Quotes About Learning

I would rather he never learnt to read at all, than that this art should be acquired at the price of all that makes reading useful. What is the use of reading to him if he always hates it?

You fail to perceive that it is a greater waste of time to use it ill than to do nothing, and that a child ill taught is further from virtue than a child who has learnt nothing at all. You are afraid to see him spending his early years doing nothing. What! is it nothing to be happy, nothing to run and jump all day? He will never be so busy again all his life long.

Ben öÄŸrenmeyi baÅŸkalar?na öÄŸretmek için deÄŸil, kendimi bilmek için istedim.

Without the study of books, such a memory as the child may possess is not left idle; everything he sees and hears makes an impression on him, he keeps a record of men's sayings and doings, and his whole environment is the book from which he unconsciously enriches his memory, till his judgment is able to profit by it.

If instead of making a child stick to his books I employ him in a workshop, his hands work for the development of his mind. While he fancies himself a workman he is becoming a philosopher.

Could integrity be the daughter of ignorance? Could knowledge and virtue be incompatible? What consequences could we not draw from these opinions? But to reconcile these apparent contradictions, it is necessary only to examine closely the vanity and the emptiness of those proud titles which dazzle us and which we hand out so gratuitously to human learning.

Young teacher, pray consider this example, and remember that your lessons should always be in deeds rather than words, for children soon forget what they say or what is said to them, but not what they have done nor what has been done to them.

I do not like verbal explanations. Young people pay little heed to them, nor do they remember them. Things! Things! I cannot repeat it too often. We lay too much stress upon words; we teachers babble, and our scholars follow our example.

Since everything that comes into the human mind enters through the gates of sense, man's first reason is a reason of sense-experience. It is this that serves as a foundation for the reason of the intelligence; our first teachers in natural philosophy are our feet, hands, and eyes. To substitute books for them does not teach us to reason, it teaches us to use the reason of others rather than our own; it teaches us to believe much and know little.

People seek a tutor who has already educated one pupil. This is too much; one man can only educate one pupil; if two were essential to success, what right would he have to undertake the first?

However great a man's natural talent may be, the art of writing cannot be learned all at once. Jean-Jaeques Rousseau

From the first moment of life, men ought to begin learning to deserve to live; and, as at the instant of birth we partake of the rights of citizenship, that instant ought to be the beginning of the exercise of our duty.

I never met a kid I couldn't teach. Every kid was good at something, and the trick was to find out what it was, then use it to teach him everything else. It was good work, the kind of work that let you sleep soundly at night and, when you awoke, look forward to the next day.

As for the learning itself, I figured you didn't need a college degree to become on of the people who knew what was really going on. If you paid attention, you could pick things up on your own.

She also lent me her books, saying reading was a way of traveling the world, getting to know people you'll never meet, also traveling through time, getting to know people who lived long ago.

Most important thing in life," he would say, "is learning how to fall." *

She also lent me her books, saying reading was a way of traveling the world, getting to know people you'll never meet, also traveling through time, getting to know people who lived long ago.

She also told me that teachers don't know everything, but as long as they stay a step ahead of the students, the students think they do.

Most important thing in life, he would say, is learning how to fall.

I had found my religion: nothing seemed more important to me than a book. I saw the library as a temple.

J'ai commencé ma vie comme je la finirai sans doute : au milieu des livres.

Je n'ai jamais gratté la terre ni quêté des nids, je n'ai pas herborisé ni lancé des pierres aux oiseaux. Mais les livres ont été mes oiseaux et mes nids, mes bêtes domestiques, mon étable et ma campagne.

What he [the intellectual] should learn to do is to put what he has been able to salvage from the disciplines that taught him universal techniques, directly at the service of the masses. Intellectuals must learn to understand the universal that the masses want, in reality, in the immediate, at this very moment.

If someone read every book that's ever been written all he could when he was done is he'd read a lot of books.