Best 6551 quotes in «education quotes» category

The important thing is not so much that every child should be taught, as that every child should have the opportunity of teaching itself. What does it matter if the pupil know a little more or a little less? A boy who leaves school knowing much, but hating his lessons, will soon have forgotten all he ever learned; while another who had acquired a thirst for knowledge, even if he had learned little, would soon teach himself more than the first ever knew.

The important thing in life is not the triumph but the struggle.

The important thing is not so much that every child should be taught, as that every child should be given the wish to learn.

The importance of these [college] years for an American cannot be overestimated. They are civilization's only chance to get to him.

The important outcomes of schooling include not only the acquisition of new conceptual tools, refined sensibilities, a developed imagination, and new routines and techniques, but also new attitudes and dispositions. The disposition to continue to learn throughout life is perhaps one of the most important contributions that schools can make to an individual's development.

The improvement of the understanding is for two ends; first, for our own increase of knowledge; secondly, to enable us to deliver and make out that knowledge to others.

The individual who cultivates grievances, and who is perpetually exacting explanations of his assumed wrongs, can only be ignored, and left to the education of time and of development.... One does not argue or contend with the foul miasma that settles over stagnant water; one leaves it and climbs to a higher region, where the air is pure and the sunshine fair.

The infant periods of most nations are buried in silence or veiled in fable; and the world perhaps has lost but little which it needs regret. The origin and outset of the American Republic contain lessons of which posterity ought not to be deprived: and happily there never was a case in which every interesting incident could be so accurately preserved.

The ink of the scholar is more sacred than the blood of the martyr.

The instruction we find in books is like fire. We fetch it from our neighbours, kindle it at home, communicate it to others, and it becomes the property of all.

The intellect is vagabond, and our system of education fosters restlessness. Our minds travel when our bodies are forced to stay at home. We imitate; and what is imitation but the travelling of the mind?

The intelligent have a right over the ignorant, namely, the right of instructing them. The right punishment of one out of tune, isto make him play in tune; the fine which the good, refusing to govern, ought to pay, is, to be governed by a worse man; that his guards shall not handle gold and silver, but shall be instructed that there is gold and silver in their souls, which will make men willing to give them every thing which they need.

The invention of IQ did a great disservice to creativity in education. ... Individuality, personality, originality, are too precious to be meddled with by amateur psychiatrists whose patterns for a "wholesome personality" are inevitably their own.

The investigation of mathematical truths accustoms the mind to method and correctness in reasoning, and is an employment peculiarly worthy of rational beings.

The kids in our classroom are infinitely more significant than the subject matter we teach.

The key to fixing education is better teaching, and the key to better teaching is figuring out who can teach and who can't.

The kind of knowledge which is supported only by observations and is not yet proved must be carefully distinguished from the truth; it is gained by induction, as we usually say. Yet we have seen cases in which mere induction led to error. Therefore, we should take great care not to accept as true such properties of the numbers which we have discovered by observation and which are supported by induction alone. Indeed, we should use such a discovery as an opportunity to investigate more exactly the properties discovered and to prove or disprove them; in both cases we may learn something useful.

The lack of facts holds you back. The odds are stacked against a weak mind.

The language of gardening fuels the senses: talk with your hands, observe with your ears and listen with your eyes.

The lack of education and lack of skills don't hurt the unemployed, they hurt America and American business, making us less competitive in the global market.

The last few decades have belonged to a certain kind of person with a certain kind of mind-computer programmers who could crank code, lawyers who could craft contracts, MBAs who could crunch numbers. But the keys to the kingdom are changing hands.The future belongs to a very different kind of person with a very different kind of mind-creators and empathizers, pattern recognizers and meaning makers.These people-artists, inventors, designers, storytellers, caregivers, consolers, big picture thinkers-will now reap society's richest rewards and share its greatest joys.

The legislature are a little more difficult to educate than the governor is.

The less you know, the more I comprehend. You don't have to drag me down, I descend.

The length of your education is less important than its breadth, and the length of your life is less important than its depth.

The liberally educated person is one who is able to resist the easy and preferred answers, not because he is obstinate but because he knows others worthy of consideration.

The library is the temple of learning, and learning has liberated more people than all the wars in history.

The liberal appropriations made by the legislature of Kentucky for a general system of education cannot be too much applauded . . . . Learned institutions ought to be the favorite objects with every free people. They throw that light over the public mind which is the best security against crafty and dangerous encroachments on the public liberty . . . . What spectacle can be more edifying or more seasonable than that of liberty and learning, each leaning on the other for their mutual and surest support?

The linear-programming was - and is - perhaps the single most important real-life problem.

The logic of all this seems to be that it is all right for young people in a democracy to learn about any civilization or social theory that is not dangerous, but that they should remain entirely ignorant of any civilization or social theory that might be dangerous on the ground that what you don't know can't hurt you ... a complete denial of the democratic principle that the general diffusion of knowledge and learning through the community is essential to the preservation of free government.

The main thing is to have a soul that loves the truth and harbours it where he finds it. And another thing: truth requires constant repetition, because error is being preached about us all the time, and not only by isolated individuals but by the masses. In the newspapers and encyclopedias, in schools and universities, everywhere error rides high and basks in the consciousness of having the majority on its side.

The mathematical question is "Why?" It's always why. And the only way we know how to answer such questions is to come up, from scratch, with these narrative arguments that explain it. So what I want to do with this book is open up this world of mathematical reality, the creatures that we build there, the questions that we ask there, the ways in which we poke and prod (known as problems), and how we can possibly craft these elegant reason-poems.

The man who does not read good books has no advantage over the man who cannot read them.

The mathematical sciences particularly exhibit order symmetry and limitations; and these are the greatest forms of the beautiful.

The Mean Value Theorem is the midwife of calculus - not very important or glamorous by itself, but often helping to deliver other theorems that are of major significance.

The mark of an educated man is the ability to make a reasoned guess on the basis of insufficient information.

The mere formulation of a problem is far more essential than its solution, which may be merely a matter of mathematical or experimental skills. To raise new questions, new possibilities, to regard old problems from a new angle requires creative imagination and marks real advances in science.

The mere imparting of information is not education. Above all things, the effort must result in making a man think and do for himself.

The men--the undergraduates of Yale and Princeton are cleaner, healthier, better-looking, better dressed, wealthier and more attractive than any undergraduate body in the country.

The message of women's liberation is that women can love each other and ourselves against our degrading education.

the moment you stop learning, you stop leading.

The mind reels at the multiplication of books intended to justify the author's promotion from assistant to associate professor.

The more cultured a man, the less fortunate he is.

The mind of the thoroughly well-informed man is a dreadful thing. It is like a bric-à-brac shop, all monsters and dust, with everything priced above its proper value.

The minds of youth are perpetually led to the history of Greece and Rime or to Great Britain; Boys are constantly repeating the declamations of Demosthenes and Cicero, or debates upon some political question in the British Parliament.

The mode of founding a college is, commonly, to get up a subscription of dollars and cents, and then, following blindly the principles of a division of labor to its extreme,--a principle which should never be followed but with circumspection,--to call in a contractor who makes this a subject of speculation,... and for these oversights successive generations have to pay.

The more I work and practice, the luckier I seem to get.

The more that learn to read the less learn how to make a living. That's one thing about a little education. It spoils you for actual work. The more you know the more you think somebody owes you a living.

The more original a discovery, the more obvious it seems afterwards.

The most important knowledge teachers need to do good work is a knowledge of how students are experiencing learning and perceiving their teacher's actions.

The most effective teacher will always be biased, for the chief force in teaching is confidence and enthusiasm.