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EDUCATIOn quotes, sayings
What sculpture is to a block of marble, education is to the human soul. The philosopher, the saint, the hero, the wise, and the good, or the great, very often lie hid and concealed in a plebeian, which a proper education might have disinterred and brought to light.
There can be but a single goal of education, and that—education to courage.
Observation more than books, experience rather than persons, are the prime educators.
The whole object of education is, or should be, to develop mind. The mind should be a thing that works. It should be able to pass judgment on events as they arise, make decisions.
The poorest education that teaches self-control, is better than the best that neglects it.
Education does not commence with the alphabet; it begins with a mother's look, with a father's nod of approbation, or a sign of reproof; with a sister's gentle pressure of the hand, or a brother's noble act of forbearance; with handfuls of flowers in green dells, on hills, and daisy meadows; with birds' nests admired, but not touched; with creeping ants, and almost imperceptible emmets; with hummingbees and glass beehives; with pleasant walks in shady lanes, and with thoughts directed in sweet and kindly tones and words to nature, to beauty, to acts of benevolence, to deeds of virtue, and to the source of all good—to God Himself!
All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth.
It is by education I learn to do by choice, what other men do by the constraint of fear.
The standards of a genuinely liberal education, as they have been understood, more or less from the time of Aristotle, are being progressively undermined by the utilitarians and the sentimentalists.
Education commences at the mother's knee, and every word spoken in the hearing of little children tends toward the formation of character.—Let parents always bear this in mind.
The aim of education should be to teach us rather how to think, than what to think—rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with the thoughts of other men.
Education is the knowledge of how to use the whole of oneself. Many men use but one or two faculties out of the score with which they are endowed. A man is educated who knows how to make a tool of every faculty—how to open it, how to keep it sharp, and how to apply it to all practical purposes.
The schoolmaster is abroad, and I trust him, armed with his primer, against the soldier in full military array.
Education is the only cure for certain diseases the modern world has engendered, but if you don't find the disease, the remedy is superfluous.
There are five tests of the evidence of education—correctness and precision in the use of the mother tongue; refined and gentle manners, the result of fixed habits of thought and action; sound standards of appreciation of beauty and of worth, and a character based on those standards; power and habit of reflection; efficiency or the power to do.
Nothing so good as a university education, nor worse than a university without its education.
Education is the cheap defense of nations.
No woman is educated who is not equal to the successful management of a family.
No part of education is more important to young woman than the society of the other sex of her own age.—It is only by this association that they acquire that insight into character which is almost their only defence.
Look out for the boy who has to plunge into work direct from the common school and who begins by sweeping out the office. He is probably the dark horse you had better watch.
"Reeling and writhing, of course to begin with," Mock Turtle replied, "and the different branches of arithmetic—ambition, distraction, uglification and derision."
He has seen but little of life who does not discern everywhere the effect of early education on men's opinions and habits of thinking. Children bring out of the nursery that which displays itself throughout their lives.
Education does not consist in mastering languages, but is found in that moral training which extends beyond the schoolroom to the playground and the street, and which teaches that a meaner thing can be done than to fail in recitation.
There is a moral as well as an intellectual objection to the custom, frequent in these times, of making education consist in a mere smattering of twenty different things, instead of in the mastery of five or six.
He is to be educated not because he is to make shoes, nails, and pins, but because he is a man.
Every day's experience shows how much more actively education goes on out of the schoolroom, than in it.
Men are every day saying and doing, from the power of education, habit, and imitation, what has no root whatever in their serious convictions.
Do not ask if a man has been through college; ask if a college has been through him—if he is a walking university.
Today toys are recognized by educators and welfare workers as a vital part of child development comparable with the need for nourishing food and instruction in the three Rs.
The development of desirable traits and characteristics—that intangible something which we style personality—is the chief work of the school.
The education of the human mind commences in the cradle.
Thelwall thought it very unfair to influence a child's mind by inculcating any opinions before it had come to years of discretion to choose for itself.—I showed him my garden, and I told him it was my botanical garden.—"How so?" said he; "it is covered with weeds."—"O," I replied, "that is only because it has not yet come to its age of discretion and choice.—The weeds, you see, have taken the liberty to grow, and I thought it unfair in me to prejudice the soil toward roses and strawberries."
Neither piety, virtue, nor liberty can long flourish in a community where the education of youth is neglected.
It makes little difference what the trade, business, or branch of learning, in mechanical labor, or intellectual effort, the educated man is always superior to the common laborer. One who is in the habit of applying his powers in the right way will carry system into any occupation, and it will help him as much to handle a rope as to write a poem.
The sure foundations of the State are laid in knowledge, not in ignorance; and every sneer at education, at culture, and at book-learning which is the recorded wisdom of the experience of mankind, is the demagogue's sneer at intelligent liberty, inviting national degeneracy and ruin.
Family education and order are some of the chief means of grace; if these are duly maintained, all the means of grace are likely to prosper and become effectual.
Early instruction in truth will best keep out error. Some one has well said, "Fill the bushel with wheat, and you may defy the devil to fill it with tares."
The great end of education is to discipline rather than to furnish the mind; to train it to the use of its own powers, rather than fill it with the accumulations of others.
Liberal education develops a sense of right, duty and honor; and more and more in the modern world, large business rests on rectitude and honor as well as on good judgment.
In the degree in which I have been privileged to know the intimate secrets of hearts, I ever more realize how great a part is played in the lives of men and women by some little concealed germ of abnormality. For the most part they are occupied in the task of stifling and crushing those germs, treating them like weeds in their gardens. There is another and better way, even though more difficult and more perilous. Instead of trying to suppress the weeds that can never be killed, they may be cultivated into useful or beautiful flowers. For it is impossible to conceive any impulse in a human heart which cannot be transformed into Truth or into Beauty or into Love.
The secret of education lies in respecting the pupil.
That which we are we are all the while teaching, not voluntarily, but involuntarily.
An intelligent class can scarce ever be, as a class, vicious, and never, as a class, indolent.—The excited mental activity operates as a counterpoise to the stimulus of sense and appetite.
We have in America the largest public school system on earth, the most expensive college buildings, the most extensive curriculum, but nowhere else is education so blind to its objectives, so indifferent to any specific outcome as in America. One trouble has been its negative character. It has aimed at the repression of faults rather than the creation of virtues.
I wish every immigrant could know that Lincoln spent only one year in school under the tutelage of five different teachers, and that that man still could be the author of the Gettysburg address.
You demand universal suffrage,—I demand universal education to go with it.
Education begins with life. Before we are aware the foundations of character are laid, and subsequent teaching avails but little to remove or alter them.
If a man empties his purse into his head, no man can take it away from him. An investment in knowledge always pays the best interest.
The schoolmaster deserves to be beaten himself who beats nature in a boy for a fault. And I question whether all the whippings in the world can make their parts which are naturally sluggish rise one minute before the hour nature hath appointed.
Boys and girls should be taught to think first of others in material things; they should be infected with the wisdom to know that in making smooth the way of all lies the road to their own health and happiness.
States should spend money and effort on this great all-underlying matter of spiritual education as they have hitherto spent them on beating and destroying each other.
We can advance and develop democracy but little faster than we can advance and develop the average level of intelligence and knowledge within the democracy. That is the problem that confronts modern educators.
Very few can be trusted with an education.
A college education shows a man how little other people know.
Education in its widest sense includes everything that exerts a formative influence, and causes a young person to be, at a given point, what he is.
I care not what subject is taught if only it be taught well.
Dull boys are more likely than others to get into difficulties, largely because they want, and need, more work with their hands and less intellectual work, but do not get it.
It is on the sound education of the people that the security and destiny of every nation chiefly rest.
Give vocational training to the manually minded, and the children's courts of the future will have less to do.
He that has found a way to keep a child's spirit easy, active, and free, and yet at the same time to restrain him from many things he has a mind to, and to draw him to things that are uneasy to him, has, in my opinion, got the true secret of education.
Too much attention has been paid to making education attractive by smoothing the path as compared with inducing strenuous voluntary effort.
Jails and prisons are the complement of schools; so many less as you have of the latter, so many more must you have of the former.
Education is our only political safety.—Outside of this ark all is deluge.
Schoolhouses are the republican line of fortifications.
A human being is not, in any proper sense, a human being till he is educated.
That call not education, which decries God and his truth, content the seed to strew of moral maxims, and the mind imbue with elements which form the worldly wise; so call the training, which can duly prize such lighter lore, but chiefly holds to view what God requires us to believe and do, and notes man's end, and shapes him for the skies.
The man who strives to educate himself—and no one else can educate him—must win a certain victory over his own nature. He must learn to smile at his dear idols, analyze his every prejudice, scrap if necessary his fondest and most consoling belief, question his presuppositions, and take his chances with the truth.
The aim of education should be to convert the mind into a living fountain, and not a reservoir. That which is filled by merely pumping in, will be emptied by pumping out.
The education of the present race of females is not very favorable to domestic happiness.—For my own part, I call education, not that which smothers a woman with accomplishments, but that which tends to consolidate a firm and regular system of character.—That which tends to form a friend, a companion, and a wife.
The youth of Italy shall be trained so that in this country there shall be a place for every person and every person shall be in that place. I am here today and gone tomorrow; but let no one think fascism goes with me.
Public instruction should be the first object of government.
Education should be a conscious, methodical application of the best means in the wisdom of the ages to the end that youth may know how to live completely.
Character development is the great, if not the sole, aim of education.
I may safely predict that the education of the future will be inventive-minded. It will believe so profoundly in the high value of the inventive or creative spirit that it will set itself to develop that spirit by all means within its power.
Education is a debt due from the present to future generations.
The wisest man may always learn something from the humblest peasant.
The best education in the world is that got by struggling to get a living.
Educational institutions will become, more and more purely, institutions for educating people; and, as they become this, they will cease to be seats of scientific inquiry save on the very lowest level.
'Tis education forms the common mind; just as the twig is bent the tree is inclined.
It depends on education to open the gates which lead to virtue or to vice, to happiness or to misery.
Education is not learning; it is the exercise and development of the powers of the mind; and the two great methods by which this end may be accomplished are in the halls of learning, or in the conflicts of life.
Instruction ends in the schoolroom, but education ends only with life. A child is given to the universe to be educated.
Education does not mean teaching people to know what they do not know; it means teaching them to behave as they do not behave.
The more purely intellectual aim of education should be the endeavor to make us see and imagine the world in an objective manner as far as possible as it really is in itself, and not merely through the distorting medium of personal desires.
To know the laws of God in nature and revelation, and then to fashion the affections and will into harmony with those laws—this is education.
The true order of learning should be first, what is necessary; second, what is useful; and third, what is ornamental.—To reverse this arrangement, is like beginning to build at the top of the edifice.
The best school of discipline is home—family life is God's own method of training the young; and homes are very much what women make them.
Education gives fecundity of thought, copiousness of illustration, quickness, vigor, fancy, words, images, and illustrations; it decorates every common thing, and gives the power of trifling without being undignified and absurd.
Never educate a child to be a gentleman or lady only, but to be a man, a woman.
Experience demonstrates that of any number of children of equal intellectual powers, those who receive no particular care in infancy, and who do not begin to study till the constitution begins to be consolidated, but who enjoy the benefit of a good physical education, very soon surpass in their studies those who commenced earlier, and who read numerous books when very young.
The worst education that teaches self-denial is better than the best that teaches everything else and not that.
Modem education too often covers the fingers with rings, and at the same time cuts the sinews at the wrists.
The problem of education is two fold: first to know, and then to utter. Everyone who lives any semblance of an inner life thinks more nobly and profoundly than he speaks.
Of ten infants, destined for different vocations, I should prefer that the one who is to study through life should be the least learned at the age of twelve.
Education is a companion which no misfortune can depress—no crime destroy—no enemy alienate—no despotism enslave. At home, a friend; abroad, an introduction; in solitude, a solace; and in society, an ornament. Without it, what is man?—a splendid slave, a reasoning savage.
Universal suffrage, without universal education, would be a curse.
If we work upon marble, it will perish; if on brass, time will efface it; if we rear temples, they will crumble into dust; but if we work upon immortal minds, and imbue them with principles, with the just fear of God and love of our fellowmen, we engrave on those tablets something that will brighten to all eternity.
Knowledge does not comprise all which is contained in the large term of education. The feelings are to be disciplined; the passions are to be restrained; true and worthy motives are to be inspired; a profound religious feeling is to be instilled, and pure morality inculcated under all circumstances. All this is comprised in education.
First we shall want the pupil to understand, speak, read, and write his mother tongue well.
Education is the apprenticeship of life.
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