Best 6551 quotes in «education quotes» category

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

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

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

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

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 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.

I do not much believe in education. Each person ought to be his or her own model, however frightful that may be.

I do not teach. I relate.

I do not see any reason why they should not be given the means to give their teachers just as high an education as is secured by attendance at the Protestant schools.

I don't believe civilization can do a lot more than educate a person's senses.

I don't want to send them to jail. I want to send them to school.

I don't think anybody anywhere can talk about the future of their people or of an organization without talking about education. Whoever controls the education of our children controls our future.

I don't want to deal with problems, and so you want to make sure that you don't give yourself problems by not doing your homework and maybe trying to take a kid that's got great ability but isn't going to get it done in the classroom.

I don't believe athletes should be role models. . . . We're a one-shot deal, one in a million, so we should be the least likely role models. . . . I think one of the problems in society today is that we don't stress education enough, because we glorify athletes, actors and actresses.

I don't want to convince you that mathematics is useful. It is, but utility is not the only criterion for value to humanity. Above all, I want to convince you that mathematics is beautiful, surprising, enjoyable, and interesting. In fact, mathematics is the closest that we humans get to true magic. How else to describe the patterns in our heads that - by some mysterious agency - capture patterns of the universe around us? Mathematics connects ideas that otherwise seem totally unrelated, revealing deep similarities that subsequently show up in nature.

I'd rather teach peace.

I doubt whether classical education ever has been or can be successfully carried out without corporal punishment.

I emphasize teachers because they are largely left out of the debate. None of the bombastic reports that come from Washington and think tanks telling us what needs to be 'fixed' - I hate such a mechanistic word, as if our schools were automobile engines - ever asks the opinions of teachers.

I dreamed that I was young and smart, and it was not a waste. I dreamed that there was a point of life, and to the human race.

I dream of a society that is continuously creating knowledge, where each individual is a part of this creation, where youngsters can pursue courses with freedom of choice, where technology is used for universal access of education and yet the importance of the Guru is retained.

I dream of painting and then I paint my dream.

If a child is to keep alive his inborn sense of wonder, he needs the companionship of at least one adult who can share it, rediscovering with him the joy, excitement, and mystery of the world we live in.

If a budget is designed to show our values, it's clear where the majority stands: against opportunity, against education, and against America's hard-working, tax-paying middle class.

I envy your ignorance, I hear that it's bliss.

If a man empties his purse into his head, no one can take it from him.

If all who are engaged in the profession of education were willing to state the facts instead of making greater promises than they can possibly fulfill, they would not be in such bad repute with the lay- public.

If a man is a fool, you don't train him out of being a fool by sending him to university. You merely turn him into a trained fool, ten times more dangerous.

If a man neglects education, he walks lame to the end of his life.

If an ignorant person is attracted by the things of the world, that is bad. But if a learned person is thus attracted, it is worse.

If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.

If an educational act is to be efficacious, it will be only that one which tends to help toward the complete unfolding of life. To be thus helpful it is necessary rigorously to avoid the arrest of spontaneous movements and the imposition of arbitrary tasks.

If education does not create a need for the best in life, then we are stuck in an undemocratic, rigid caste society.

If a teacher have any opinion which he wishes to conceal, his pupils will become as fully indoctrinated into that as into any which he publishes.

If children are apparently unable to learn, we should assume that we have not as yet found the right way to teach them.

If during their education our youths become alienated from their language, history, ancestors, culture and civilization, it means there is a very serious educational problem there.

I feel it is our inherent duty as a humane society, above any intangible responsibility, to invest in our world's children's potential, passion and confidence.