Best 6551 quotes in «education quotes» category

Warmth is the vital element for the growing plant and for the soul of the child.

We accepted education as the means to rise above the limitations that a prejudiced society endeavored to place upon us.

We already have so much pressure towards sameness through radio, film and comic outside the school, that we can't afford to do a thing inside that is not toward individual development.

We always hate the school room where we learn hard lessons. But then we love it, because that's the school that taught us all we know, and gave us all the strength we have.

We are all concerned about the future of American education. But as I tell my students, you do not enter the future - you create the future. The future is created through hard work.

We are apt to consider that invention is the result of spontaneous action of some heavenborn genius, whose advent we must patiently wait for, but cannot artificially produce. It is unquestionable, however, that education, legal enactments, and general social conditions have a stupendous influence on the development of the originative faculty present in a nation and determine whether it shall be a fountain of new ideas or become simply a purchaser from others of ready-made inventions.

We are commanded to love God with all our minds, as well as with all our hearts, and we commit a great sin if we forbid or prevent that cultivation of the mind in others which would enable them to perform this duty.

We are dealing with the best-educated generation in history. But they've got a brain dressed up with nowhere to go.

We are heirs of the ages because throughout the ages mankind has devised and fashioned new things, and step by step added new conquests to our domain in that incessant contest with nature which means life. But we are decadent heirs if we cannot use the instruments that the ages have put into our hands. The acquisition of these, in the largest scope, is education.

We are more ready to try the untried when what we do is inconsequential. Hence the remarkable fact that many inventions had their birth as toys.

We are only now on the threshold of knowing the range of the educability of man-the perfectibility of man. We have never addressed ourselves to this problem before.

We are quite rich enough to defend ourselves, whatever the cost. We must now learn that we are quite rich enough to educate ourselves as we need to be educated.

We are so fortunate that our work in connecting the world through Facebook has given us the ability to give back to our local community, our country and the world -- and to work to improve education, health care and internet access for everyone, to serve our community in San Francisco, we can think of no better place to focus than The General.

We are shut up in schools and college recitation rooms for ten or fifteen years, and come out at last with a bellyful of words and do not know a thing.

We are trying to make up these other elements by gaining cost efficiencies through our reengineering process and through overt fund-raising activities to better support graduate education.

We as a nation need to be reeducated about the necessary and sufficient conditions for making human beings human. We need to be reeducated not as parents--but as workers, neighbors, and friends; and as members of the organizations, committees, boards--and, especially, the informal networks that control our social institutions and thereby determine the conditions of life for our families and their children.

We at the Department of Education are going to provide technical assistance; I've committed $14 million to show states how they might meet this more sophisticated approach.

We boast of our system of education, but why stop at schoolmasters and schoolhouses? We are all schoolmasters, and our schoolhouse is the universe. To attend chiefly to the desk or schoolhouse while we neglect the scenery in which it is placed is absurd. If we do not look out we shall find our find schoolhouse standing in a cow-yard at last.

We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.

We blacks look for leadership in men and women of such youth and inexperience, as well as poverty of education and character, that it is no wonder that we sometimes seem rudderless.... We see basketball players and pop singers as possible role models, when nothing could be further, in most cases, from their capacities.

We can never put ourselves in the shoes of children; we cannot fathom their thoughts, we lend them ours; and always following ourown reasoning, we stuff their heads with extravagance and error.

We can no longer afford to spend major time on minor things than spend minor time on major things.

We cheated on our math tests, we carved some dirty words on the desk.

we cannot afford to settle for being just average; we must learn as much as we can to be the best that we can. The key word is education - education with maximum effort. Without it, we cannot be in charge of ourselves or anyone else.

We can't get to the $4 trillion in savings that we need by just cutting the 12 percent of the budget that pays for things like medical research and education funding and food inspectors and the weather service. And we can't just do it by making seniors pay more for Medicare.

We don't only want to make robots in universities; we want to create good humans. We can't shape a world only with the help of robots made out of technical know-how. We can't be useful to humankind if there are no sentiments in life.

We destroy the most hallowed of relations, when we replace home education by social.And your education! Is not that also social, and determined by the social conditions under which you educate, by the intervention, direct or indirect, of society, by means of schools, etc.? The Communists have not invented the intervention of society in education; they do but seek to alter the character of that intervention, and to rescue education from the influence of the ruling class.

We discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being.

We do not truly own our thoughts or experiences until we have negotiated them with ourselvesand for this writing is the prime medium.

We educators stand at a special point in time

We have also arranged things so that almost no one understands science and technology. This is a prescription for disaster. We might get away with it for a while, but sooner or later this combustible mixture of ignorance and power is going to blow up in our faces.

We have a large underclass in Britain, and a fairly low standard of education. Our best universities are extremely good, but a very significant proportion of the British population that comes out of compulsory schooling with very low standards of education.

We have got to make sure that every qualified American in this country who wants to go to college can go to college -- regardless of income.

We have been learning since we were children how to make money, buy things, build things. The whole education system is set up to teach us how to think, not to feel.

We have ignored cultural literacy in thinking about education We ignore the air we breathe until it is thin or foul. Cultural literacy is the oxygen of social intercourse.

We have inadvertently designed a system in which being good at what you do as a teacher is not formally rewarded, while being poor at what you do is seldom corrected nor penalized.

We have created an educational system, funded throughout the country by taxpayer dollars, that systematically turns our children away from the truth that makes them free.

We have not passed that subtle line between childhood and adulthood until we have stopped saying 'It got lost,' and say, 'I lost it.'

We have not given science too big a place in our education, but we have made a perilous mistake in giving it too great a preponderance in method in every other branch of study.

We hear a lot of talk these days about teaching values in higher education. Frankly, I am not sure this can be accomplished through a separate course in morality or ethics. I am convinced, however, that values are sustained on campus by the honesty of our words, and by the confidence we have in the words of others.

We have taken a strategic decision to gather education activities under a single roof.

We have to make education a priority, but all this debate about education and testing is almost beside the point. We only spend a fraction of the money on education that we spend on arms buildups. Under a Kucinich administration, education becomes one of the top domestic priorities. We put money into it. We cause the government to be vitally involved in it. And we make sure our children have the love of knowledge.

We have to make sure that college is accessible and affordable. Two years ago, I stood here and called upon our institutions of higher learning to develop plans for degrees that cost no more than $10,000. There were plenty of detractors at that time who insisted it couldn't be done. However, that call inspired educators at colleges and universities across our state to step up to the plate. Today, I'm proud to tell you that thirteen Texas universities have announced plans for a $10,000 degree.

We know that education is everything to our children's future. We know that they will no longer just compete for good jobs with children from Indiana, but children from India and China and all over the world.

We know that the gifts which men have do not come from the schools. If a man is a plain, literal, factual man, you can make a great deal more of him in his own line by education than without education, just as you can make a great deal more of a potato if you cultivate it than if you do not; but no cultivation in this world will ever make an apple out of a potato.

We know accurately only when we know little, with knowledge doubt increases.

We know that many boys and girls leave school because of poverty, because they have to work. However, there are an important number of children who abandon their studies because of the abuses they're subject to by teachers and their own parents.

We learn by pushing ourselves and finding what really lies at the outer reaches of our abilities.

We learn more by looking for the answer to a question and not finding it than we do from learning the answer itself.

We learn by practice. Whether it means to learn to dance by practicing dancing or to learn to live by practicing living, the principles are the same. One becomes in some area an athlete of God.