Educational Quotes - Page 32

• the study of the law is useful in a variety of points of view. it qualifies a man to be useful to himself, to his neighbors, & to the public.

  Thomas Jefferson

  Men, Views, Law

  Thomas Jefferson, Joyce Appleby, Terence Ball (1999). “Jefferson: Political Writings”, p.261, Cambridge University Press

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• I join you therefore in branding as cowardly the idea that the human mind is incapable of further advances.

  Thomas Jefferson

  Ideas, Mind, Branding

  Thomas Jefferson, Jean M. Yarbrough (1963). “The Essential Jefferson”, p.194, Hackett Publishing

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• the field of knolege is the common property of all mankind

  Thomas Jefferson

  Knowledge, Fields, Common

  Thomas Jefferson (1898). “The Writings of Thomas Jefferson: 1807-1815”

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• we defer therefore till this time twelve month to avail ourselves of the instruction of that place, and particularly of your kindness in the two branches of Botany and Natural history to which we wish him particularly to apply.

  Thomas Jefferson

  Kindness, Two, Wish

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• letters are not the first, but the last step in the progression from barbarism to civilisation.

  Thomas Jefferson

  Letters, Lasts, Firsts

  Thomas Jefferson (1861). “Correspondence”, p.303

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• in the spring he will attend your botanical course. his natural turn is very strongly to the objects of your two courses of lectures, and I hope you will have reason to be contended with his capacity & character.

  Thomas Jefferson

  Spring, Character, Two

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• the boys of the rising generation are to be the men of the next, and the sole guardians of the principles we deliver over to them.

  Thomas Jefferson

  Boys, Men, Principles

  Thomas Jefferson (1861). “Correspondence”, p.502

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• I endeavor to keep their attention fixed on the main objects of all science, the freedom & happiness of man.

  Thomas Jefferson

  Men, Attention, Endeavor

  Thomas Jefferson, Brett F. Woods (2009). “Thomas Jefferson: Thoughts on War and Revolution”, p.243, Algora Publishing

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• I hope the necessity will at length be seen of establishing institutions, here as in Europe, where every branch of science, useful at this day, may be taught in it's highest degrees.

  Thomas Jefferson

  Europe, Degrees, Branches

  Thomas Jefferson, Joyce Appleby, Terence Ball (1999). “Jefferson: Political Writings”, p.44, Cambridge University Press

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• for the present we may groupe the sciences into Professorships as follows, subject however to be changed according to the qualifications of the persons we may be able to engage.

  Thomas Jefferson

  May, Able, Changed

  Thomas Jefferson, Nathaniel Francis Cabell, Joseph Carrington Cabell (1856). “Early History of the University of Virginia: As Contained in the Letters of Thomas Jefferson and Joseph C. Cabell, Hitherto Unpublished; with an Appendix, Consisting of Mr. Jefferson's Bill for a Complete System of Education and Other Illustrative Documents; and an Introduction, Comprising a Brief Historical Sketch of the University, and a Biographical Notice of Joseph C. Cabell”, p.389

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• this interesting subject, which, if the condition of man is to be progressively ameliorated, as we fondly hope and believe, is to be the chief instrument in effecting it.

  Thomas Jefferson

  Believe, Men, Interesting

  Thomas Jefferson (1861). “Correspondence. Reports and opinions while secretarry of state”, p.106

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• A system of general instruction, which shall reach every description of our citizens, from the richest to the poorest, as it was the earliest, so will it be the latest, of all the public concerns in which I shall permit myself to take an interest.

  Thomas Jefferson

  Education, Citizens, Permit

  Thomas Jefferson, Nathaniel Francis Cabell, Joseph Carrington Cabell (1856). “Early History of the University of Virginia: As Contained in the Letters of Thomas Jefferson and Joseph C. Cabell, Hitherto Unpublished; with an Appendix, Consisting of Mr. Jefferson's Bill for a Complete System of Education and Other Illustrative Documents; and an Introduction, Comprising a Brief Historical Sketch of the University, and a Biographical Notice of Joseph C. Cabell”, p.106

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• Drawing ... is an innocent & engaging amusement, often useful, and a qualification not to be neglected in one who is to become a mother & an instructor.

  Thomas Jefferson

  Mother, Drawing, Amusement

  Thomas Jefferson (2016). “The Papers of Thomas Jefferson: Retirement Series, Volume 12: 1 September 1817 to 21 April 1818”, p.533, Princeton University Press

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• Female education ... has occupied my attention so far only as the education of my own daughters ... I thought it essential to give them a solid education which might enable them, when become mothers, to educate their own daughters, and even to direct the course for sons, should their fathers be.

  Thomas Jefferson

  Daughter, Mother, Father

  Thomas Jefferson, Jean M. Yarbrough (1963). “The Essential Jefferson”, p.247, Hackett Publishing

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• among the values of classical learning I estimate the Luxury of reading the Greek & Roman authors in all the beauties of their originals ... I think myself more indebted to my father for this, than for all the other luxuries his cares and affections have placed within my reach.

  Thomas Jefferson

  Father, Reading, Thinking

  Thomas Jefferson, Henry Augustine Washington (1854). “The Writings of Thomas Jefferson: Correspondence, cont”, p.131

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• I received the fundamentals of my education in school, but that was not enough. My real education, the superstructure, the details, the true architecture, I got out of the public library. For an impoverished child whose family could not afford to buy books, the library was the open door to wonder and achievement, and I can never be sufficiently grateful that I had the wit to charge through that door and make the most of it.

  Isaac Asimov

  Children, Real, Book

  Isaac Asimov (2009). “I, Asimov: A Memoir”, p.54, Bantam

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• If they embark on this course the difference between the old and the new education will be an important one. Where the old initiated, the new merely 'conditions'. The old dealt with its pupils as grown birds deal with young birds when they teach them to fly; the new deals with them more as the poultry-keeper deals with young birds- making them thus or thus for purposes of which the birds know nothing. In a word, the old was a kind of propagation-men transmitting manhood to men; the new is merely propaganda.

  C. S. Lewis

  Men, Differences, Bird

  C. S. Lewis, Michael Ward (2017). “The Abolition of Man: C.S. Lewis’s Classic Essay on Objective Morality: A Critical Edition by Michael Ward”, p.49, TellerBooks

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• I believe that the community's duty to education is, therefore, its paramount moral duty. By law and punishment, by social agitation and discussion, society can regulate and form itself in a more or less haphazard and chance way. But through education society can formulate its own purposes, can organize its own means and resources, and thus shape itself with definiteness and economy in the direction in which it wishes to move.

  John Dewey

  Believe, Moving, Mean

  John Dewey (1972). “The Early Works, 1882-1898: 1895-1898. Early essays”, p.94, SIU Press

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• I believe that the school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends. I believe that education, therefore, is a process of living and not a preparation for future living.

  John Dewey

  Education, Children, Believe

  John Dewey, Francis William Garforth (1966). “Selected educational writings”

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• I believe that the teacher's place and work in the school is to be interpreted from this same basis. The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences.

  John Dewey

  Teacher, Children, Believe

  John Dewey, Larry Hickman, Thomas M. Alexander (1998). “The Essential Dewey: Pragmatism, education, democracy”, p.231, Indiana University Press

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• Work is the greatest means of education. To train children to work, to work systematically, to love work, and to put their brains into work, may be called the end and aim of schools. In education, no work should be done for the sake of the thing done, but for the sake of the growing mind.

  Francis Wayland Parker

  Children, School, Mean

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• The policy of letting the child 'do what he likes' is an insidious one, since the children are encouraged to continue always at their original superficial level, without receiving guidance in study. Furthermore, the 'three Rs,' the fundamental tools, are neglected as long as possible, with the result that the child's chance to develop his mind is greatly retarded. The policy of teaching words via pictures instead of by the alphabet tends to deprive the young child of the greatest reasoning tool of all.

  Murray Rothbard

  Children, Teaching, Long

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• Dogma is actually the only thing that cannot be separated from education. It IS education. A teacher who is not dogmatic is simply a teacher who is not teaching. There are no uneducated people; only most people are educated wrong. The true task of culture today is not a task of expansion, but of selection-and-rejection. The educationist must find a creed and teach it.

  Gilbert K. Chesterton

  Teacher, Teaching, People

  "What's Wrong With The World". Part Four: Education: Or the Mistake About the Child. Ch. 4: The Truth About Education. Book by Gilbert K. Chesterton, 1910.

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• Children are prepared for democracy by being led to discuss current events without first learning the systematic subjects (politics, economics, history) which are necessary in order to discuss them. The Mole effect is to substitute slogans and superficial opinion for considered individual thought. And the opinion is that of the lowest common denominator of the group.

  Murray Rothbard

  Children, Order, Democracy

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• The real difficulty is that people have no idea of what education truly is. We assess the value of education in the same manner as we assess the value of land or of shares in the stock-exchange market. We want to provide only such education as would enable the student to earn more. We hardly give any thought to the improvement of the character of the educated. The girls, we say, do not have to earn; so why should they be educated? As long as such ideas persist there is no hope of our ever knowing the true value of education.

  Mahatma Gandhi

  Girl, Real, Character

  Mahatma Gandhi (1962). “True Education”

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