Quotes About Education

Perhaps we did not read so many books, or learn languages so quickly, as those who are disciplined according to the ordinary methods; but what we learned was impressed the more deeply on our memories.

My uncle had an idea of his being educated as an advocate, that through his interest he might become a judge. But, besides that he is not at all fitted for such an occupation, it is certainly more creditable to cultivate the earth for the sustenance of man, than to be the confidant, and sometimes the accomplice, of his vices; which is the profession of a lawyer.

the routine of education in the schools of

I did not feel much inclined to study the books which I had procured at his recommendation. M. Krempe was a little squat man, with a gruff voice and repulsive countenance; the teacher, therefore, did not prepossess me in favour of his doctrine.

Los maestros modernos prometen muy poco. Saben que los metales no pueden transmutarse y que el elixir de la vida es sólo una quimera. Pero estos filósofos, cuyas manos parecen hechas sólo para escarbar en la suciedad y cuyos ojos parecen sólo destinados a escudriñar en el microscopio o en el crisol, en realidad han conseguido milagros.

I still insist that not only the virtue but the knowledge of the two sexes should be the same in nature, if not in degree, and that women, considered not only as moral but rational creatures, ought to endeavour to acquire human virtues (or perfections) by the same means as men, instead of being educated like a fanciful kind of half being [...].

Before researchers become researches they should become philosophers.

Little Octobrists are future Young Pioneers. Little Octobrists are studious kids. They study hard, love school, and respect their elders. Little Octobrists are honest and truthful kids. Little Octobrists are fun-loving kids. They read and they draw, they play and they sing, and they stick together. Only those who work hard and persist earn the right to be called Little Octobrist.2

The only way to learn is to live.

It's time to admit that public education operates like a planned economy,' said Albert Shanker, long-serving President of the American Federation of Teachers.

The real tragedy of nationalised education is how little innovation it has seen.

The generation that has experienced more peace, freedom, leisure time, education, medicine, travel, movies, mobile phones and massages than any generation in history is lapping up gloom at every opportunity.

Education, done properly, is an emergent, evolutionary phenomenon.

The aim of public education is not to spread enlightenment at all. It is simply to reduce as many individuals as possible to the same safe level, to breed a standard citizenry to put down dissent and originality,' said H.L. Mencken.

The brutal campaign of mass sterilisation, forced abortion and infanticide was exacerbated by the voluntary murder of baby girls on a genocidal scale as parents tried to ensure that their one legal child was a boy. Fertility fell, but not much faster than it would have done if a policy of economic development, public health and education had been adopted instead. What

Lectures, says Minerva's Stephen Kosslyn, are 'a great way to teach, but a terrible way to learn'.

The traditional university will surely be gone in fifty years, swept away by technology.

And by forcing ourselves to learn something, we place ourselves in a selective environment that puts a premium on a future instinctive solution to the problem. Thus, learning gradually gives way to instinct.

Education is dominated by creationist thinking. The curriculum is too prescriptive and slow to change, teachers are encouraged to teach to the exam rather than to the pupils' or their own strengths, the textbooks are infused with instructions about what to think instead of how to think, teaching methods are more about instructing than learning

When you think about it, it is rather strange that liberated, freethinking people, when their children reach the age of five, send them off to a sort of prison for the next twelve to sixteen years.

Top–down language teaching just does not work well – it's like learning to ride a bicycle in theory, without ever getting on one.

The more a country adopted central planning, the better its education system did, but the worse its economic performance – not least because, like Egypt, it churned out many would-be bureaucrats trained to do the central planning.

The simple one-way relationship that so entrances our politicians and commentators – education spending in, economic growth out – simply doesn't exist.

Education is not a skyhook from which to hang economic policy; it is an emergent phenomenon.