Best 6551 quotes in «education quotes» category

Listen, if the mayor wants to have a debate about education in this city, I got three words: bring it on.

Literature is an inquiry into the deepest yearnings of the human spirit.

literacy is at the heart of sustainable development

Literacy unlocks the door to learning throughout life, is essential to development and health, and opens the way for democratic participation and active citizenship.

Literacy in itself is no education.

Literary education must follow the education of the hand -the one gift that distinguishes man from beast.

Literacy is not a luxury, it is a right and a responsibility. If our world is to meet the challenges of the twenty-first century we must harness the energy and creativity of all our citizens.

Literacy is not the end of education nor even the beginning.

Little miss is taught by her mamma that she must never speak before she is spoken to. On this she sits bridling up her head, looking from one to the other, in hopes of being called to and addressed by the name of pretty miss.... But if this should not happen and no one should take any notice of her, she is ready to cry at the neglect. But should there be another miss in the room caressed and taken notice of whilst she is thus overlooked, it will be impossible for her to contain her tears, and blubbering is the word.

Logic is the anatomy of thought.

Living is like working out a long addition sum, and if you make a mistake in the first two totals you will never find the right answer. It means involving oneself in a complicated chain of circumstances.

Loneliness is a good education. You learn the things no crowds can teach and you discover the things no crowds can give.

Looking ahead, I believe that the underlying importance of higher education, of science, of technology, of research and scholarship to our quality of life, to the strength of our economy, to our security in many dimensions will continue to be the most important message.

Looking back over a decade one sees the ideal of a university become a myth, a vision, a meadow lark among the smoke stacks. Yet perhaps it is there at Princeton, only more elusive than under the skies of the Prussian Rhineland or Oxfordshire; or perhaps some men come upon it suddenly and possess it, while others wander forever outside. Even these seek in vain through middle age for any corner of the republic that preserves so much of what is fair, gracious, charming and honorable in American life.

Look, we'll have to confront the pathologies of poverty at some point. We can deal with them cheaply at the front end, in infancy. Or we can wait and jail a troubled adolescent at the tail end. To some extent, we face a choice between investing in preschools or in prisons.

Make walks in the nights to benefit from the education of silence!

Man can seldom - very, very, seldom - fight a winning fight against his training; the odds are too heavy.

Making sure all our students get a great education, find a career that's fulfilling and rewarding, and have a chance to live out their dreams ... wouldn't just make us a more successful country - it would also make us a more fair and just one.

Man is a strange animal, he doesn't like to read the handwriting on the wall until his back is up against it.

Man is an Animal, formidable both from his Passions and his Reason; his Passions often urging him to great Evils, and his Reason furnishing Means to achieve them. To train this Animal, and make him amenable to Order; to inure him to a Sense of Justice and Virtue, to withhold him from ill Courses by Fear, and encourage him in his Duty by Hopes; in short, to fashion and model him for Society, hath been the Aim of civil and religious Institutions; and, in all Times, the Endeavour of good and wise Men. The aptest Method for attaining this End, hath been always judged a proper Education.

Man's knowledge of science has clearly outstripped his knowledge of man. Our only hope of making the atom servant rather than master lies in education, in a broad liberal education where each student within his capacity can free himself from trammels of dogmatic prejudice and apply his educational accoutrement to besetting social and human problems.

Mankind likes to think in terms of extreme opposites. It is given to formulating its beliefs in terms of Either/Ors, between which it recognizes no intermediate possibilities.

Man's most human characteristic is not his ability to learn, which he shares with many other species, but his ability to teach and store what others have developed and taught him.

Many college text-books, which were a weariness and stumbling-block when I studied, I have since read a little with pleasure and profit.

Mathematics, even in its present and most abstract state, is not detached from life. It is just the ideal handling of the problems of life.

Many of the greatest creations of man have been inspired by the desire to make money...If Oxford undergraduates were paid for their work, I would have performed miracles of scholarship and become Regius Professor of Modern History.

Many teachers are concerned about the amount of material they must cover in a course. One cynic suggested a formula: since, he said, students on the average remember only about 40% of what you tell them, the thing to do is to cram into each course 250% of what you hope will stick.

Mathematics is a world created by the mind of men, and mathematicians are people who devote their lives to what seems to me a wonderful kind of play!

Mathematics - this may surprise or shock some - is never deductive in creation.

Math is the beautiful, rich, joyful, playful, surprising, frustrating, humbling and creative art that speaks to something transcendental. It is worthy of much exploration and examination because it is intrinsically beautiful, nothing more to say. Why play the violin? Because it is beautiful! Why engage in math? Because it too is beautiful!

Many things can wait. Children cannot. Today their bones are being formed, their blood is being made, their senses are being developed. To them we cannot say "tomorrow." Their name is today.

Mathematical thinking is not the same as doing mathematics - at least not as mathematics is typically presented in our school system. School math typically focuses on learning procedures to solve highly stereotyped problems. Professional mathematicians think a certain way to solve real problems, problems that can arise from the everyday world, or from science, or from within mathematics itself. The key to success in school math is to learn to think inside-the-box. In contrast, a key feature of mathematical thinking is thinking outside-the-box - a valuable ability in today's world.

Mathematicians create by acts of insights and intuition. Logic then sanctions the conquests of intuition.

Mathematics has two faces: it is the rigorous science of Euclid, but it is also something else. Mathematics presented in the Euclidean way appears as a systematic, deductive science; but mathematics in the making appears as an experimental, inductive science. Both aspects are as old as the science of mathematics itself.

Mathematics is a vast adventure; its history reflects some of the noblest thoughts of countless generations.

Maybe we could learn a little lesson, maybe this all shine a little light, cause there's no healthy way to mess with the line between wrong and right.

Mathematics should be fun.

Meek young men grow up in colleges and believe it is their duty to accept the views which books have given, and grow up slaves.

Men and boys are learning all kinds of trades but how to make men of themselves. They learn to make houses; but they are not so well housed, they are not so contented in their houses, as the woodchucks in their holes.

Men are born ignorant, not stupid. They are made stupid by education.

Men are built, not born.... Give me the baby, and I'll make it climb and use its hands in constructing buildings of stone or wood.... I'll make it a thief, a gunman or a dope fiend. The possibilities of shaping in any direction are almost endless.

Men do not believe in the power of education. We do not think we can speak to divine sentiments in man, and we do not try. We renounce all high aims.

Men, in teaching others, learn themselves.

Men learn while they teach.

Men may be born free; they cannot be born wise; and it is the duty of the university to make the free wise.

Method means that arrangement of subject matter which makes it most effective in use. Never is method something outside of the material.

Mentoring is all about people - it's about caring, about relationships and sensitivity. As it becomes increasingly in vogue it is becoming too formulated - concerned with performance metrics, critical success factors, investment and spending. It'll be a disaster.

Merely gathering knowledge may become the most useless work a man can do. What can you do to help and heal the world? That is the educational test.

Modern education is like being taken to the world's greatest restaurant & being forced to eat the menu.

Minds that are stupid and incapable of science are in the order of nature to be regarded as monsters and other extraordinary phenomena; minds of this sort are rare. Hence I conclude that there are great resources to be found in children, which are suffered to vanish with their years. It is evident, therefore, that it is not of nature, but of our own negligence, we ought to complain.