Quotes About Education

I wanted to be a mechanic. When I was 14 I wanted to quit school and go work on my car. But my dad said Son, you shouldn't do that. You should stay in school until your education is finished, and when you're done, don't make your hobby your job.

Father has good reasons on his side, since few people can afford to go through life listening to the birds sing, and the sooner the little boy starts his "education" the better.

From the beginning, I knew intuitively that if nothing else, music was safe, and that nobody could tell me anything about it. Music didn't need a middleman, whereas all the other things in school needed some kind of explanation.

there should be some learning when a domain model is discussed.

A Northern teacher in Florida reported how one sixty-year-old woman, "just beginning to spell, seems as if she could not think of any thing but her book, says she spells her lesson all the evening, then she dreams about it, and wakes up thinking about it.

We haven't done much writing code, but we are reading and understanding code, and that can be just as good. So

Most young men and women (...) grow up in a sort of permanent present lacking any organic relation to the public past of the times they live in. This makes historians, whose business it is to remember what others forgot, more essential (...) than ever before.

Perhaps a modern society can remain stable only by eliminating adolescence, by giving its young, from the age of ten, the skills,responsibilities, and rewards of grownups, and opportunities for action in all spheres of life. Adolescence should be a time of useful action, while book learning and scholarship should be a preoccupation of adults.

In a time of drastic change, it is the learners who inherit the future. The learned find themselves equipped to live in a world which no longer exists.

It is the malady of our age that the young are so busy teaching us that they have no time left to learn.

In a world of change, the learners shall inherit the earth, while the learned shall find themselves perfectly suited for a world that no longer exists.

An empty head is not really empty; it is stuffed with rubbish. Hence the difficulty of forcing anything into an empty head.

The key to the problem is an empowered, knowledgeable patient, but as we shall see, extra information need not lead to empowerment. Whether

There's a term you don't hear these days, one you used to hear all the time when the Carnegie branches opened: Palaces for the People. The library really is a palace. It bestows nobility on people who can't otherwise afford a shred of it. People need to have nobility and dignity in their lives. And, you know, they need other people to recognize it in them too.

You have it in you already. You just sort of need to be exposed to these things and provide yourself an education. The library assumes the best out of people. The services it provides are founded upon the assumption that if given the chance, people will improve themselves.

But I've got to go to school, Grandfather." "Poppycock," the Duke thundered. "Sending girls to school in foreign lands – teaching them to jabber away in foreign languages like monkeys. Never could understand why they have such things as foreign languages – or if they have 'em, why anybody with any sense should wish to jabber 'em. Look at me. English is good enough for me.

Here's a proposal, offered only partly in jest: no resident of the United States, whether born here or abroad, should get to be a citizen until age 18, at which time each such resident has to take a test.

There is a growing body of evidence that "race affects how teachers see and treat their students. Black students taught by white teachers are less likely to be identified for gifted programs than black students taught by black teachers, for example. Other research has shown biases in teachers' grading of work by students of different genders, races and ethnicities."5

He wanted to transmit the same culture of selflessness here that had been practiced in his home as a child. Selfishness, laziness, self-pity, poor sportsmanship, and the like were not tolerated. He made that legacy of his upbringing a part of these seminaries.

We need to be brave enough to dissect a frog now and then, to see what's inside.

The entire education of the younger generation of theologians belongs today in church cloister-like schools, in which pure doctrine, the Sermon on the Mount and worship are taken seriously—as they never are (and in present circumstances couldn't be) at the university. It

Wilberforce understood the idea that the law itself is a "teacher" and will lead people toward what it prescribes and away from what it prohibits. But he knew that a debased culture cannot be stemmed through legislation alone. Indeed, if one wishes to make certain laws, one must change the culture first, else those laws will never be passed. In

Bonhoeffer openly thought things through and taught his students to do the same. They followed lines of reasoning to their logical conclusions and considered every angle to have a sense of absolute thoroughness, so that nothing depended on mere emotion.

The Union students] talk a blue streak without the slightest substantive foundation and with no evidence of any criteria . . . They are unfamiliar with even the most basic questions. They become intoxicated with liberal and humanistic phrases, laugh at the fundamentalists, and yet basically are not even up to their level.