Education Quotes - Page 35

• The minds of youth are perpetually led to the history of Greece and Rime or to Great Britain; Boys are constantly repeating the declamations of Demosthenes and Cicero, or debates upon some political question in the British Parliament.

  Noah Webster

  Boys, Political, Mind

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• It is impossible to read the history of the petty republics of Greece and Italy without feeling sensations of horror and disgust at the distractions with which they were continually agitated, and at the rapid succession of revolutions by which they were kept in a state of perpetual vibration between the extremes of tyranny and anarchy . . . great improvement . . . were either not known at all, or imperfectly known to the ancients.

  Alexander Hamilton

  Feelings, Republic, Anarchy

  "The 100 best nonfiction books: No 81 - The Federalist Papers by 'Publius' (1788)" by Robert McCrum, www.theguardian.com. August 21, 2017.

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• Congress shall have Power . . . to promote the Progress of Science and useful Arts, by securing for limited Time to Authors and Inventors the exclusive Right to their respective Writings and Discoveries.

  James Madison

  Art, Writing, Discovery

  Thomas Paine, Alexander Hamilton, James Madison, John Jay (2017). “The Origin of the Nation: Declaration of Independence, Constitution, Bill of Rights and Other Amendments, Federalist Papers & Common Sense: Creating America - Landmark Documents that Shaped a New Nation”, p.508, Madison & Adams Press

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• To instruct the mass of our citizens in these, their rights, interests and duties, as men and citizens...this brings us to the point at which are to commence the higher branches of education . . . . To develop the reasoning faculties of our youth, enlarge their minds, cultivate their morals, and instill into them the precepts of virtue and order.

  Thomas Jefferson

  Men, Rights, Order

  "Early history of the University of Virginia : as contained in the letters of Thomas Jefferson and Joseph C. Cabell, hitherto unpublished". Book by Thomas Jefferson, 1856.

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• The objects of this primary education . . . would be . . . to form the statesmen, legislators and judges, on whom public prosperity and individual happiness are so much to depend.

  Thomas Jefferson

  Individual Happiness, Judging, Would Be

  Thomas Jefferson (1990). “Public and private papers”, Vintage Books

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• Students of reading, writing and common arithmetick . . . Graecian [Greek], Roman, English and American history . . . should be rendered . . . worthy to receive, and able to guard the sacred deposit of the rights and liberties of their fellow citizens.

  Thomas Jefferson

  Reading, Writing, Rights

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• The business of education has lay[ed] the foundations for nurseries of wise and good men, to adapt our modes of teaching to the peculiar form of our government . . . . He must be taught to love his fellow creatures in every part of the world, but he must cherish with a more intense and peculiar affection the citizens of Pennsylvania and of the United States.

  Benjamin Rush

  Wise, Teaching, Men

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• Schools should take an active part in directing social change, and share in the construction of a new social order

  John Dewey

  School, Order, Construction

  John Dewey (1987). “The Later Works, 1925-1953”, p.408, SIU Press

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• Schools should take part in the great work of construction and organization that will have to be done.

  John Dewey

  School, Organization, Done

  John Dewey (1987). “The Later Works, 1925-1953”, p.411, SIU Press

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• It is (our) duty . . . to pay especial attention to the principles of government which shall be inculcated therein (at the University), and to provide that none shall be inculcated which are incompatible with those on which the Constitutions of this State, and of the United States were genuinely based, in the common opinion; and for this purpose it may be necessary to point out specially where these principles are to be found legitimately developed.

  Thomas Jefferson

  Government, Principles, United States

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• Such is my veneration for every religion that reveals the attributes of the Deity, or a future state of rewards and punishments, that I had rather see the opinions of Confucius or Mahomed inculcated upon our youth than see them grow up wholly devoid of a system of religious principles.

  Benjamin Rush

  Religious, Growing Up, Punishment

  Benjamin Rush (1806). “Essays, Literary, Moral and Philosophical ...”, p.8

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• A university is a place where ancient tradition thrives alongside the most revolutionary ideas. Perhaps as no other institution, a university is simultaneously committed to the day before yesterday and the day after tomorrow.

  Ronald Reagan

  Ideas, Yesterday, Tomorrow

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• Together, let us make this a new beginning. Let us make a commitment to care for the needy, to teach our children the values and the virtues handed down to us by our families, to have the courage to defend those values and the willingess to sacrifice for them. Let us pledge to restore, in our time, the American spirit of voluntary service, of cooperation, of private and community initiative, a spirit that flows like a deep and mighty river through the history of our nation.

  Ronald Reagan

  Children, New Beginnings, Commitment

  1980 Republican National Convention Acceptance Address, delivered 17 July 1980, Detroit, MI

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• Communication of science as subject-matter has so far outrun in education the construction of a scientific habit of mind that to some extent the natural common sense of mankind has been interfered with to its detriment.

  John Dewey

  Communication, Science, Common Sense

  John Dewey (1978). “The Middle Works, 1899-1924”, p.77, SIU Press

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• There may be frugality which is not economy. A community, that withholds the means of education from its children, withholds the bread of life and starves their souls.

  Horace Mann

  Teacher, Children, Teaching

  Horace Mann, William Bentley Fowle (1839). “Common School Journal”

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• Suffrage is the pivotal right.

  Susan B. Anthony

  Laughter, Inspiration, Election

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• What first stuns the young writer emerging from college is that there is no clear-cut road for him to travel on. He must chop a path in the wilderness of his own soul, a disheartening process, lifelong and lonesome and therefore, of what use graduate work?

  Brad Gooch

  Teaching, Cutting, College

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• What is the task of higher education? To make a man into a machine. What are the means employed? He is taught how to suffer being bored.

  Friedrich Nietzsche

  School, Mean, Men

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• You learn more quickly under the guidance of experienced teachers. You waste a lot of time going down blind alleys if you have no one to lead you.

  W. Somerset Maugham

  Inspirational, Teacher, Teaching

  W. Somerset Maugham (2008). “The Razor's Edge”, p.34, Random House

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• To eliminate the discrepancy between men's plans and the results achieved, a new approach is necessary. Morphological thinking suggests that this new approach cannot be realized through increased teaching of specialized knowledge. This morphological analysis suggests that the essential fact has been overlooked that every human is potentially a genius. Education and dissemination of knowledge must assume a form which allows each student to absorb whatever develops his own genius, lest he become frustrated. The same outlook applies to the genius of the peoples as a whole.

  Fritz Zwicky

  Teaching, Knowledge, Science

  Morphological astronomy, The Observatory, Vol. 68, p. 121-143, 1948.

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• It's not burn baby burn, but learn, baby, learn, so that you can earn, baby, earn.

  Martin Luther King, Jr.

  Baby, Money

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• Education - lifelong education for everyone - from toddlers to workers well advanced in their careers - is indeed an excellent investment for individuals and society as a whole.

  Ben Bernanke

  Money, Careers, Investment

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• For as the old saying is,
  When house and land are gone and spent
  Then learning is most excellent.

  Samuel Foote

  Money, Land, House

  Samuel Foote (1797). “The Dramatic Works: Of Samuel Foote, Esq. To which is Prefixed a Life of the Author. In Two Volumes. ...”, p.14

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• In our democracy every young person should have an equal opportunity to obtain a higher education, regardless of his station in life or financial means.

  John F. Kennedy

  Money, Mean, Opportunity

  Kennedy, John F. (1963). “Public Papers of the Presidents of the United States: John F. Kennedy, 1962”, p.114, Best Books on

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• Student loans have been helpful to many. But they offer neither incentive nor assistance to those students who, by reason of family or other obligations, are unable or unwilling to go deeper into debt. ... It is, moreover, only prudent economic and social policy for the public to share part of the costs of the long period of higher education for those whose development is essential to our national economic and social well-being. All of us share in the benefits - all should share in the costs.

  John F. Kennedy

  Money, Long, Essentials

  "John F. Kennedy: 1961 : containing the public messages, speeches, and statements of the president, January 20 to December 31, 1961" by John F. Kennedy, Washington: Office of the Federal Register, National Archives and Records Service, General Services Administration, 1962.

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