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"I'm very interested, for instance, in music in education - getting young people not only to listen to, but participate in the music that I write. I consider this one of the most vital aspects of my work."
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"They spent the first three years of school getting you to pretend stuff and then the rest of it marking you down if you did the same thing."
"If I show up at your house ten years from now and find nothing in your living room but The Readers Digest, nothing on your bedroom night table but the newest Dan Brown novel, and nothing in your bathroom but Jokes for the John, I'll chase you down to the end of your driveway and back, screaming 'Where are your books? You graduated college ten years ago, so how come there are no damn books in your house? Why are you living on the intellectual equivalent of Kraft Macaroni and Cheese?"
"It's hard for me to believe that people who read very little (or not at all in some cases) should presume to write and expect people to like what they have written."
"We ought to esteem it of the greatest importance that the fictions which children first hear should be adapted in the most perfect manner to the promotion of virtue."
"I don't think science is hard to teach because humans aren't ready for it, or because it arose only through a fluke, or because, by and large, we don't have the brainpower to grapple with it. Instead, the enormous zest for science that I see in first-graders and the lesson from the remnant hunter-gatherers both speak eloquently: A proclivity for science is embedded deeply within us, in all times, places, and cultures. It has been the means for our survival. It is our birthright. When, through indifference, inattention, incompetence, or fear of skepticism, we discourage children from science, we are disenfranchising them, taking from them the tools needed to manage their future."
"Graduate study is an intensive education. You have to be diligent and determined from the beginning to the very end."
Explore more quotes by Peter Maxwell Davies
"I'm obviously very keen on the theater and I think it's inevitable that some of the orchestral and chamber pieces have got dramatic elements which might even suggest an unspecified dramatic plot of some kind or other, even though it's not in my mind at the time."
"The establishment in Britain is certainly against the arts and against education. If something doesn't make a profit, it's invalid, and art doesn't make a profit in that sense."
"I don't see how they can with most of my pieces, but I think it's unfortunate that they can through familiarity with flashy performances of a great deal of other music."
"At the moment, in Britain we're facing such enormous cutbacks in education programs and music programs and art programs that you feel you are knocking your head against a brick wall."
"I know what I want at least, and the older I get I think I'm better at getting it out of players and singers."
"If you're writing a piece for the Boston Pops, the balance is towards one end. If you're writing a piece for a chamber music society, then it's towards another point. I won't make a final answer on that. I think it changes with every piece."
"I'm not actually teaching any more, but I am writing pieces for schools all the time, and for kids."
"Recently I've been participating in radio and television talk programs doing broadcasts and conferences, and shooting my mouth off and really going to town."
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