Quotes About Education

I had very, very little training in taking an exam to determine a scientist's life in France.

I can not imagine my life if I didn't have a music program in my school.

When we force a boy to be a mediocrity in a dozen subjects we destroy his standards, perhaps for life.

All my life I have been trying to learn to read, to see and hear, and to write.

A gifted small girl has explained that pins are a great means of saving life, "by not swallowing them.

Alas, if our children lose the crown of life, it will be but a small consolation that they have won the laurels of literature or art.

But the power of instruction is seldom of much efficacy, except in those happy dispositions where it is almost superfluous.

Every person has two educations, one which he receives from others, and one, more important, which he gives to himself.

Unprovided with original learning, unformed in the habits of thinking, unskilled in the arts of composition, I resolved to write a book.

The power of instruction is seldom of much efficacy, except in those happy dispositions where it is almost superfluous.

These kids are already hard. They don't need to be made harder. The issue is softening them up. They need to learn how to care about life again. They've lost that. That's what we need to give back to them.

Education is the vaccine for violence.

Education is a vacine for violence.

Education is the key. But it's the kind of education that we teach that is the key. We don't have it.

The public is not cognizant of the real value of education, and does not realize that education as a social force is not receiving the kind of attention it has the right to expect in a democracy.

Universal literacy was supposed to educate the common man to control his environment. Once he could read and write he would have a mind fit to rule. So ran the democratic doctrine. But instead of a mind, universal literacy has given him rubber stamps, rubber stamps inked with advertising slogans, with editorials, with published scientific data, with the trivialities of the tabloids and the platitudes of history, but quite innocent of original thought.

The only difference between "propaganda" and "education," really, is in the point of view. The advocacy of what we believe in is education. The advocacy of what we don't believe in is propaganda.

Infrastructure eventually becomes obsolete, but education perpetuates itself as one smart generation teaches the next. In the United States and Europe, industrialization rarely encouraged education.

Americans who live in metropolitan areas with more than a million residents are, on average, more than 50 percent more productive than Americans who live in smaller metropolitan areas. These relationships are the same even when we take into account the education, experience, and industry of workers. They're even the same if we take individual workers' IQs into account. The income gap between urban and rural areas is just as large in other rich countries, and even

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

The commonest error of the gifted scholar, inexperienced in teaching, is to expect pupils to know what they have been told. But telling is not teaching. The expression of facts that are in one's mind is a natural impulse when one wishes others to know these facts, just as to cuddle and pat a sick child is a natural impulse. But telling a fact to a child may not cure his ignorance of it any more than patting him will cure his scarlet fever. (p. 61)

According to one Harvard study, more students attended America's elite universities from the top 1 per cent of income backgrounds than from the bottom 60 per cent.

On the wall of Amshad's office there was a poster that made me laugh: DO NOT GIVE ME A BANGLE, GIVE ME A PEN. Well-meaning charities often train illiterate slum women to make cheap trinkets.

All people have their own special skills. Instead of just identifying deficiencies, schools should try to identify and promote those special skills as early on as possible. For