Quotes About Learning

Reinforcing the notion that a primary purpose of school is for students to develop conceptual understanding of complex material, the teacher conveys that it is not sufficient for students to be able to go through the motions, to follow a procedure without understanding why. No—they must develop conceptual understanding; it must build from one idea to another, and students should be able to explain to the teacher, or to another student, why something is the way it is.

However, show-and-tell sessions at Beinn Bhreagh with his grandchildren inspired him to design—and publicize in the Volta Review (published by his Volta Institute)—simple experiments for children. "If their curiosity and interest can be aroused," he wrote, "they will speculate for themselves as to the causes of the phenomena observed. This exercise of the mind is just what children need. It develops their reasoning powers and arouses their interest.

Life always gives us exactly the teacher we need at every moment. This includes every mosquito, every misfortune, every red light, every traffic jam, every obnoxious supervisor (or employee), every illness, every loss, every moment of joy or depression, every addiction, every piece of garbage, every breath. Every moment is the guru.

The formation of habits is education, and education is the formation of habits.

Therefore, the selection of their first lesson-books is a matter of grave importance, because it rests with these to give children the idea that knowledge is supremely attractive and that reading is delightful. Once

Diluted Knowledge.--But, poor children, they are too often badly used by their best friends in the matter of the knowledge

She must ask herself seriously, Why must the children learn at all? What should they learn? And, How should they learn it? If she take the trouble to fiind a definite and thoughtful answer to each of these three queries, she will be in a position to direct her children's studies; and will, at the same time, be surprised to find that three-fourths of the time and labour ordinarily spent by the child at his lessons is lost time and wasted energy.

To make collections of wild flowers for the several months, press them, and mount them neatly on squares of cartridge paper, with the English name, habitat, and date of finding each, affords much happy occupation and, at the same time, much useful training: better still is it to accustom children to make careful brush drawings for the flowers that interest them, of the whole plant where possible.

The teacher who allows his scholars the freedom of the city of books is at liberty to be their guide, philosopher and friend; and is no longer the mere instrument of forcible intellectual feeding.

El conocimiento… se transmite como la llama de una antorcha, de mente a mente, y esta llama prende fuego tan sólo en las mentes originales. —Charlotte Mason

Nos cuesta entender que así como el cuerpo necesita alimentos sanos y no puede nutrirse de cualquier sustancia, la mente también requiere alimento apropiado a su condición.

But Knights and Nobles never learn,

Self-education is the only possible education; the rest is mere veneer laid on the surface of a child's nature.

The most common and the monstrous defect in the education of the day is that children fail to acquire the habit of reading.

my object is to show that the chief function of the child--his business in the world during the first six or seven years of his life--is to find out all he can, about whatever comes under his notice, by means of his five senses...

Having found the book which has a message for us, let us not be guilty of the folly of saying we have read it. We might as well say we have breakfasted, as if breakfasting on one day should last us for every day! The book that helps us deserves many readings, for assimilation comes by slow degrees.

And all the time we have books, books teeming with ideas fresh from the minds of thinkers upon every subject to which we can wish to introduce children.

One more thing is of vital importance; children must have books, living books; the best are not too good for them; anything less than the best is not good enough; and if it is needful to exercise economy, let go everything that belongs to soft and luxurious living before letting go the duty of supplying the books, and the frequent changes of books, which are necessary for the constant stimulation of the child's intellectual life.

It is time we reverted to the teaching of Socrates. 'Know thyself,' exhorted the wise man, in season and out of season; and it will be well with us when we understand that to acquaint a child with himself––what he is as a human being––is a great part of education.

A morning in which a child receives no new ideas is a morning wasted.

Children must have books, living books; the best are not too good for them; anything less than the best is not good enough; and if it is needed to exercise economy, let go everything that belongs to soft and luxurious living before letting go the duty of supplying the books, and the frequent changes of books, which are necessary for the constant stimulation of the child's intellectual life.

A mentor's value is not always born by being right but by making you think twice or maybe thrice.

Hey budding entrepreneurs, here is what you can do - Jump right in & make every mistake that everyone made before you when they jumped right in. Or, read up/study from those who have made the leap or work first for those currently leaping…

Look closely at wisdom – there is a very small space between "wiz" and "dumb" -