Quotes About Education

smart people who get bad grades are listening to their inner voice, doing what they believe is interesting and right.

As more people become more intelligent they care less for preachers and more for teachers.

There are treasures in books that all the money in the world cannot buy, but the poorest laborer can have for nothing.

It is far cheaper to build schoolhouses than prisons, and it is much better to have scholars than convicts.

The new element in part III is the headwinds—inequality, education, demography, and debt repayment—that are buffeting the U.S. economy and pushing down the growth rate of the real disposable income of the bottom 99 percent of the income distribution to little above zero.

The combined effects of growing inequality, a faltering education system, demographic headwinds, and the strong likelihood of a fiscal correction imply that the real median disposable income will grow much more slowly in the future than in the past.

The quality of a university is measured more by the kind of student it turns out than the kind it takes in.

Over the years, we have come to identify quality in a college not by whom it serves but by how many students it excludes. Let us not be a sacred priesthood protecting the temple, but rather the fulfillers of dreams.

You see, I believe that you cannot be taught to 'write.' You can be taught grammar and punctuation, but you cannot be taught to be a writer. That has to come from within.

the five steps of the method Reading Faster 300x: 1. Preparation 2. Preview 3. Reading 4. Review 5. Memorize

Surprising what you can dig out of books if you read long enough, isn't it?

But now that 50 percent of the young people are involved in some post-secondary education, the structure of the institution and its impact on values have become a matter of concern.

How much of the total educational effort is devoted to teaching people who do not have a motivation, other than responding to compulsion, to learn what we are trying to teach them? Is there any way out of this dilemma (if you concede that it is a dilemma) other than Ivan Illich's revolutionary approach?

The great asset of a broad liberal arts education, as I know it, is that it does not have much bearing on any vocation in particular but has great relevance to all vocations in general—provided that the college environment within which it is carried out is accepted as real, as real as any chapter in one's life, and provided that an explicit effort is made to prepare students to serve and be served by the present society, using the college experience as the working laboratory.

The grand design of education is to excite, rather than pretend to satisfy, an ardent thirst for information; and to enlarge the capacity of the mind, rather than to store it with knowledge, however useful.

Thousands of people, either in person or in writing, told me that reading my book made a difference in their lives. Some said that it led to an interest in Russia that they now manifest at many levels of scholarship and education. A large number tell me that Nicholas and Alexandra introduced them to history in general and that they now find interest in many areas of the human past.

Tirpitz's admiration extended to English education and the English language. He spoke English, read English newspapers and English novels, and enrolled his two daughters at Cheltenham Ladies' College.

Books were her refuge. Having set herself to learn the Russian language, she read every Russian book she could find. But French was the language she preferred, and she read French books indiscriminately, picking up whatever her ladies-in-waiting happened to be reading. She always kept a book in her room and carried another in her pocket.

We are already the most over informed, under reflective people in a history of civilisation. We already have a 24h news cycle, internet newspapers and continuous information about day to day unfolding of civic proceedings. Better informed people are not necessarily better educated people.

Viewmont High School also

Money is kind of a base subject. Like water, food, air and housing, it affects everything yet for some reason the world of academics thinks it's a subject below their social standing.

Academic qualifications are important and so is financial education. They're both important and schools are forgetting one of them.

We go to school to learn to work hard for money. I write books and create products that teach people how to have money work hard for them.

Military school was great and especially great for leadership and then I spent two years in Vietnam.