. "It's none of my business,"
they say. "There's nothing I can do. Nothing I can do would
make any diference. Excuses. Feeble excuses. What do you
mean, nothing you can do would make any diference?
Everything you do makes a diference. Everything you do and
say and think, makes a diference to everyone around you.
You cannot escape from this. Whether you want to or not,
you have an infuence on those around you, and that
infuence will be either good or bad; it cannot be neutral.
And you are responsible for it. The good things you do, you
are responsible for. The bad things you do, you are
responsible for, and you are responsible for the good things
which you fail to do and which you ought to do. In order that
Evil shall triumph, it is sufcient that good men do nothing.
You and I are Good Men. At least we are fairly good. Or at

any rate we are men of good will: we mean well.
Mean well. What is the good of meaning well? It is not

enough to mean well: you have got to do well. If you come to
a fork in the road and you know that the left-hand road leads
over a precipice and the right-hand one to your hotel, it is no
good saying, when you wake up in hospital and all your
friends in the car are dead, "Oh, I meant to take the right
road. But I took the wrong one, it was just too bad." It is not
enough to mean well; you have got to go and do it, and you
have got to do it right. In order that Evil shall triumph in the
world, it is sufcient that men with good intentions do
nothing.
There are so many men of good intentions in the world that,

if all the people who believe in goodness, in peace, in
honesty, in fair dealing and in compassion, were to get up
and take their strength and courage and go all out for these
things, the world would be transformed, most of the evil and
sufering and sorrow and dishonesty and cruelty in the world
would disappear and a new era of happiness and harmony
and goodness would be ushered in. In order that Evil shall
triumph, it is sufcient that Good Men do nothing. We must
never allow this to happen. We must do everything we can to
prevent it. We must stand up at all times for the right against
the wrong, so that good shall triumph, and evil deeds and
evil thoughts shall have no power over us any more.
What you think, what you say and what you do has
tremendous power over other people. Something which you
say to someone or something which they overhear you
saying, may change that person's life completely - and most
of the time don't know what you have done. You may
suggest that someone read a book which contains immoral
or anti-Christian ideas, and that person may be infuenced
by that book and adopt some of the immoral ideas in it. What
have you done? It is a grave responsibility, isn't it? Or you
may speak of courage and wisdom and compassion, and so
inspire someone who hears you that his whole life is
changed and he becomes a new person.
What have you done? Something tremendous -- something

with such power for good that you would never believe you
possessed, and indeed you may never know of its efects
except by chance. And what a responsibility this is -- for you
might have said something that dragged someone down.
Your words can do tremendous good, or tremendous harm
-- your actions too - because your actions express your
thoughts, and people will be infuenced by your example. So
watch your thoughts, your words and your actions, because
you never know what efect they may have, and you are
responsible for them.
Fear
This morning I want your minds to dwell upon the subject of
Fear - the emotion or feeling of being afraid of someone, of
something, of some idea, of being afraid of loss, of criticism,
or of something which you believe to be a threat or menace
to you or to something which you value.
Fear is the most destructive of all the emotions, and most of

the other emotions which destroy the soul, such as jealousy,
hatred and avarice, spring from fear.
Fear destroys happiness. Fear destroys peace of mind. Fear

eats into the heart and mind and spirit, and gradually warps
and twists and fnally destroys it. Fear is the enemy of life.
How can we overcome fear? We can fnd the answer, as we

can fnd the answer to all our problems if we will, in the
teaching of Jesus Christ.
Jesus said, "Perfect love casteth out fear." What did he mean?
Fear is rejection. When we are afraid of something we reject
it, we try to run away from it, whether it is a person, a thing,
a duty to be performed, or an idea. Fear is an absence of
faith. We have no faith in the thing of which we are afraid.
You can easily see this if you consider, as an example, the

fear of failure. For fear of failure is really a rejection of the
idea of success, it is an absence of faith in success, an
absence of faith in yourself and in your ability and will to
succeed. If you have faith or confdence in success you
cannot fear failure. Faith and fear are opposites. Faith brings
life; fear, death, and faith and love are the same thing, for
you cannot love a person or thing or idea unless you have
faith in it. And if you have faith in it and love it you will not
fear it. "Perfect love casteth out fear."
Why is this? How is this? Whilst your fear rejects things,

pushes them away from you, love does the opposite. Love
embraces, draws things to you. What then must you do,
when you are afraid, to overcome your fear? Instead of
rejecting, running away from the thing which you fear, you
must, by means of an act of faith, go out to meet it, to
embrace it, to draw it to you in confdence and afection, in
other words you must love it. And if you do this you can see
that fear will already have disappeared. Fear cannot live
where love is, because you cannot reject and run away from
something whilst you are embracing and drawing it to you.
"Perfect love casteth out fear."
And do not imagine that you can only feel the emotion of
love towards people. You can, and must, love everything that
is. Not only must you love everybody, but you must love
every thing you see, and touch, and know. If you do this, not
only will fear disappear from your life, but both you, and the
people and things you love will be transformed. For love is
life, where fear is death. And "perfect love casteth out fear."
The Black Sheep

Every now and then we have a boy at Aiglon who gets into
pretty serious trouble. It may be stealing, it may be smoking,
it may be breaking into a chalet or damaging property, it may
be persistent bad work or a persistent refusal to co-operate
with the school. In such cases, I have to decide whether to
send the boy home or keep him and give him another
chance. Such a decision is not easy to make. What does it
depend on?
Well, frst and foremost, it depends on one's attitude towards

people who do these kinds of things.
Are they to be regarded as worthless, no-good people who

deserve no consideration and should be removed without
more ado, or should we consider them as unfortunate people
who are the victims of anti-social habits which they have
failed to control and who are deserving of our compassion
and of our support?
If you take the frst view, there is no problem. You just shoot
them out and say good riddance to bad rubbish. But, if you
take the second view, as I do, and want to try and help them
over their problem, and put them back on their feet, then
you immediately have a whole lot of other questions you
have to answer.
First of all, is it possible? You don't know, of course, but you

want to try. Secondly, if you keep the boy, what efect will
this have on the rest of the school? Will the other boys
understand? Will some of them be tempted to follow the bad
example of the boy you are trying to help? If you keep such a
boy, what will the parents of the other boys think, what will
the general public think? Will the reputation of the school
sufer? How far are you justifed in running any of these
risks?
If you decide to take these risks, how are you going to set
about helping the boy master his problem or escape from his
slavery to a bad habit? Should you punish him? If so, how?
Should he have psychiatric treatment? Should a master or
another boy take him in hand and give him moral support?
The answers to these questions will be diferent with each
individual boy and will vary according to the prevailing
circumstances. And, having embarked on such a rescue
operation, at what point do you admit that you have failed,
or alternatively at what point do you recognise that the
damage being done to other boys or to the school no longer
justifes you in continuing? If you decide this, the boy has to
go anyway.
But, if the boy who has been in trouble begins to keep out of
it; if the boy who was doing badly begins to do well; then all
the trouble you have taken and the risks you have run will
seem worthwhile.
This sort of thing is going on all the time to a greater or

lesser degree and I suppose at one time or another we have
all of us been in this sort of position. And when we have
been in trouble, how bitter and discouraging it was to be
rejected out of hand by some people, and how grateful we
were for the sympathy, encouragement and support of those
who tried to help us.
So, when you see anyone in trouble, think of this and think,
"Is there anything which I can do to help him to straighten
himself out?" Very often the most valuable thing which you
can ofer will be your friendship.
Meanwhile, you will not always know what other people are
doing to help and it will not always be possible to tell you.
So, try and understand.
We cannot always succeed in being of service to other
people, for in the end each man has to work out his own
salvation, but we can and must always try.
J. Corlette
This was scribbled by a student in one of Steve's classes.
References and Links for Additional Study
Ferriter, William M. “Preparing to Teach Digitally,”

Educational Leadership, May 2010, pages 88-89
thinkexist.com/quotations/schools/
Gates Interview, Cnet, http://news.cnet.com/8301-

13860_3-20003165-56.html
oprah.com/omagazine/Os-Words-That-Matter-
Inspirational-Quotes
Feynman, Richard, The Pleasure of Finding Things Out
Alan Klayman (MyIncomeStrategy.com®),

takeourdaughtersandsonstowork.presskit247.com/content/c
ontent-article.asp?ArticleID=3475
Gordon Dryden, New Zealand.

thelearningweb.net/unlimited-other/unlimited-preview.pdf
HighTechHigh.org, San Diego, Calif.

Youtube.com/HTHvideo
Bigpicture.org, Providence, R.I.

metcenter.org
Youtube.com/bplearning
CHAD, Charter High in Architecture and Design, Philadelphia,

Pa. ChadPhila.org
Two Million Minutes, Robert A. Compton's project
2mminutes.com
Coalition of Essential Schools

EssentialSchools.org
JohnCorlette.com
If you have a quotation that motivates you to participate in

schools, send it to TheEbookman@gmail.com.
QBE Programs
Our mission is to provide innovative courses, where all

student develop the academic, workplace, life and citizenship
skills, for post Secondary School or College success.
To teach how to learn, to teach how to teach, and to lead by

example.
Modus operandi:
Our sailing boats are foating learning centres,
accommodation and transport, which will visit ports of call
relevant to the projects the student crew members are
studying.
Our courses are dynamic, deep enquiry, project learning

based, and practical enabling the student, of whatever age to
learn through frsthand experience and achieving tangible
goals.
Study and Travel Courses:

One-week to twelve-week courses are possible over the
spring and autumn terms enabling students to live aboard,
and study their academic school work and projects through
links on the internet and their laptops. The beneft of
interaction with experts in the ports of call will be invaluable
to their learning process and will motivate them to complete
projects. The routes will be designed to take the students on
a tour of destinations relevant to the projects they are
studying.
Summer holiday Courses:
7-day courses will be used to take youngsters for taster
motivational voyages.
Teachers' short-holiday courses will be used to demonstrate

to other educators how our 3Rs system works.
Transferable Skills:
The foundation will work with the students on their return to
help them identify and adapt the skills they have learned at
sea to benefcial use at school or college and at home.
The Programme:
Students are free to request customised programmes to suit
their individual study requirements.
For more information

Qualifed By Experience Education
Old School House,
Church Road,
Scaynes Hill,
Haywards Heath
West Sussex, RH17 7NY
England
T: +44 (0) 1444 831 706
M: +44 (0) 7801 240 420
It is a good thing for an uneducated man to read books of
quotations. Bartlett's Familiar Quotations is an admirable
work, and I studied it intently. The quotations when engraved
upon the memory give you good thoughts. They also make
you anxious to read the authors and look for more.
Sir Winston Churchill, Roving Commission: My Early Life,

1930, Chapter 9
You are invited to inspect the curriculum (which continues to

evolve) at QBEschool.com. Teachers, students and parents
will make this school. We welcome your input.

QBE Quotes Book (August 2010 Edition)

Hochgeladen von

Dokumentinformationen

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

QBE Quotes Book (August 2010 Edition)

Hochgeladen von

Copyright:

Verfügbare Formate

What words could inspire teachers, parents and students

to transform our schools into “academies of the future”?

Will Sutherland, founder of QBE Schools (Qualified By

He was responsible for Junior Expeditions at Aiglon College and served 16

Steve McCrea is a teacher in Fort Lauderdale and an advocate of using

These quotations will introduce you to new ways to prepare

What slogans have inspired us? What quotes have stuck in

A day that will live in infamy.

We choose to go to the moon. We choose to go to the moon

Each of these quotes came during times when a shift in

Among teachers and administrators, there are some

“Students might forget what we taught them, but they will

“I never let school get in the way of my education.”

“We don't need no thought control.” (Pink Floyd)

In this small book you will fnd quotations that, if taken to

We encourage you to do further reading. At the end of the

Comments about each quote are intended to guide you

This book could inspire thousands of parents to make the

Teachers: Yes, this book is a form of “priming” – if we read

Mentors: Students need an array of adults who “know them,

Send us your recommendations and comments for the next

Will Sutherland Steve McCrea

Comment: Dennis Littky (bigpicture.org) writes about the

Comment: Not at QBE Schools.

School sucks. Dr. Tae, in a youtube talk to students

To sentence a man of true genius to the drudgery of a school

Traditional Approaches to Bullying

Comment: Yes, that is a traditional way of handling bullies.

Here is a powerful story, told by a student who attended a

Comment: This story explains why bullying is less about

Gossip harms relationships and that's why it's bad. While we

Computer-Assisted Instruction (CAI)

Comment: Ivan Illich introduced millions to the verb

Teachers say that they're spending too much time working.

We have a long struggle ahead of us. I feel the most

Comment: The work ahead is indeed difcult. We can take

Comment: Ferriter has described how Computer Assisted

1. Excellence and equity in education is the most important

2. Expanding access to high quality learning experiences

3. Learning online holds great promise for improved

4. Producing and scaling innovation requires focused

5. Expanding opportunities for education entrepreneurs and

We’re more a Views site than a News site, although it will

EdReformer is becoming a community. We’ll add new ways

Comments: The term “edu-preneur” was coined by Tom

Comment: This is the basic argument that Dr. Abraham

Journals and Diaries

Students need to learn to analyze, understand, and explain

Comment: Dr. Fischler's observation is crucial to the success

With more and more mothers working outside the home, we

Comment: Littky's interview on National Public radio in 2005

The Importance of Quotations

The Power of Quotations

Comment: This is precisely the point that Dr. Fischler makes

Comment: When a student from Germany saw this quote,

Responsibility for Learning

School Leavers / Drop Outs

The Importance of Sports

Comment: Parents and teachers ought to feel the same

The second goal is to help students master certain curricular

Time Must Be A Variable For Student Success

If we moved in core areas - mainly English and Math - to

Traditional Views of Education

We don't need no education