Best 6551 quotes in «education quotes» category

I am giving this winter two courses of lectures to three students, of which one is only moderately prepared, the other less than moderately, and the third lacks both preparation and ability. Such are the onera of a mathematical profession.

I am firm in my belief that a teacher lives on and on through his students. Good teaching is forever and the and the teacher is immortal.

I am I because my little dog knows me but, creatively speaking the little dog knowing that you are you and your recognising that he knows, that is what destroys creation. That is what makes school.

I am inclined to think that one's education has been in vain if one fails to learn that most schoolmasters are idiots.

I am not a conservative but I have spoken out for years against the staggering amount blind hatred directed at black conservatives by liberals. Liberals are shockingly quick to demean and dismiss brilliant black people like Rice, Carson, Supreme Court Justice Clarence Thomas, U.S. Senator Tim Scott (R-SC), Professor Walter E. Williams and economist Thomas Sowell because they don't fit into the role they have carved out for a black person in America. Black Americans must be obedient liberals on all things or risk being called a race traitor or an Uncle Tom.

I am much afraid that the schools will prove the very gates of hell, unless they diligently labour in explaining the Holy Scriptures, and engraving them in the hearts of youth. I advise no one to place his child where the scriptures do not reign paramount. Every institution in which means are not unceasingly occupied with the Word of God must be corrupt.

I am not ashamed to confess that I am ignorant of what I do not know.

I am not fully informed of the practices at Harvard, but there is one from which we shall certainly vary, although it has been copied, I believe, by nearly every college and academy in the United States. That is, the holding the students all to one prescribed course of reading, and disallowing exclusive application to those branches only which are to qualify them for the particular vocations to which they are destined. We shall, on the contrary, allow them uncontrolled choice in the lectures they shall choose to attend, and require elementary qualification only, and sufficient age.

I am not sure that it is a bad thing to go to a school, as I did, where the boys threw things at me, and asked if there was nothing else I could do [but draw].

I am not of the opinion generally entertained in this country [England], that man lives by Greek and Latin alone; that is, by knowing a great many words of two dead languages, which nobody living knows perfectly, and which are of no use in the common intercourse of life. Useful knowledge, in my opinion, consists of modern languages, history, and geography; some Latin may be thrown into the bargain, in compliance with custom, and for closet amusement.

I am often amazed at how much more capability and enthusiasm for science there is among elementary school youngsters than among college students.

I am persuaded that this method [for calculating the volume of a sphere] will be of no little service to mathematics. For I foresee that once it is understood and established, it will be used to discover other theorems which have not yet occurred to me, by other mathematicians, now living or yet unborn.

I am persuaded that without knowledge of literature pure theology cannot at all endure. . . . When letters have declined and lain prostrate, theology, too, has wretchedly fallen and lain prostrate. . . . It is my desire that there shall be as many poets and rhetoricians as possible, because I see that by these studies as by no other means, people are wonderfully fitted for the grasping of sacred truth and for handling it skillfully and happily.

I am Peter Pan. He represents youth, childhood, never growing up, magic, flying.

I am suggesting that quality in undergraduate education means giving students a perspective that is global.

I am teaching... This year it's kind of like having a love affair with a rhinoceros.

I am still a learner, not a teacher, feeding somewhat omnivorously, browsing both stalk & leaves

I am the student who picks his nose, so come over here and take off your clothes.

I am too old to fawn upon a nurse, Too far in years to be a pupil now.

I am what libraries and librarians have made me, with little assistance from a professor of Greek and poets

I began my education at a very early age; in fact, right after I left college.

I believe in women. I desire . . . to do those things that would advance women in moral and spiritual, as well as educational work.

I believe that education is the civil rights issue of our generation. And if you care about promoting opportunity and reducing inequality, the classroom is the place to start. Great teaching is about so much more than education; it is a daily fight for social justice.

I believe that the school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends. I believe that education, therefore, is a process of living and not a preparation for future living.

I believe this passionately: that we don't grow into creativity, we grow out of it. Or rather, we get educated out if it.

I believe that the testing of the student's achievements in order to see if he meets some criterion held by the teacher, is directly contrary to the implications of therapy for significant learning.

I belong to the generation of workers who, born in the villages and hamlets of rural Poland, had the opportunity to acquire education and find employment in industry, becoming in the course conscious of their rights and importance in society.

I believe we all agree that, for the health of Kansas, nothing is more important than education.

I can say without affectation that I belong to the Russian convict world no less than I do to Russian literature. I got my education there, and it will last forever.

I call a complete and generous education that which fits a man to perform justly, skillfully, and magnanimously all the offices, both private and public, of peace and war.

I can assure you that there is no question of us throwing away the tradition of the Grammar Schools.

I can say with pride that I have spent days and nights not reading anything, and that with unflagging energy I use every moment toacquire gradually an encyclopedic lack of education.

I cannot understand how the education of this United States of America has been fooled time and time again. Either make it separate but equal or integrate, therefore it will be equal. And it has been separate and unequal.

I can prove at any time that my education tried to make another person out of me than the one I became. It is for the harm, therefore, that my educators could have done me in accordance with their intentions that I reproach them; I demand from their hands the person I now am, and since they cannot give him to me, I make of my reproach and laughter a drumbeat sounding in the world beyond.

I celebrate myself, and sing myself, And what I assume you shall assume, For every atom belonging to me as good belongs to you.

I care not what subject is taught, if only it be taught well.

I challenge you to show me where the saloon has ever helped business, education, church, morals or anything we hold dear.

I could have spoken from Rhode Island where I have been staying ... But I felt that, in speaking from the house of Lincoln, of Jackson, and of Wilson, my words would better convey both the sadness I feel in the action I was compelled today to make and the firmness with which I intend to pursue this course until the orders of the federal court at Little Rock can be executed without unlawful interference." (On sending troops to enforce integration in Little Rock AR High School)

I consider an human soul without education like marble in the quarry, which shows none of its inherent beauties till the skill of the polisher fetches out the colours, makes the surface shine, and discovers every ornamental cloud, spot and vein that runs through the body of it.

I continued to do arithmetic with my father, passing proudly through fractions to decimals. I eventually arrived at the point where so many cows ate so much grass, and tanks filled with water in so many hours. I found it quite enthralling.

I could not undertake to form a nucleus of an institution for the development of infant minds, where none already existed. It would be too cruel.

I consider that it is on instruction and education that the future security and direction of the destiny of every nation chiefly and fundamentally rests.

I desire no other epitaph - no hurry about it, I may say - than the statement that I taught medical students in the wards, as I regard this as by far the most useful and important work I have been called upon to do.

I'd like to help educate kids about the Major Leagues - what to anticipate, what to expect, what they'll need to do to prepare themselves.

I devoured Gibbon. I rode triumphantly through it from end to end and enjoyed it all.

I did not direct my life. I didn't design it. I never made decisions. Things always came up and made them for me. That's what life is.

I'd like to say a few words about one of the most popular concepts in the modern education--show and tell. Show and Tell is a device created by grammar schools to communicate family secrets to 32 other families before 9:15 am in the morning.

I do not approve of anything that tampers with natural ignorance. Ignorance is like a delicate exotic fruit; touch it and the bloom is gone. The whole theory of modern education is radically unsound. Fortunately in England, at any rate, education produces no effect whatsoever. If it did, it would prove a serious danger to the upper classes, and probably lead to acts of violence in Grosvenor Square.

I do not teach. I relate.

I do not need to establish a deep, lasting, time-consuming personal relationship with every student. What I must do is to be totally and nonselectively present to the student-to each student-as he addresses me. The time interval may be brief but the encounter is total.