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Education Quotes (286 quotes)

Παιδεία ἄρα ἐδτὶν ἡ ἔντευξις τῶν ἠθῶν. τοῦτο καὶ Θουκυδίδης ἔοικε λέγειν περὶ ἳστορίας λέγων· ὄτι καὶ ἱστορία φιλοσοφία ἐστὶν ἐκ παραδειγμάτων.
Education should be the cultivation of character, just as Thucydides (1, 22) used to say of history, that it was philosophy teaching by examples.
In Ars Rhetorica, XI, 2, 212), (Tauchnitz edition). As quoted in William Francis Henry King (ed.), Classical and Foreign Quotations: A Polyglot Manual of Historical and Literary Sayings, Noted Passages in Poetry and Prose, Phrases, Proverbs, and Bons Mots (3rd ed., 1904), 255.
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Ces détails scientifiques qui effarouchent les fabricans d’un certain âge, ne seront qu’un jeu pour leurs enfans, quand ils auront apprit dans leurs collèges un peu plus de mathématiques et un peu moins de Latin; un peu plus de Chimie, et un peu moins de Grec!
The scientific details which now terrify the adult manufacturer will be mere trifles to his children when they shall be taught at school, a little more Mathematics and a little less Latin, a little more Chemistry, and a little less Greek.
As quoted in 'Sketches From Life of Some Eminent Foreign Scientific Lecturers: Dumas', Magazine of Popular Science, and Journal of the Useful Arts (1836). Vol. 1, 177.
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Ron Hutcheson, a Knight-Ridder reporter: [Mr. President, what are your] personal views [about the theory of] intelligent design?
President George W. Bush: [Laughing. You're] doing a fine job of dragging me back to the past [days as governor of Texas]. ... Then, I said that, first of all, that decision should be made to local school districts, but I felt like both sides ought to be properly taught...”
Hutcheson: Both sides ought to be properly taught?
President: Yes ... so people can understand what the debate is about.
Hutcheson: So the answer accepts the validity of “intelligent design” as an alternative to evolution?
President: I think that part of education is to expose people to different schools of thought, and I'm not suggesting—you're asking me whether or not people ought to be exposed to different ideas, and the answer is yes.
Hutcheson: So we've got to give these groups—...
President: [interrupting] Very interesting question, Hutch. [Laughter from other reporters]
From conversation with reporters at the White House (1 Aug 2005), as quoted by Matthew Cooper in 'Fanning the Controversy Over “Intelligent Design”', Time (3 Aug 2005). The Time writer stated, “The president has gone farther in questioning the widely-taught theories of evolution and natural selection than any president since Ronald Reagan, who advocated teaching creationism in public schools alongside evolution.” Just a few months later, in the nation's first case on that point, on 20 Dec 2005, “a federal judge [John E. Jones] ruled it was unconstitutional for a Pennsylvania school district to present intelligent design as an alternative in high school biology courses, because it is a religious viewpoint,” as reported by Laurie Goodstein in 'Judge Rejects Teaching Intelligent Design', New York Times (21 Dec 2005). Goodstein also wrote “Judge Jones, a Republican appointed by President Bush, concluded that intelligent design was not science,” and that “the evidence in the trial proved that intelligent design was 'creationism relabeled.' The Supreme Court has already ruled that creationism ... cannot be taught as science in a public school.”
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Ut ager quamvis fertilis sine cultura fructuosus esse non potest, sic sine doctrina animus.
A mind without instruction can no more bear fruit than can a field, however fertile, without cultivation.
In Hannis Taylor and Mary Lillie Taylor Hunt, Cicero: a Sketch of His Life and Works (2nd Ed., 1918), 597.
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A boy is better unborn than untaught.
In Hialmer Day Gould, New Practical Spelling (1905), 27
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A complete and generous education fits a man to perform justly, skilfully and magnanimously all the offices of peace and war.
Louis Klopsch, Many Thoughts of Many Minds (1896), 78.
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A few days ago, a Master of Arts, who is still a young man, and therefore the recipient of a modern education, stated to me that until he had reached the age of twenty he had never been taught anything whatever regarding natural phenomena, or natural law. Twelve years of his life previously had been spent exclusively amongst the ancients. The case, I regret to say, is typical. Now we cannot, without prejudice to humanity, separate the present from the past.
'On the Study of Physics', From a Lecture delivered in the Royal Institution of Great Britain in the Spring of 1854. Fragments of Science for Unscientific People: A Series of Detached Essays, Lectures, and Reviews (1892), Vol. 1, 284-5.
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A fool’s brain digests philosophy into folly, science into superstition, and art into pedantry. Hence University education.
In 'Maxims for Revolutionists: Education', in Man and Superman (1903), 230.
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A schoolteacher or professor cannot educate individuals, he educates only species. A thought that deserves taking to heart.
Aphorism 5 in Notebook J (1789-1793), as translated by R. J. Hollingdale in Aphorisms (1990). Reprinted as The Waste Books (2000), 129.
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A wealthy doctor who can help a poor man, and will not without a fee, has less sense of humanity than a poor ruffian who kills a rich man to supply his necessities. It is something monstrous to consider a man of a liberal education tearing out the bowels of a poor family by taking for a visit what would keep them a week.
In The Tatler: Or, Lucubrations of Isaac Bickerstaff, Esq (8 Oct 1709), collected in Harrison’s British Classicks (1785), Vol. 3, No. 78, 220. Isaac Bickerstaff was the nom de plume used by Richard Steele, who published it—with uncredited contributions from Joseph Addison under the same invented name. The original has no authorship indicated for the item, but (somehow?) later publications attribute it to Addison. For example, in Samuel Austin Allibone (ed.), Prose Quotations from Socrates to Macaulay (1876), 535.
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A wise system of education will at least teach us how little man yet knows, how much he has still to learn.
The Pleasures of Life (Appleton, 1887), 132, or (2007), 73.

A young man passes from our public schools to the universities, ignorant almost of the elements of every branch of useful knowledge.
Reflections on the Decline of Science in England and on Some of its Causes (1830), 3.

Acceleration of knowledge generation also emphasizes the need for lifelong education. The trained teacher, scientist or engineer can no longer regard what they have learned at the university as supplying their needs for the rest of their lives.
In article Total Quality: Its Origins and its Future (1995), published at the Center for Quality and Productivity Improvement.
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All schools, all colleges have two great functions: to confer, and to conceal valuable knowledge.
(5 Nov 1908). 'More Maxims of Mark,' Mark Twain Collected Tales, Sketches, Speeches, & Essays, 1891-1910 (1992), 941. In Mark Twain and Brian Collins (ed.), When in Doubt, Tell the Truth: and Other Quotations from Mark Twain (1996), 43.
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An educated person is one who has learned that information almost always turns out to be at best incomplete and very often false, misleading, fictitious, mendacious—just dead wrong.
'Sunday Observer: Terminal Education', New York Times Magazine (9 Nov 1980), 8.
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An empty head is not really empty; it is stuffed with rubbish. Hence the difficulty of forcing anything into an empty head.
Reflections on the Human Condition (1973), 54.
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Any man who does not make himself proficient in at least two languages other than his own is a fool.
Martin H. Fischer, Howard Fabing (ed.) and Ray Marr (ed.), Fischerisms (1944).
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Anyone who tries to make a distinction between education and entertainment doesn’t know the first thing about either.
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Architects who have aimed at acquiring manual skill without scholarship have never been able to reach a position of authority to correspond to their pains, while those who relied only upon theories and scholarship were obviously hunting the shadow, not the substance. But those who have a thorough knowledge of both, like men armed at all points, have the sooner attained their object and carried authority with them.
In De Architectura, Book 1, Chap 1, Sec. 2. As translated in Morris Hicky Morgan (trans.), Vitruvius: The Ten Books on Architecture (1914), 3.
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As few subjects are more interesting to society, so few have been more frequently written upon than the education of youth.
Essay No. VI, 'On Education', first published in The Bee (10 Nov 1759), collected in The Works of Oliver Goldsmith (1900), Vol. 5, 95. Reprinted as Essay VII under the title 'On the Education of Youth', (1765). The Bee was a weekly paper wholly the work of Goldsmith.
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As science is more and more subject to grave misuse as well as to use for human benefit it has also become the scientist's responsibility to become aware of the social relations and applications of his subject, and to exert his influence in such a direction as will result in the best applications of the findings in his own and related fields. Thus he must help in educating the public, in the broad sense, and this means first educating himself, not only in science but in regard to the great issues confronting mankind today.
Message to University Students Studying Science', Kagaku Asahi 11, no. 6 (1951), 28-29. Quoted in Elof Axel Carlson, Genes, Radiation, and Society: The Life and Work of H. J. Muller (1981), 371.
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As to the need of improvement there can be no question whilst the reign of Euclid continues. My own idea of a useful course is to begin with arithmetic, and then not Euclid but algebra. Next, not Euclid, but practical geometry, solid as well as plane; not demonstration, but to make acquaintance. Then not Euclid, but elementary vectors, conjoined with algebra, and applied to geometry. Addition first; then the scalar product. Elementary calculus should go on simultaneously, and come into vector algebraic geometry after a bit. Euclid might be an extra course for learned men, like Homer. But Euclid for children is barbarous.
Electro-Magnetic Theory (1893), Vol. 1, 148. In George Edward Martin, The Foundations of Geometry and the Non-Euclidean Plane (1982), 130.
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As yet, if a man has no feeling for art he is considered narrow-minded, but if he has no feeling for science this is considered quite normal. This is a fundamental weakness.
In Kermit Lansner, Second-Rate Brains: A Factual, Perceptive Report by Top Scientists, Educators, Journalists, and Their Urgent Recommendations (1958), 31. Note: Dr. I.I. Rabi was chairman of President Eisenhower's Science Advisory Committee.
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At night I would return home, set out a lamp before me, and devote myself to reading and writing. Whenever sleep overcame me or I became conscious of weakening, I would turn aside to drink a cup of wine, so that my strength would return to me. Then I would return to reading. And whenever sleep seized me I would see those very problems in my dream; and many questions became clear to me in my sleep. I continued in this until all of the sciences were deeply rooted within me and I understood them as is humanly possible. Everything which I knew at the time is just as I know it now; I have not added anything to it to this day. Thus I mastered the logical, natural, and mathematical sciences, and I had now reached the science.
W. E. Gohhnan, The Life of Ibn Sina: A Critical Edition and Annotated Translation (1974), 29-31.
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Being a fish out of water is tough, but that’s how you evolve. I think that’s scientifically accurate—I don’t know, I had a liberal arts education.
From Commencement Speech (22 May 2017) at Grinnell College, Iowa. As quoted in Jeff Charis-Carlson, 'Comedian Kumail Nanjiani offers advice for Grinnell grads, takes on Steve King', Des Moines Register (22 May 2017).
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Books won’t stay banned. They won’t burn. Ideas won’t go to jail. In the long run of history, the censor and the inquisitor have always lost. The only sure weapon against bad ideas is better ideas. The source of better ideas is wisdom. The surest path to wisdom is a liberal education.
From Essays on Education. In Alfred Whitney Griswold, 1906-1963: In Memoriam (1964), 24.
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But in practical affairs, particularly in politics, men are needed who combine human experience and interest in human relations with a knowledge of science and technology. Moreover, they must be men of action and not contemplation. I have the impression that no method of education can produce people with all the qualities required. I am haunted by the idea that this break in human civilization, caused by the discovery of the scientific method, may be irreparable.
Max Born
My Life & My Views (1968), 57-8.
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But the idea of science and systematic knowledge is wanting to our whole instruction alike, and not only to that of our business class ... In nothing do England and the Continent at the present moment more strikingly differ than in the prominence which is now given to the idea of science there, and the neglect in which this idea still lies here; a neglect so great that we hardly even know the use of the word science in its strict sense, and only employ it in a secondary and incorrect sense.
Schools and Universities on the Continent (1868),278-9.

By a recent estimate, nearly half the bills before the U.S. Congress have a substantial science-technology component and some two-thirds of the District of Columbia Circuit Court’s case load now involves review of action by federal administrative agencies; and more and more of such cases relate to matters on the frontiers of technology.
If the layman cannot participate in decision making, he will have to turn himself over, essentially blind, to a hermetic elite. … [The fundamental question becomes] are we still capable of self-government and therefore freedom?
Margaret Mead wrote in a 1959 issue of Daedalus about scientists elevated to the status of priests. Now there is a name for this elevation, when you are in the hands of—one hopes—a benevolent elite, when you have no control over your political decisions. From the point of view of John Locke, the name for this is slavery.
Quoted in 'Where is Science Taking Us? Gerald Holton Maps the Possible Routes', The Chronicle of Higher Education (18 May 1981). In Francis A. Schaeffer, A Christian Manifesto (1982), 80.
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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.
Address to Section L, Education, of the American Association for the Advancement of Science, at Boston (1909), 'Science as Subject-Matter and as Method'. Published in Science (28 Jan 1910), N.S. Vol. 31, No. 787, 126.
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Constant muscular activity was natural for the child, and, therefore, the immense effort of the drillmaster teachers to make children sit still was harmful and useless.
Quoted in Bill McKibben, Maybe One: A Personal and Enviromental Argument for Single-Child Families (1998), 19.
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Despite rapid progress in the right direction, the program of the average elementary school has been primarily devoted to teaching the fundamental subjects, the three R's, and closely related disciplines… Artificial exercises, like drills on phonetics, multiplication tables, and formal writing movements, are used to a wasteful degree. Subjects such as arithmetic, language, and history include content that is intrinsically of little value. Nearly every subject is enlarged unwisely to satisfy the academic ideal of thoroughness… Elimination of the unessential by scientific study, then, is one step in improving the curriculum.
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Edwin Grant Conklin quote: Dictators seek to control men’s thoughts as well as their bodies and so they attempt to dictate scien
Dictators seek to control men’s thoughts as well as their bodies and so they attempt to dictate science, education and religion. But dictated education is usually propaganda, dictated history is often mythology, dictated science is pseudo-science.
From Address as retiring president before the American Association for the Advancement of Science, Indianapolis (27 Dec 1937). Published in 'Science and Ethics', Science (31 Dec 1937), 86, No. 2244, 601.
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During the school period the student has been mentally bending over his desk; at the University he should stand up and look around. For this reason it is fatal if the first year at the University be frittered away in going over the old work in the old spirit. At school the boy painfully rises from the particular towards glimpses at general ideas; at the University he should start from general ideas and study their applications to concrete cases.
In The Aims of Education and Other Essays (1929), 26.
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During the time that [Karl] Landsteiner gave me an education in the field of imununology, I discovered that he and I were thinking about the serologic problem in very different ways. He would ask, What do these experiments force us to believe about the nature of the world? I would ask, What is the most. simple and general picture of the world that we can formulate that is not ruled by these experiments? I realized that medical and biological investigators were not attacking their problems the same way that theoretical physicists do, the way I had been in the habit of doing.
‘Molecular Disease’, Pfizer Spectrum (1958), 6:9, 234.
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Earth and sky, woods and fields, lakes and rivers, the mountain and the sea, are excellent schoolmasters, and teach some of us more than we can ever learn from books.
The Use of Life (1895), 70 or (2005), 66.
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Educated folk keep to one another's company too much, leaving other people much like milk skimmed of its cream.
From chapter 'Jottings from a Note-Book', in Canadian Stories (1918), 176.
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Education aims to give you a boost up the ladder of knowledge. Too often, it just gives you a cramp on one of its rungs.
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Education consists mainly in what we have unlearned.
Written about 1898. Mark Twain's Notebook (1935), 346. In Mark Twain and Brian Collins (ed.), When in Doubt, Tell the Truth: and Other Quotations from Mark Twain (1996), 139.
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Education enlarges the child’s survey of the world in which he lives. Education stimulates and develops a child’s individuality. Education should harmonize the individual will and the institutional will.
As quoted, without citation, in 'What Is Education?', The Journal of Education (28 Sep 1905), 62, No. 13, 354.
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Education has, thus, become the chief problem of the world, its one holy cause. The nations that see this will survive, and those that fail to do so will slowly perish. There must be re-education of the will and of the heart as well as of the intellect, and the ideals of service must supplant those of selfishness and greed. ... Never so much as now is education the one and chief hope of the world.
Confessions of a Psychologist (1923). Quoted in Bruce A. Kimball, The True Professional Ideal in America: A History (1996), 198.

Education in my family was not merely emphasized, it was our raison d'être. Virtually all of our aunts and uncles had Ph.D.s in science or engineering, and it was taken for granted that the next generation of Chu's were to follow the family tradition. When the dust had settled, my two brothers and four cousins collected three MDs, four Ph.D.s and a law degree. I could manage only a single advanced degree.
Autobiography in Gösta Ekspong (ed.), Nobel Lectures: Physics 1996-2000 (2002), 115.
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Education is a better safeguard of liberty than a standing army. If we retrench the wages of the schoolmaster, we must raise those of the recruiting sergeant.
Given as a column-end filler in The Farmer's Cabinet, and American Herd Book (15 Mar 1839), Vol. 3, No. 8, 247. This is the earliest occurrence yet found by the editor. If you know the primary source, please contact the Webmaster.
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Education is a journey, not a destination.
In Mary Belle Harris, I Knew Them in Prison (1936), 383. (This example, which shows the quote already in use by 1936, actually says 'Reformation, like education, is a journey...'.)
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Education is a private matter between the person and the world of knowledge and experience, and has little to do with school or college.
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Education is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught.
In his dialogue 'The Critic As Artist', collected in Intentions (1904), 101.
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Education is an organic necessity of a human being.
In Thoughts Selected From the Writings of Horace Mann (1872), 235.
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Education is learning what you didn't even know you didn't know.
In Democracy and its Discontents: Reflections on Everyday America (1974, 1975), 51.
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Education is like a diamond with many facets: It includes the basic mastery of numbers and letters that give us access to the treasury of human knowledge, accumulated and refined through the ages; it includes technical and vocational training as well as instruction in science, higher mathematics, and humane letters.
In Proclamation 5463, for Education Day (19 Apr 1986). Collected in Public Papers of the Presidents of the United States: Ronald Reagan, 1986 (1988), 490.
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Education is not a matter of getting facts and sowing them within brains, but that it is an attitude of mind that you teach children to find out for themselves
Interview with David Barrett, 'Attenborough: Children Don’t Know Enough About Nature', Daily Telegraph (17 Apr 2011).
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Education is not learning, but the training of the mind that it may learn.
In Sir William Withey Gull and Theodore Dyke Acland (ed.), A Collection of the Published Writings of William Withey Gull (1896), lxii. (by typo, shown on the age as xlii).
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Education is not the filling of a pail, but the lighting of a fire.
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Education is not the piling on of learning, information, data, facts, skills, or abilities—that's training or instruction—but is rather making visible what is hidden as a seed.
The Education of the Heart (1996), Introduction, 3.
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Education is only second to nature.
From Nature and the Supernatural: As Together Constituting the One System of God, 53.
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Education is the apprenticeship of life.
In James Wood, Dictionary of Quotations from Ancient and Modern, English and Foreign Sources (1893), 77:17.

Education is the cheap defence of nations.
In Hialmer Day Gould, New Practical Spelling (1905), 27
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Education is the most sacred concern, indeed the only hope, of a nation.
In paper 'On Social Unrest', The Daily Mail (1912). Collected and cited in A Sheaf (1916), 198.
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Education is the process of driving a set of prejudices down your throat.
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Education is what remains after one has forgotten everything he learned in school.
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Education is what survives when what has been learned has been forgotten.
In 'New Methods and New Aims in Teaching', New Scientist (21 May 1964), 22, No. 392, 484. One of several articles on the theme, 'Education in 1984'.
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Education must be subversive if it is to be meaningful. By this I mean that it must challenge all the things we take for granted, examine all accepted assumptions, tamper with every sacred cow, and instil a desire to question and doubt.
As quoted, without citation, in Ronald William Clark, The Life of Bertrand Russell (1976), 423.
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Education should be exercise; it has become massage.
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Education should form right ideas and right habits.
As quoted, without citation, in 'What Is Education?', The Journal of Education (28 Sep 1905), 62, No. 13, 354.
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Education was in danger from the source that always hampered it—religious fanaticism.
In The Story of My Life (1932), 249. How he described his reason to act for the defendant in the Scopes Monkey Trial.
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EDUCATION, n. That which discloses to the wise and disguises from the foolish their lack of understanding.
The Cynic's Word Book (1906), 86. Also published later as The Devil's Dictionary.
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Education, like everything else, goes in fads, and has the normal human tendency to put up with something bad for just so long, and then rush to the other extreme.
In Science is a Sacred Cow (1950), 43.
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Education, then, beyond all other devices of human origin, is the great equalizer of the conditions of men–the balance-wheel of the social machinery.
Twelfth Report of the Secretary of the Massachusetts Board of Education (1948). Life and Works of Horace Mann (1891), Vol. 4, 251.

Every farm woodland, in addition to yielding lumber, fuel, and posts, should provide its owner a liberal education. This crop of wisdom never fails, but it is not always harvested.
In A Sand County Almanac: and Sketches Here and There (1949, 1989), 73.
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Every fool believes what his teachers tell him, and calls his credulity science or morality as confidently as his father called it divine revelation.
In 'Maxims for Revolutionists: Education', in Man and Superman (1905), 230.
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Every intellectual revolution which has ever stirred humanity into greatness has been a passionate protest against inert ideas. Then, alas, with pathetic ignorance of human psychology, it has proceeded by some educational scheme to, bind humanity afresh with inert ideas of its own fashioning.
In The Aims of Education and Other Essays (1929), 14.
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Every kid starts out as a natural-born scientist, and then we beat it out of them. A few trickle through the system with their wonder and enthusiasm for science intact.
Quoted in interview with magazine staff, Psychology Today (Jan 1996).
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Experience of actual fact either teaches fools or abolishes them.
The Homiletic Review, Vol. 83-84 (1922), Vol. 84, 380.
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Faraday, who had no narrow views in regard to education, deplored the future of our youth in the competition of the world, because, as he said with sadness, “ our school-boys, when they come out of school, are ignorant of their ignorance at the end of all that education.”
In Inaugural Presidential Address (9 Sep 1885) to the British Association for the Advancement of Science, Aberdeen, Scotland, 'Relations of Science to the Public Weal', Report to the Fifty-Fifth Meeting of the British Association (1886), 11.
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Finally, in regard to those who possess the largest shares in the stock of worldly goods, could there, in your opinion, be any police so vigilant and effetive, for the protections of all the rights of person, property and character, as such a sound and comprehensive education and training, as our system of Common Schools could be made to impart; and would not the payment of a sufficient tax to make such education and training universal, be the cheapest means of self-protection and insurance?
Annual Reports of the Secretary of the Board of Education of Massachusetts for the years 1839-1844, Life and Works of Horace Mann (1891), Vol. 3, 100.
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First of all a natural talent is required; for when Nature opposes, everything else is in vain; but when Nature leads the way to what is most excellent, instruction in the art takes place...
The Genuine Works of Hippocrates, trans. Francis Adams (1886), Vol. 2, 284.

For the better part of my last semester at Garden City High, I constructed a physical pendulum and used it to make a “precision” measurement of gravity. The years of experience building things taught me skills that were directly applicable to the construction of the pendulum. Twenty-five years later, I was to develop a refined version of this measurement using laser-cooled atoms in an atomic fountain interferometer.
[Outcome of high school physics teacher, Thomas Miner, encouraging Chu's ambitious laboratory project.]
Autobiography in Gösta Ekspong (ed.), Nobel Lectures: Physics 1996-2000 (2002), 116.
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For those of us who make only a brief study of chemistry, the benefits to be expected are of an indirect nature. Increased capacity for enjoyment, a livelier interest in the world in which we live, a more intelligent attitude toward the great questions of the day—these are the by-products of a well-balanced education, including chemistry in its proper relation to other studies.
In 'Introduction', General Chemistry: An Elementary Survey Emphasizing Industrial Applications of Fundamental Principles (1923), 4.
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Hitler destroyed the German university with design; we destroyed ours without.
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How have people come to be taken in by The Phenomenon of Man? Just as compulsory primary education created a market catered for by cheap dailies and weeklies, so the spread of secondary and latterly of tertiary education has created a large population of people, often with well-developed literary and scholarly tastes who have been educated far beyond their capacity to undertake analytical thought … [The Phenomenon of Man] is written in an all but totally unintelligible style, and this is construed as prima-facie evidence of profundity.
Medawar’s book review of The Phenomenon of Man by Teilhard de Chardin first appeared as 'Critical Notice' in the journal Mind (1961), 70, No. 277, 105. The book review was reprinted in The Art of the Soluble: Creativity and Originality in Science (1967).
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How is it that there are so many minds that are incapable of understanding mathematics? ... the skeleton of our understanding, ... and actually they are the majority. ... We have here a problem that is not easy of solution, but yet must engage the attention of all who wish to devote themselves to education.
Science and Method (1914, 2003), 117-118.
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I am afraid that education is conceived more in terms of indoctrination by most school officials than in terms of enlightenment.
As quoted, without citation, in Ronald William Clark, The Life of Bertrand Russell (1976), 423.
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I am almost thanking God that I was never educated, for it seems to me that 999 of those who are so, expensively and laboriously, have lost all before they arrive at my age—& remain like Swift's Stulbruggs—cut and dry for life, making no use of their earlier-gained treasures:—whereas, I seem to be on the threshold of knowledge.
In Vivien Noakes, Edward Lear: the Life of a Wanderer (1969), 22.
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I am giving this winter two courses of lectures to three students, of which one is only moderately prepared, the other less than moderately, and the third lacks both preparation and ability. Such are the onera of a mathematical profession.
Letter to Friedrich Bessel (4 Dec 1808). In Gauss-Bessel Briefwechsel (1880), 107. In Robert Édouard Moritz, Memorabilia Mathematica; Or, The Philomath's Quotation-book (1914), 158.

I am sure that one secret of a successful teacher is that he has formulated quite clearly in his mind what the pupil has got to know in precise fashion. He will then cease from half-hearted attempts to worry his pupils with memorising a lot of irrelevant stuff of inferior importance.
In The Aims of Education and Other Essays (1929), 46.
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I do not share in this reverence for knowledge as such. It all depends on who has the knowledge and what he does with it. That knowledge which adds greatly to character is knowledge so handled as to transform every phase of immediate experience.
In The Aims of Education and Other Essays (1929), 32.
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I feel very strongly indeed that a Cambridge education for our scientists should include some contact with the humanistic side. The gift of expression is important to them as scientists; the best research is wasted when it is extremely difficult to discover what it is all about ... It is even more important when scientists are called upon to play their part in the world of affairs, as is happening to an increasing extent.
From essay in Thomas Rice Henn, The Apple and the Spectroscope: Being Lectures on Poetry Designed (in the Main) for Science Students (1951), 142.
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I had a Meccano set with which I “played” endlessly. Meccano which was invented by Frank Hornby around 1900, is called Erector Set in the US. New toys (mainly Lego) have led to the extinction of Meccano and this has been a major disaster as far as the education of our young engineers and scientists is concerned. Lego is a technically trivial plaything and kids love it partly because it is so simple and partly because it is seductively coloured. However it is only a toy, whereas Meccano is a real engineering kit and it teaches one skill which I consider to be the most important that anyone can acquire: This is the sensitive touch needed to thread a nut on a bolt and tighten them with a screwdriver and spanner just enough that they stay locked, but not so tightly that the thread is stripped or they cannot be unscrewed. On those occasions (usually during a party at your house) when the handbasin tap is closed so tightly that you cannot turn it back on, you know the last person to use the washroom never had a Meccano set.
Nobel laureate autobiography in Les Prix Nobel/Nobel Lectures 1996 (1997), 189.
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I have a true aversion to teaching. The perennial business of a professor of mathematics is only to teach the ABC of his science; most of the few pupils who go a step further, and usually to keep the metaphor, remain in the process of gathering information, become only Halbwisser [one who has superficial knowledge of the subject], for the rarer talents do not want to have themselves educated by lecture courses, but train themselves. And with this thankless work the professor loses his precious time.
Letter to Heinrich Olbers (26 Oct 1802). Quoted in G. Waldo Dunnington, Carl Friedrich Gauss: Titan of Science (2004), 414.

I have never let my schooling interfere with my education.
In Alex Ayres, The Wit & Wisdom of Mark Twain (1987), 66.
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I have now said enough to show you that it is indispensable for this country to have a scientific education in connexion with manufacturers, if we wish to outstrip the intellectual competition which now, happily for the world, prevails in all departments of industry. As surely as darkness follows the setting of the sun, so surely will England recede as a manufacturing nation, unless her industrial population become much more conversant with science than they are now.
'The Study of Abstract Science Essential to the Progress of Industry', Records of the School of Mines (1852) 1, 48.
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I ought to say that one of our first joint researches, so far as publication was concerned, had the peculiar effect of freeing me forever from the wiles of college football, and if that is a defect, make the most of it! Dr. Noyes and I conceived an idea on sodium aluminate solutions on the morning of the day of a Princeton-Harvard game (as I recall it) that we had planned to attend. It looked as though a few days' work on freezing-point determinations and electrical conductivities would answer the question. We could not wait, so we gave up the game and stayed in the laboratory. Our experiments were successful. I think that this was the last game I have ever cared about seeing. I mention this as a warning, because this immunity might attack anyone. I find that I still complainingly wonder at the present position of football in American education.
Address upon receiving the Perkin Medal Award, 'The Big Things in Chemistry', The Journal of Industrial and Engineering Chemistry (Feb 1921), 13, No. 2, 162-163.
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I really see no harm which can come of giving our children a little knowledge of physiology. ... The instruction must be real, based upon observation, eked out by good explanatory diagrams and models, and conveyed by a teacher whose own knowledge has been acquired by a study of the facts; and not the mere catechismal parrot-work which too often usurps the place of elementary teaching.
Science and Culture (1882), 92.
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I turn my eyes to the schools & universities of Europe
And there behold the loom of Locke whose woof rages dire,
Washed by the water-wheels of Newton. Black the cloth
In heavy wreaths folds over every nation; cruel works
Of many wheels I view, wheel without wheel, with cogs tyrannic
Moving by compulsion each other: not as those in Eden, which
Wheel within wheel in freedom revolve, in harmony & peace.
'Jerusalem, The Emanation of the Giant Albion' (1804-20), First Chapter, Pl.15, lines 14-20. In W. H. Stevenson (ed.), The Poems of William Blake (1971), 654-55.
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I venture to maintain, that, if the general culture obtained in the Faculty of Arts were what it ought to be, the student would have quite as much knowledge of the fundamental principles of Physics, of Chemistry, and of Biology, as he needs, before he commenced his special medical studies. Moreover, I would urge, that a thorough study of Human Physiology is, in itself, an education broader and more comprehensive than much that passes under that name. There is no side of the intellect which it does not call into play, no region of human knowledge into which either its roots, or its branches, do not extend; like the Atlantic between the Old and the New Worlds, its waves wash the shores of the two worlds of matter and of mind; its tributary streams flow from both; through its waters, as yet unfurrowed by the keel of any Columbus, lies the road, if such there be, from the one to the other; far away from that Northwest Passage of mere speculation, in which so many brave souls have been hopelessly frozen up.
'Universities: Actual and Ideal' (1874). In Collected Essays (1893), Vol. 3, 220.
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I was often humiliated to see men disputing for a piece of bread, just as animals might have done. My feelings on this subject have very much altered since I have been personally exposed to the tortures of hunger. I have discovered, in fact, that a man, whatever may have been his origin, his education, and his habits, is governed, under certain circumstances, much more by his stomach than by his intelligence and his heart.
In François Arago, trans. by William Henry Smyth, Baden Powell and Robert Grant, 'The History of My Youth: An Autobiography of Francis Arago', Biographies of Distinguished Scientific Men (1859), Vol. 1, 55.
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I'm afraid for all those who'll have the bread snatched from their mouths by these machines. ... What business has science and capitalism got, bringing ail these new inventions into the works, before society has produced a generation educated up to using them!
Character Aune, in the play The Pillars of Society, Act 2. In Henrik Ibsen and James Walter McFarlane (ed.), Ibsen: Pillars of society. A doll's house. Ghosts (1960), Vol. 5, 52.
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I've always felt that maybe one of the reasons that I did well as a student and made such good grades was because I lacked ... self-confidence, and I never felt that I was prepared to take an examination, and I had to study a little bit extra. So that sort of lack of confidence helped me, I think, to make a good record when I was a student.
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I'm sorry to say that the subject I most disliked was mathematics. I have thought about it. I think the reason was that mathematics leaves no room for argument.
Malcolm X
The Autobiography of Malcolm X (1965, 1999), 34.
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If a little less time was devoted to the translation of letters by Julius Caesar describing Britain 2000 years ago and a little more time was spent on teaching children how to describe (in simple modern English) the method whereby ethylene was converted into polythene in 1933 in the ICI laboratories at Northwich, and to discussing the enormous social changes which have resulted from this discovery, then I believe that we should be training future leaders in this country to face the world of tomorrow far more effectively than we are at the present time.
Quoted in an Obituary, D. P. Craig, Biographical Memoirs of Fellows of the Royal Society (1972), 18, 461.
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If ever there can be a cause worthy to be upheld by all toil or sacrifice that the human heart can endure, it is the cause of education.
Thoughts Selected from the Writings of Horace Mann (1872), 5.
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If I had my way every French boy would be required to take a trip to America as part of his education.
As quoted by H.M. Davidson, in System: The Magazine of Business (Apr 1922), 41, 446.
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If I were asked to name the most needed of all reforms in the spirit of education, I should say: “Cease conceiving of education as mere preparation for later life, and make it the full meaning of the present life.”
[This is widely seen quoted in a paraphrased form: Education is not preparation for life; education is life itself.]
In essay, 'Self-Realization as the Moral Ideal', collected in John Dewey and Jo Ann Boydston (ed.), The Early Works, 1882-1898: Volume 4: 1893-1894: Early Essays and The Study of Ethics (1967, 2008), 50.
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If it were customary to send daughters to school like sons, and if they were then taught the natural sciences, they would learn as thoroughly and understand the subtleties of all the arts and sciences as well as sons. And by chance there happen to be such women, for, as I touched on before, just as women have more delicate bodies than men, weaker and less able to perform many tasks, so do they have minds that are freer and sharper whenever they apply themselves.
The Book of the City of Ladies (1405), part 1, section 27. Trans. Earl Jeffrey Richards (1982), 63.
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If my impressions are correct, our educational planing mill cuts down all the knots of genius, and reduces the best of the men who go through it to much the same standard.
The Reminiscences of an Astronomer (1903), 75.
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If Russia is to be a great power, it will be, not because of its nuclear potential, faith in God or the president, or Western investment, but thanks to the labor of the nation, faith in knowledge and science and the maintenance and development of scientific potential and education.
Quoted in Darryl J. Leiter, Sharon Leiter, A to Z of physicists (2003), 3.
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If the term education may be understood in so large a sense as to include all that belongs to the improvement of the mind, either by the acquisition of the knowledge of others or by increase of it through its own exertions, we learn by them what is the kind of education science offers to man. It teaches us to be neglectful of nothing — not to despise the small beginnings, for they precede of necessity all great things in the knowledge of science, either pure or applied.
'Science as a Branch of Education', lecture to the Royal Institution, 11 Jun 1858. Reprinted in The Mechanics Magazine (1858), 49, 11.
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If the Weismann idea triumphs, it will be in a sense a triumph of fatalism; for, according to it, while we may indefinitely improve the forces of our education and surroundings, and this civilizing nurture will improve the individuals of each generation, its actual effects will not be cumulative as regards the race itself, but only as regards the environment of the race; each new generation must start de novo, receiving no increment of the moral and intellectual advance made during the lifetime of its predecessors. It would follow that one deep, almost instinctive motive for a higher life would be removed if the race were only superficially benefited by its nurture, and the only possible channel of actual improvement were in the selection of the fittest chains of race plasma.
'The Present Problem of Heredity', The Atlantic Monthly (1891), 57, 363.
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If there be an order in which the human race has mastered its various kinds of knowledge, there will arise in every child an aptitude to acquire these kinds of knowledge in the same order. So that even were the order intrinsically indifferent, it would facilitate education to lead the individual mind through the steps traversed by the general mind. But the order is not intrinsically indifferent; and hence the fundamental reason why education should be a repetition of civilization in little.
Education: Intellectual, Moral and Physical (1861), 76.
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If today you can take a thing like evolution and make it a crime to teach it in the public schools, tomorrow you can make it a crime to teach it in the private schools, and next year you can make it a crime to teach it to the hustings or in the church. At the next session you may ban books and the newspapers. Soon you may set Catholic against Protestant and Protestant against Protestant, and try to foist your own religion upon the minds of men. If you can do one you can do the other. Ignorance and fanaticism are ever busy and need feeding. Always it is feeding and gloating for more. Today it is the public school teachers; tomorrow the private. The next day the preachers and the lecturers, the magazines, the books, the newspapers. After a while, Your Honor, it is the setting of man against man and creed against creed until with flying banners and beating drums we are marching backward to the glorious ages of the sixteenth century when bigots lighted fagots to burn the men who dared to bring any intelligence and enlightenment and culture to the human mind.
Darrow’s concluding remarks before adjournment of the second day of the Scopes Monkey Trial, Dayton, Tennessee (Monday, 13 Jul 1925). In The World's Most Famous Court Trial: Tennessee Evolution Case: a Complete Stenographic Report of the Famous Court Test of the Tennessee Anti-Evolution Act, at Dayton, July 10 to 21, 1925 (1925), Second Day's Proceedings, 87.
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If we succeed in giving the love of learning, the learning itself is sure to follow.
The Pleasures of Life (1887, 2007), 73.

Imagination is a contagious disease. It cannot be measured by the yard, or weighed by the pound, and then delivered to the students by members of the faculty. It can only be communicated by a faculty whose members themselves wear their learning with imagination.
In The Aims of Education and Other Essays (1929), 97.
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In all our academies we attempt far too much. ... In earlier times lectures were delivered upon chemistry and botany as branches of medicine, and the medical student learned enough of them. Now, however, chemistry and botany are become sciences of themselves, incapable of comprehension by a hasty survey, and each demanding the study of a whole life, yet we expect the medical student to understand them. He who is prudent, accordingly declines all distracting claims upon his time, and limits himself to a single branch and becomes expert in one thing.
Quoted in Johann Hermann Baas, Henry Ebenezer Handerson (trans.), Outlines of the History of Medicine and the Medical Profession (1889), 842-843.
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In every section of the entire area where the word science may properly be applied, the limiting factor is a human one. We shall have rapid or slow advance in this direction or in that depending on the number of really first-class men who are engaged in the work in question. ... So in the last analysis, the future of science in this country will be determined by our basic educational policy.
Quoted in Vannevar Bush, Science, the Endless Frontier: A Report to the President, July 1945. In Transactions of the Kansas Academy of Science: Volumes 48-49, 246.
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In my opinion instruction is very purposeless for such individuals who do no want merely to collect a mass of knowledge, but are mainly interested in exercising (training) their own powers. One doesn't need to grasp such a one by the hand and lead him to the goal, but only from time to time give him suggestions, in order that he may reach it himself in the shortest way.
Letter to Heinrich Schumacher (2 Oct 1808). Quoted in G. Waldo Dunnington, Carl Friedrich Gauss: Titan of Science (2004), 416.
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In my own view, some advice about what should be known, about what technical education should be acquired, about the intense motivation needed to succeed, and about the carelessness and inclination toward bias that must be avoided is far more useful than all the rules and warnings of theoretical logic.
From Reglas y Consejos sobre Investigacíon Cientifica: Los tónicos de la voluntad. (1897), as translated by Neely and Larry W. Swanson, in Advice for a Young Investigator (1999), 6.
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In my view, the proper attitude of a public-service broadcaster is that it should attempt to cover as broad as possible a spectrum of human interest and should measure success by the width of those views. There shouldn’t be all that large a number of gaps in the spectrum; and a major element in the spectrum is scientific understanding. The fact that it doesn’t necessarily get as big an audience as cookery is of no consequence.
From interview with Brian Cox and Robert Ince, in 'A Life Measured in Heartbeats', New Statesman (21 Dec 2012), 141, No. 5138, 33.
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In order to imbue civilization with sound principles and enliven it with the spirit of the gospel, it is not enough to be illumined with the gift of faith and enkindled with the desire of forwarding a good cause. For this end it is necessary to take an active part in the various organizations and influence them from within. And since our present age is one of outstanding scientific and technical progress and excellence, one will not be able to enter these organizations and work effectively from within unless he is scientifically competent, technically capable and skilled in the practice of his own profession.
Encyclical (10 Apr 1963). In Pacem in Terris, Pt. 5, 50
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In our educational institutions applied science may almost be described as a “no-man's land.”
[Referring to the need to improve the quality and status of applied science.]
From his essay contributed to the National Academy of Sciences Committee Report to the House Committee on Science and Astronautics (Mar 1965). Reprinted in 'The Role of Applied Science', Bulletin of the Atomic Scientists (Mar 1966).
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Instruction ends in the schoolroom, but education ends only with life. A child is given to the universe to be educated.
Sermons Preached at Trinity Chapel, Brighton (1866), 271.

It be urged that the wild and uncultivated tree, hitherto yielding sour and bitter fruit only, can never be made to yield better; yet we know that the grafting art implants a new tree on the savage stock, producing what is most estimable in kind and degree. Education, in like manner, engrafts a new man on the native stock, and improves what in his nature was vicious and perverse into qualities of virtue and social worth.
From paper 'Report of the Commissioners Appointed to Fix the Site of the University of Virginia', included in Annual Report of the Board of Visitors of the University of Virginia for the Fiscal Year Ending May 31, 1879 (1879), 10. Collected in Commonwealth of Virginia, Annual Reports of Officers, Boards, and Institutions of the Commonwealth of Virginia, for the Year Ending September 30, 1879 (1879).
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It is a matter of primary importance in the cultivation of those sciences in which truth is discoverable by the human intellect that the investigator should be free, independent, unshackled in his movement; that he should be allowed and enabled to fix his mind intently, nay, exclusively, on his special object, without the risk of being distracted every other minute in the process and progress of his inquiry by charges of temerariousness, or by warnings against extravagance or scandal.
In The Idea of a University Defined and Illustrated (1905), 471.
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It is also vital to a valuable education that independent critical thinking be developed in the young human being, a development that is greatly jeopardized by overburdening with too much and too varied subjects. Overburdening necessarily leads to superficiality.
From interview with Benjamin Fine, 'Einstein Stresses Critical Thinking', New York Times (5 Oct 1952), 37. [Here, “superficiality” has been inserted as a correction for a typo, “superciality”, in the original text. —Webmaster]
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It is curious to reflect on how history repeats itself the world over. Why, I remember the same thing was done when I was a boy on the Mississippi River. There was a proposition in a township there to discontinue public schools because they were too expensive. An old farmer spoke up and said if they stopped the schools they would not save anything, because every time a school was closed a jail had to be built.
It's like feeding a dog on his own tail. He'll never get fat. I believe it is better to support schools than jails.
Address at a meeting of the Berkeley Lyceum, New York (23 Nov 1900). Mark Twain's Speeches (2006), 69-70.
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It is impossible for us adequately to conceive the boldness of the measure which aimed at universal education through the establishment of free schools. ... it had no precedent in the world's history ... But time has ratified its soundness. Two centuries proclaim it to be as wise as it was courageous, as beneficient as it was disinterested. ... The establishment of free schools was one of those grand mental and moral experiments whose effects could not be developed and made manifest in a single generation. ... The sincerity of our gratitude must be tested by our efforts to perpetuate and improve what they established. The gratitude of the lips only is an unholy offering.
Tenth Report of the Secretary of the Massachusetts Board of Education (1946). Life and Works of Horace Mann (1891), Vol. 4, 111-112.
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It is still true, even at the graduate level, that students study to avoid the consequences of not studying.
In 'B.F. Skinner Addresses Standing-Room-Only Crowd at Conference', Engineering Education News (Aug 1980), 7, No. 2, 3.
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It must never be forgotten that education is not a process of packing articles in a trunk. Such a simile is entirely inapplicable. It is, of course, a process completely of its own peculiar genus. Its nearest analogue is the assimilation of food by a living organism: and we ail know how necessary to health is palatable food under suitable conditions.
In The Aims of Education and Other Essays (1929), 42.
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It must, however, be confessed that this species of scepticism, when more moderate, may be understood in a very reasonable sense, and is a necessary preparative to the study of philosophy by preserving a proper impartiality in our judgments and weaning our mind from all those prejudices which we may have imbibed from education or rash opinion.
From 'An Inquiry Concerning Human Understanding', Sec. 7, Pt. 1, collected in Essays and Treatises on Various Subjects: With a Brief Sketch of the (1849), 85.
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It was the German schoolhouse which destroyed Napoleon III. France, since then, is making monster cannon and drilling soldiers still, but she is also building schoolhouses.
Louis Klopsch, Many Thoughts of Many Minds (1896), 77.
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It’s fine if you as an adult want to run around pretending or claiming that you don’t believe in evolution, but if we educate a generation of people who don’t believe in science, that’s a recipe for disaster. … The main idea in all of biology is evolution. To not teach it to our young people is wrong.
Bill Nye
As quoted in Sarah Fecht, 'Science Guy Bill Nye Explains Why Evolution Belongs in Science Education', Popular Mechanics (4 Feb 2011).
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It’s misleading to suppose there’s any basic difference between education & entertainment. This distinction merely relieves people of the responsibility of looking into the matter.
In 'Classroom Without Walls', Explorations (May 1957), No. 7. Collected in Edmund Carpenter and Marshall McLuhan (eds.), Explorations in Communication, an Anthology (1960), 3.
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Knowledge does not keep any better than fish. You may be dealing with knowledge of the old species, with some old truth; but somehow or other it must come to the students, as it were, just drawn out of the sea and with the freshness of its immediate importance.
In The Aims of Education and Other Essays (1929), 98.
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Learn the leading precognita of all things—no need to turn over leaf by leaf, but grasp the trunk hard and you will shake all the branches.
Advice cherished by Samuel Johnson that that, if one is to master any subject, one must first discover its general principles.
Advice from Rev. Cornelius Ford, a distant cousin, quoted in John P. Hardy, Samuel Johnson: A Critical Study (1979), 29.
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Let us make education brave and preventive. Politics is an afterwork, a poor patching. We are always a little late… We shall one day learn to supercede politics by education… We must begin higher up, namely in Education.
Culture (1860). Quoted in Bruce A. Kimball, The True Professional Ideal in America: A History (1996), 198.

Like all things of the mind, science is a brittle thing: it becomes absurd when you look at it too closely. It is designed for few at a time, not as a mass profession. But now we have megascience: an immense apparatus discharging in a minute more bursts of knowledge than humanity is able to assimilate in a lifetime. Each of us has two eyes, two ears, and, I hope, one brain. We cannot even listen to two symphonies at the same time. How do we get out of the horrible cacophony that assails our minds day and night? We have to learn, as others did, that if science is a machine to make more science, a machine to grind out so-called facts of nature, not all facts are equally worth knowing. Students, in other words, will have to learn to forget most of what they have learned. This process of forgetting must begin after each exam, but never before. The Ph.D. is essentially a license to start unlearning.
Voices In the Labyrinth: Nature, Man, and Science (1979), 2.
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Mathematics education is much more complicated than you expected, even though you expected it to be more complicated than you expected.
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Medicine, like every useful science, should be thrown open to the observation and study of all. It should, in fact, like law and every important science, be made part of the primary education of the people. … We should at once explode the whole machinery of mystification and concealment—wigs, gold canes, and the gibberish of prescriptions—which serves but as a cloak to ignorance and legalized murder.
Populist philosophy, of Samuel Thomson (1769-1843), founder of the Thomsonian System of medicine, as stated in New York Evening Star (27 Dec 1833)., as cited in the Thomsonian Recorder (17 Jan 1835), 3, 127. Quoted in Paul Starr The Social Transformation of American Medicine (1984), 56.
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Mere instruction to memorise data is empty. The attempt to enforce conventional mediocrity on the young is criminal.
As quoted, without citation, in Ronald William Clark, The Life of Bertrand Russell (1976), 423.
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Method means that arrangement of subject matter which makes it most effective in use. Never is method something outside of the material.
Democracy and Education: an Introduction to the Philosophy of Education (1916), 194.
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Moral education is impossible apart from the habitual vision of greatness.
In The Aims of Education and Other Essays (1929), 74.
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Most educated people are aware that we're the outcome of nearly 4 billion years of Darwinian selection, but many tend to think that humans are somehow the culmination. Our sun, however, is less than halfway through its lifespan. It will not be humans who watch the sun's demise, 6 billion years from now. Any creatures that then exist will be as different from us as we are from bacteria or amoebae.
Lecture (2006), reprinted as 'Dark Materials'. As cited in J.G. Ballard, 'The Catastrophist', collected in Christopher Hitchens, Arguably: Selected Essays (2011), 353
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My definition of an educated man is the fellow who knows the right thing to do at the time it has to be done. You can be sincere and still be stupid.
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Nations have recently been led to borrow billions for war; no nation has ever borrowed largely for education... no nation is rich enough to pay for both war and civilization. We must make our choice; we cannot have both.
Universities: American, English, German (1930), qMU2AAAAIAAJ&q
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Natural ability without education has more often attained to glory and virtue than education without natural ability.
In M. P. Singh, Quote Unquote (2005), 1.
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Nature is stronger than education.
Contarini Fleming (1853), 59.
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Ninety-nine [students] out of a hundred are automata, careful to walk in prescribed paths, careful to follow the prescribed custom. This is not an accident but the result of substantial education, which, scientifically defined, is the subsumption of the individual.
As quoted in various 21st century books, each time cited only as from the The Philosophy of Education (1906), with no page number. For example, in John Taylor Gatto, A Different Kind of Teacher: Solving the Crisis of American Schooling (2000), 61. Note: Webmaster is suspicious of the attribution of this quote. The Library of Congress lists no such title by Harris in 1906. The LOC does catalog this title by Harris for 1893, which is a 9-page pamphlet printing the text of a series of five lectures. These lectures do not contain this quote. William Torrey Harris was editor of the International Education Series of books, of which Vol. 1 was the translation by Anna Callender Bracket of The Philosophy of Education by Johann Karl Friedrich Rosenkranz (2nd ed. rev. 1886). The translation was previously published in The Journal of Speculative Philosophy (1872, -73, -74), Vols vi-viii. Webmaster does not find the quote in that book, either. Webmaster has so far been unable to verify this quote, in these words, or even find the quote in any 19th or 20th century publication (which causes more suspicion). If you have access to the primary source for this quote, please contact Webmaster.
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No national improvement can come from outside. It must come from within… But improved feeling has no chance of spreading throughout the body politic without that machinery of infection which we know by the name of education.
In paper 'On Social Unrest', The Daily Mail (1912). Collected and cited in A Sheaf (1916), 197-198.
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No one’s going to be able to operate without a grounding in the basic sciences. Language would be helpful, although English is becoming increasingly international. And travel. You have to have a global attitude.
In 'Murdoch to Managers: Be Tough', U.S. News & World Report (7 Mar 1988), Vol. 104, 56.
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No science is speedily learned by the noblest genius without tuition.
Isaac Watts. Quoted in Adam Wooléver (ed.), Encyclopædia of Quotations: A Treasury of Wisdom, Wit and Humor, Odd Comparisons and Proverbs (6th ed, 1876), 128.
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Not enough of our society is trained how to understand and interpret quantitative information. This activity is a centerpiece of science literacy to which we should all strive—the future health, wealth, and security of our democracy depend on it. Until that is achieved, we are at risk of making under-informed decisions that affect ourselves, our communities, our country, and even the world.
From email message, as published on Huffington Post website (5 Feb 2015).
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Not only is science fiction an idea of tremendous import, but it is to be an important factor in making the world a better place to live in, through educating the public to the possibilities of science and the influence of science on life which, even today, are not appreciated byu the man on the street. ... If every man, woman, boy and girl, could be induced to read science fiction right along, there would certainly be a great resulting benefit to the community, in that the educational standards of its people would be raised tremendously. Science fiction would make people happier, give them a broader understanding of the world, make tham more tolerant.
Editorial, Science Fiction Week (1930). In Gary Westfahl, Hugo Gernsback and the Century of Science Fiction (2007), 166.
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Nothing could have been worse for the development of my mind than Dr. Butler's school, as it was strictly classical, nothing else being taught, except a little ancient geography and history. The school as a means of education to me was simply a blank. During my whole life I have been singularly incapable of mastering any language. Especial attention was paid to versemaking, and this I could never do well. I had many friends, and got together a good collection of old verses, which by patching together, sometimes aided by other boys, I could work into any subject.
In Charles Darwin and Francis Darwin (ed.), Charles Darwin: His Life Told in an Autobiographical Chapter, and in a Selected Series of His Published Letters (1892), 8.
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Nothing enrages me more than when people criticize my criticism of school by telling me that schools are not just places to learn math and spelling, they are places where children learn a vaguely defined thing called socialization. I know. I think schools generally do an effective and terribly damaging job of teaching children to be infantile, dependent, intellectually dishonest, passive and disrespectful to their own developmental capacities. (1981)
Quoted in K.P. Yaday and Malti Sundram, Encyclopaedia Of Child And Primary Education Development, Vol. 2, 99.
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Nothing in education is so astonishing as the amount of ignorance it accumulates in the form of inert facts.
The Education of Henry Adams (1907, 1918), 379.
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Now of the difficulties bound up with the public in which we doctors work, I hesitate to speak in a mixed audience. Common sense in matters medical is rare, and is usually in inverse ratio to the degree of education.
'Teaching and Thinking' (1894). In Aequanimitas with Other Addresses to Medical Students, Nurses and Practitioners of Medicine (1904), 131.
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Now, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else. And root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them. This is the principle on which I bring up my own children, and this is the principle on which I bring up these children. Stick to Facts, sir! ... In this life, we want nothing but Facts, sir: nothing but Facts!
Spoken by fictional character Thomas Gringrind, first paragraph, chap. 1, Hard Times, published in Household Words (1 Apr 1854), Vol. 36, 1.
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Of all many-sided subjects, [education] is the one which has the greatest number of sides.
Inaugural Address Delivered to the University of St. Andrews, Feb. 1st, 1867 (1867), 3.
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On all levels primary, and secondary and undergraduate - mathematics is taught as an isolated subject with few, if any, ties to the real world. To students, mathematics appears to deal almost entirely with things whlch are of no concern at all to man.
In editorial in Focus, a Journal of the Mathematical Association of America (1986), quoted in obituary by Eric Pace, New York Times (11 Jun 1992).
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One of the things that makes the history of science so endlessly fascinating is to follow the slow education of our species in the sort of beauty to expect in nature.
In Dreams of a Final Theory: The Scientist's Search for the Ultimate Laws of Nature (1992), 158.
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Our educational system is like an automobile which has strong rear lights, brightly illuminating the past. But looking forward things are barely discernible.
As quoted by his daughter, as given in Marsha Freeman, How We Got to the Moon: The Story of the German Space Pioneers (1993), 5.
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Our great mistake in education is ... the worship of book-learning—the confusion of instruction and education. We strain the memory instead of cultivating the mind. … We ought to follow exactly the opposite course with children—to give them a wholesome variety of mental food, and endeavour to cultivate their tastes, rather than to fill their minds with dry facts.
The Pleasures of Life (Appleton, 1887), 183-184, or (2007), 71.
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Our highest claim to respect, as a nation, rests not in the gold, nor in the iron and the coal, nor in inventions and discoveries, nor in agricultural productions, nor in our wealth, grown so great that a war debt of billions fades out under ministrations of the revenue collector without fretting the people; nor, indeed, in all these combined. That claim finds its true elements in our systems of education and of unconstrained religious worship; in our wise and just laws, and the purity of their administration; in the conservative spirit with which the minority submits to defeat in a hotly-contested election; in a free press; in that broad humanity which builds hospitals and asylums for the poor, sick, and insane on the confines of every city; in the robust, manly, buoyant spirit of a people competent to admonish others and to rule themselves; and in the achievements of that people in every department of thought and learning.
From his opening address at an annual exhibition of the Brooklyn Industrial Institute. As quoted in biographical preface by T. Bigelow to Austin Abbott (ed.), Official Report of the Trial of Henry Ward Beecher (1875), Vol. 1, xiv.
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Our school education ignores, in a thousand ways, the rules of healthy development; and the results … are gained very generally at the cost of physical and mental health.
Lecture (2 Dec 1959) delivered in Clinton Hall, New York City. Published in 'Medicine as a Profession for Women', The English Woman’s Journal (1 May 1860), 5, No. 27, 148. (Prepared together with Emily Blackwell.) The Blackwells recognized the connection between health and learning. They also wanted that teachers (of whom 90% were women) should “diffuse among women the physiological and sanitary knowledge which they will need.”
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Overemphasis on the competitive system and premature specialization on the ground of immediate usefulness kill the spirit on which all cultural life depends.
From interview with Benjamin Fine, 'Einstein Stresses Critical Thinking', New York Times (5 Oct 1952), 37.
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Oxford and Cambridge. The dons are too busy educating the young men to be able to teach them anything.
Samuel Butler, Henry Festing Jones (ed.), The Note-Books of Samuel Butler (1917), 222.
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People are born ignorant, not stupid; they are made stupid by education.
In Dr. N Sreedharan, Quotations of Wit and Wisdom (2007), 20.
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Perhaps I occasionally sought to give, or inadvertently gave, to the student a sense of battle on the intellectual battlefield. If all you do is to give them a faultless and complete and uninhabited architectural masterpiece, then you do not help them to become builders of their own.
National Academy of Sciences, Biographical Memoirs Vol. 66 (1995), 86-87.
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Physics is becoming so unbelievably complex that it is taking longer and longer to train a physicist. It is taking so long, in fact, to train a physicist to the place where he understands the nature of physical problems that he is already too old to solve them.
As quoted by Colin Pittendrigh (1971). In George C. Beakley, Ernest G. Chilton, Introduction to Engineering Design and Graphics (1973), 40
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Rajamma, my aunt, often told me stories from the Puranas. That was the best education I ever received.
Quoted in India Today (Apr 2008), 33, No 16, as cited on webpage of Dhirubhai Ambani Institute of Information and Communication Technology.
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Read not to contradict and confute, not to believe and take for granted, not to find talk and discourse, but to weigh and consider.
'Of Studies.' Translation in Francis Bacon, James Spedding (ed.) et al., Works of Francis Bacon (1858) Vol. 6, 497.

Religious creeds are a great obstacle to any full sympathy between the outlook of the scientist and the outlook which religion is so often supposed to require … The spirit of seeking which animates us refuses to regard any kind of creed as its goal. It would be a shock to come across a university where it was the practice of the students to recite adherence to Newton's laws of motion, to Maxwell's equations and to the electromagnetic theory of light. We should not deplore it the less if our own pet theory happened to be included, or if the list were brought up to date every few years. We should say that the students cannot possibly realise the intention of scientific training if they are taught to look on these results as things to be recited and subscribed to. Science may fall short of its ideal, and although the peril scarcely takes this extreme form, it is not always easy, particularly in popular science, to maintain our stand against creed and dogma.
Swarthmore Lecture (1929), Science and the Unseen World (1929), 54-56.
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Science and politics become the hobby of, and are cherished only by, the elect few; but religion becomes, through education, the property of all, without reference to station, age, and sex.
From an essay, reprinted as 'The Elect People' in Rev. W. Ayerst The Jews of the Nineteenth Century: A Collection of Essays, Reviews and Historical Notices, Originally Published in the “Jewish Intelligence” (1848) 119.
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Science is the reduction of the bewildering diversity of unique events to manageable uniformity within one of a number of symbol systems, and technology is the art of using these symbol systems so as to control and organize unique events. Scientific observation is always a viewing of things through the refracting medium of a symbol system, and technological praxis is always handling of things in ways that some symbol system has dictated. Education in science and technology is essentially education on the symbol level.
Essay in Daedalus (Spring1962), 279.
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Science should be taught the way mathematics is taught today. Science education should begin in kindergarten. In the first grade one would learn a little more, in the second grade, a little more, and so on. All students should get this basic science training.
From interview with Neil A. Campbell, in 'Crossing the Boundaries of Science', BioScience (Dec 1986), 36, No. 11, 738.
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Scientific knowledge scarcely exists amongst the higher classes of society. The discussion in the Houses of Lords or of Commons, which arise on the occurrence of any subjects connected with science, sufficiently prove this fact…
Reflections on the Decline of Science in England (1830), 8.
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Scientific observation has established that education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment. The task of the teacher becomes that of preparing a series of motives of cultural activity, spread over a specially prepared environment, and then refraining from obtrusive interference. Human teachers can only help the great work that is being done, as servants help the master. Doing so, they will be witnesses to the unfolding of the human soul and to the rising of a New Man who will not be a victim of events, but will have the clarity of vision to direct and shape the future of human society.
In Education For a New World (1946), 4.
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Scientific training gives its votaries freedom from the impositions of modern quackery. Those who know nothing of the laws and processes of Nature fall an easy prey to quacks and impostors. Perfectionism in the realm of religion; a score of frauds in the realm of medicine, as electric shoe soles, hair brushes and belts, electropises, oxydonors, insulating bed casters, and the like; Christian science. In the presence of whose unspeakable stillness and self-stultifying idealism a wise man knows not whether to laugh or cry; Prof. Weltmer's magnetic treatment of disease; divine healing and miracle working by long-haired peripatetics—these and a score of other contagious fads and rank impostures find their followers among those who have no scientific training. Among their deluded victims are thousands of men and women of high character, undoubted piety, good intentions, charitable impulses and literary culture, but none trained to scientific research. Vaccinate the general public with scientific training and these epidemics will become a thing of the past.
As quoted by S.D. Van Meter, Chairman, closing remarks for 'Report of Committee on Public Policy and Legislation', to the Colorado State Medical Society in Denver, printed in Colorado Medicine (Oct 1904), 1, No. 12, 363. Van Meter used the quote following his statement, “In conclusion, allow me to urge once more the necessity of education of the public as well as the profession if we ever expect to correct the evils we are striving to reach by State and Society legislation. Much can be accomplished toward this end by the publication of well edited articles in the secular press upon medical subjects the public is eager to know about.” Prof. Weitmer is presumably Sidney A. Weltmer, founder of The Weltmer Institute of Suggestive Therapeutics, who offered a Course in Magnetic Healing by mail order correspondance (1899).
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Self-education is, I firmly believe, the only kind of education there is.
In Science Past, Science Future (1975), 208.
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Shun no toil to make yourself remarkable by some talent or other; yet do not devote yourself to one branch exclusively. Strive to get clear notions about all. Give up no science entirely; for science is but one.
In Henry Southgate (ed.), Many Thoughts of Many Minds (1862), 340.
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Since in reality there is nothing to which growth is relative save more growth, there is nothing to which education is subordinate save more education.
Democracy and Education: an Introduction to the Philosophy of Education (1916), 60.
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Society exists through a process of transmission quite as much as biological life. This transmission occurs by means of communication of habits of doing, thinking, and feeling from the older to the younger.
Democracy and Education: an Introduction to the Philosophy of Education (1916), 3.
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Some people get an education without going to college; the rest get it after they get out.
Seen on the web, without citation, incorrectly attributed to Mark Twain. Webmaster has not yet found a book with this quotation, and greatly doubts that it is a Twain quote.
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Sometimes I am a little unkind to all my many friends in education … by saying that from the time it learns to talk every child makes a dreadful nuisance of itself by asking “Why?.” To stop this nuisance society has invented a marvellous system called education which, for the majority of people, brings to an end their desire to ask that question. The few failures of this system are known as scientists.
'The Making of a Scientist', Journal of the Royal Society of Arts, June 1983, 403.
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Standard mathematics has recently been rendered obsolete by the discovery that for years we have been writing the numeral five backward. This has led to reevaluation of counting as a method of getting from one to ten. Students are taught advanced concepts of Boolean algebra, and formerly unsolvable equations are dealt with by threats of reprisals.
Getting Even (1978), 44.
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Stay in college, get the knowledge. And stay there until you're through. If they can make penicillin out of moldy bread, they can sure make something out of you.
Advice to a young person to continue his education.
In Clifton Fadiman, Andre Bernard, Bartlett's Book Of Anecdotes (2000), 13.
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Success is achievable without public recognition, and the world has many unsung heroes. The teacher who inspires you to pursue your education to your ultimate ability is a success. The parents who taught you the noblest human principles are a success. The coach who shows you the importance of teamwork is a success. The spiritual leader who instills in you spiritual values and faith is a success. The relatives, friends, and neighbors with whom you develop a reciprocal relationship of respect and support - they, too, are successes. The most menial workers can properly consider themselves successful if they perform their best and if the product of their work is of service to humanity.
From 'Getting to the Heart of Success', in Jim Stovall, Success Secrets of Super Achievers: Winning Insights from Those Who Are at the Top (1999), 42-43.
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Teach him to think for himself? Oh, my God, teach him rather to think like other people!
Expressing concern for her son’s education. In Matthew Arnold, Essays in Criticism, Second Series (1888).
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That a country, [England], eminently distinguished for its mechanical and manufacturing ingenuity, should be indifferent to the progress of inquiries which form the highest departments of that knowledge on whose more elementary truths its wealth and rank depend, is a fact which is well deserving the attention of those who shall inquire into the causes that influence the progress of nations.
Reflections on the Decline of Science in England and on Some of its Causes (1830), 1.
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The aim of education should be to preserve and nurture the yearning for learning that a child is born with. Grades and gold stars destroy this yearning for learning.
Letter to David Bayless (6 Feb 1992).
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The architect should be equipped with knowledge of many branches of study and varied kinds of learning, for it is by his judgement that all work done by the other arts is put to test. This knowledge is the child of practice and theory.
In De Architectura, Book 1, Chap 1, Sec. 1. As translated in Morris Hicky Morgan (trans.), Vitruvius: The Ten Books on Architecture (1914), 3.
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The beauty of natural history programmes is that you can be straightforward and fascinate the 7s and the 70s. If you just present it as it is, all kinds of people of all ages and all educational backgrounds love it. That’s the joy of natural history—it’s a godsend for blokes like me.
In Rowan Hooper, 'One Minute With… David Attenborough', New Scientist (2 Feb 2013), 217, No. 2902, 25.
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The best education will not immunize a person against corruption by power. The best education does not automatically make people compassionate. We know this more clearly than any preceding generation. Our time has seen the best-educated society, situated in the heart of the most civilized part of the world, give birth to the most murderously vengeful government in history.
In Before the Sabbath (1979), 40-41.
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The best sex education for kids is when Daddy pats Mommy on the fanny when he comes home from work.
NBC TV 16 Aug 71
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The better educated we are and the more acquired information we have, the better prepared shall we find our minds for making great and fruitful discoveries.
From An Introduction to the Study of Experimental Medicine (1865), as translated by Henry Copley Greene (1957), 38.
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The central task of education is to implant a will and facility for learning; it should produce not learned but learning people. The truly human society is a learning society, where grandparents, parents, and children are students together.
In Reflections on the Human Condition (1973), 22.
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The chief end of science is to make things clear, the educative aim is to foster the inquisitive spirit.
In Riddles of Science (1932), 5.
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The difference between intelligence and education is this: intelligence will make you a good living.

The dispute between evolutionists and creation scientists offers textbook writers and teachers a wonderful opportunity to provide students with insights into the philosophy and methods of science. … What students really need to know is … how scientists judge the merit of a theory. Suppose students were taught the criteria of scientific theory evaluation and then were asked to apply these criteria … to the two theories in question. Wouldn’t such a task qualify as authentic science education? … I suspect that when these two theories are put side by side, and students are given the freedom to judge their merit as science, creation theory will fail ignominiously (although natural selection is far from faultless). … It is not only bad science to allow disputes over theory to go unexamined, but also bad education.
In Building a Bridge to the 18th Century: How the Past Can Improve Our Future (1999), 168.
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The educated man is a greater nuisance than the uneducated one.
Back to Methuselah: A Metabiological Pentateuch (1921), xii.
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The education explosion is producing a vast number of people who want to live significant, important lives but lack the ability to satisfy this craving for importance by individual achievement. The country is being swamped with nobodies who want to be somebodies.
From address to employees of the Phillips Petroleum Co. In Bartlesville, Oklahoma, excerpted in the Franklin, Indiana, The Daily Journal (23 Jan 1978), 2.
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The education of young people in science is at least as important, maybe more so, than the research itself.
As quoted in Peter Davies, Success With Words: A North American Guide to the English Language (1983), 52, citing The New York Times.
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The fading of ideals is sad evidence of the defeat of human endeavour. In the schools of antiquity philosophers aspired to impart wisdom, in modern colleges our humbler aim is to teach subjects
In The Aims of Education (1929), 39.
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The function of Latin literature is its expression of Rome. When to England and France your imagination can add Rome in the background, you have laid firm the foundations of culture. The understanding of Rome leads back to the Mediterranean civilisation of which Rome was the last phase, and it automatically exhibits the geography of Europe, and the functions of seas and rivers and mountains and plains. The merit of this study in the education of youth is its concreteness, its inspiration to action, and the uniform greatness of persons, in their characters and their staging. Their aims were great, their virtues were great, and their vices were great. They had the saving merit of sinning with cart ropes.
In The Aims of Education and Other Essays (1929), 74.
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The fundamental essence of science, which I think we've lost in our education system, is poking something with a stick and seeing what happens. Embrace that process of inquiry.
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The Good Spirit never cared for the colleges, and though all men and boys were now drilled in Greek, Latin, and Mathematics, it had quite left these shells high on the beach, and was creating and feeding other matters [science] at other ends of the world.
The Prose Works of Ralph Waldo Emerson (1870), 553.
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The great doctors all got their education off dirt pavements and poverty—not marble floors and foundations.
Martin H. Fischer, Howard Fabing (ed.) and Ray Marr (ed.), Fischerisms (1944).
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The history of Europe is the history of Rome curbing the Hebrew and the Greek, with their various impulses of religion, and of science, and of art, and of quest for material comfort, and of lust of domination, which are all at daggers drawn with each other. The vision of Rome is the vision of the unity of civilisation.
In The Aims of Education and Other Essays (1929), 79.
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The hospital is the only proper College in which to rear a true disciple of Aesculapius.
In William Osler, Aequanimitas (1906), 328.
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The important thing is not so much that every child should be taught, as that every child should have the opportunity of teaching itself. What does it matter if the pupil know a little more or a little less? A boy who leaves school knowing much, but hating his lessons, will soon have forgotten all he ever learned; while another who had acquired a thirst for knowledge, even if he had learned little, would soon teach himself more than the first ever knew.
[Elementary Education, Revised New Code (1871), Resolution.] Hansard's Parliamentary Debates (19 Jul 1872), vol. 207, 1463. Also in The Pleasures of Life (2007), 71.(Appleton, 1887), 183-184, or (2007), 71.
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The inspirational value of the space program is probably of far greater importance to education than any input of dollars... A whole generation is growing up which has been attracted to the hard disciplines of science and engineering by the romance of space.
Neil Armstrong, Michael Collins, Buzz Aldrin, Edwin E. Aldrin et al., First on the Moon (1970), 376.
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The invention of IQ did a great disservice to creativity in education. ... Individuality, personality, originality, are too precious to be meddled with by amateur psychiatrists whose patterns for a “wholesome personality” are inevitably their own.
In speech, 'Education for Creativity in the Sciences', Conference at New York University, Washington Square. As quoted by Gene Currivan in 'I.Q. Tests Called Harmful to Pupil', New York Times (16 Jun 1963), 66.
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The issue is not to teach [a child] the sciences, but to give him the taste for loving them.
Émile, or, On Education, new translation by Alan Bloom (1979), 172.
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The man who is thoroughly convinced of the universal operation of the law of causation cannot for a moment entertain the idea of a being who interferes in the course of events–provided, of course, that he takes the hypothesis of causality really seriously. He has no use for the religion of fear and equally little for social or moral religion. A God who rewards and punishes is inconceivable to him for the simple reason that a man’s actions are determined by necessity, external and internal, so that in God’s eyes he cannot be responsible, any more than an inanimate object is responsible for the motions it undergoes. Science has therefore been charged with undermining morality, but the charge is unjust. A man’s ethical behavior should be based effectually on sympathy, education, and social tie s and needs; no religious basis is necessary. Man would indeed be in a poor way if he had to be restrained by fear of punishment and hopes of reward after death.
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The more efficient causes of progress seem to consist of a good education during youth whilst the brain is impressible, and of a high standard of excellence, inculcated by the ablest and best men, embodied in the laws, customs and traditions of the nation, and enforced by public opinion. It should, however, be borne in mind, that the enforcement of public opinion depends on our appreciation of the approbation and disapprobation of others; and this appreciation is founded on our sympathy, which it can hardly be doubted was originally developed through natural selection as one of the most important elements of the social instincts.
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The most important thing we can do is inspire young minds and to advance the kind of science, math and technology education that will help youngsters take us to the next phase of space travel.
As summarized on a CNN web page - without quotation marks - from a statement by Glenn about the fourth National Space Day (4 May 2000). 'All systems go for National Space Day' on CNN website.
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The new naval treaty permits the United States to spend a billion dollars on warships—a sum greater than has been accumulated by all our endowed institutions of learning in their entire history. Unintelligence could go no further! ... [In Great Britain, the situation is similar.] ... Until the figures are reversed, ... nations deceive themselves as to what they care about most.
Universities: American, English, German (1930), qMU2AAAAIAAJ&q
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The only fence against the world is a thorough knowledge of it.
Some Thoughts Concerning Education (1693).
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The plain fact is that education is itself a form of propaganda–a deliberate scheme to outfit the pupil, not with the capacity to weigh ideas, but with a simple appetite for gulping ideas readymade. The aim is to make ‘good’ citizens, which is to say, docile and uninquisitive citizens.
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The principal goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done—men who are creative, inventive, and discovers. The second goal of education is to form minds which can be critical, can verify, and not accept everything they are offered.
From remarks at a conference on cognitive development, Cornell University (1964). In Philip Hampson Taylor, New Directions in Curriculum Studies (1979), 90.
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The process of self-estrangement and its removal underlies all education. The mind must fix its attention upon what is alien to it and penetrate its disguise, making it become familiar. … Wonder is only the first stage of this estrangement. It must be followed by recognition.
In Psychologic Foundations of Education: An Attempt to Show the Genesis of the Higher Faculties of the Mind (1907), 289.
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The pupils have got to be made to feel that they are studying something, and are not merely executing intellectual minuets.
In The Aims of Education and Other Essays (1929), 21.
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The science fair has long been a favorite educational tool in the American school system, and for a good reason: Your teachers hate you.
'Science: It’s just not fair', Miami Herald (22 Mar 1998)
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The sense for style … is an aesthetic sense, based on admiration for the direct attainment of a foreseen end, simply and without waste. Style in art, style in literature, style in science, style in logic, style in practical execution have fundamentally the same aesthetic qualities, namely, attainment and restraint. The love of a subject in itself and for itself, where it is not the sleepy pleasure of pacing a mental quarter-deck, is the love of style as manifested in that study. Here we are brought back to the position from which we started, the utility of education. Style, in its finest sense, is the last acquirement of the educated mind; it is also the most useful. It pervades the whole being. The administrator with a sense for style hates waste; the engineer with a sense for style economises his material; the artisan with a sense for style prefers good work. Style is the ultimate morality of the mind.
In The Aims of Education and Other Essays (1929), 23.
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The stimulus of competition, when applied at an early age to real thought processes, is injurious both to nerve-power and to scientific insight.
In The Preparation of the Child for Science (1904), 44.
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The study of letters is the study of the operation of human force, of human freedom and activity; the study of nature is the study of the operation of non-human forces, of human limitation and passivity. The contemplation of human force and activity tends naturally to heighten our own force and activity; the contemplation of human limits and passivity tends rather to check it. Therefore the men who have had the humanistic training have played, and yet play, so prominent a part in human affairs, in spite of their prodigious ignorance of the universe.
Schools and Universities on the Continent (1868), in R. H. Super (ed.) The Complete Prose Works of Matthew Arnold: Schools and Universities on the Continent (1964), Vol. 4, 292.

The tastes and pursuits of manhood will bear on them the traces of the earlier impressions of our education. It is therefore not unreasonable to suppose that some portion of the neglect of science in England, may be attributed to the system of education we pursue.
Reflections on the Decline of Science in England (1830), 3.
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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.
Tryon Edwards and William Buell Sprague, The World's Laconics: or, The Best Thoughts of the Best Authors (1853), 7.?
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The university imparts information, but it imparts it imaginatively. At least, this is the function which it should perform for society. A university which fails in this respect has no reason for existence. This atmosphere of excitement, arising from imaginative consideration, transforms knowledge. A fact is no longer a bare fact: it is invested with all its possibilities. It is no longer a bur. den on the memory: it is energising as the poet of our dreams, and as the architect of our purposes.
In The Aims of Education and Other Essays (1929), 93.
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The world is only saved by the breath of the school children.
Louis Klopsch, Many Thoughts of Many Minds (1896), 77.
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The world is your school.
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There are many things which we can afford to forget which it is yet well to learn.
Valedictory Address to the Graduating Class of the Bellevue Hospital College (2 Mar 1871), New York Medical Journal (1871), 422.
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There are two objects of medical education: To heal the sick and to advance the science.
Collected Papers of the Mayo Clinic and Mayo Foundation (1913).
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There have been great men with little of what we call education. There have been many small men with a great deal of learning. There has never been a great people who did not possess great learning.
Quoted in Charles W. Thompson, Presidents I've Known and Two Near Presidents (1929), 374.
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There is a tolerably general agreement about what a university is not. It is not a place of professional education.
Address (Feb 1867) to the University of St. Andrews upon inauguration as Rector. The Living Age (16 Mar 1867), 92, 643.
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There is no more wild, free, vigorous growth of the forest, but everything is in pots or rows like a rococo garden... The pupil is in the age of spontaneous variation which at no period of life is so great. He does not want a standardized, overpeptonized mental diet. It palls on his appetite.
Hall, GS (1904b). Adolescence: Its psychology and its relations to physiology, anthropology, sociology, sex, crime, religion and education (1904), Vol. 2, 509.
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There is no short cut, nor “royal road” to the attainment of medical knowledge. The path which we have to pursue is long, difficult, and unsafe. In our progress, we must frequently take up our abode with death and corruption, we must adopt loathsome diseases for our familiar associates, or we shall never be acquainted with their nature and dispositions ; we must risk, nay, even injure our own health, in order to be able to preserve, or restore that of others.
Hunterian Oration (1819). Quoted in Clement Carlyon, Early Years and Late Reflections (1856), 110-111.

There is only one subject matter for education, and that is Life in all its manifestations. Instead of this single unity, we offer children—Algebra, from which nothing follows; Geometry, from which nothing follows; Science, from which nothing follows; History, from which nothing follows; a Couple of Languages, never mastered; and lastly, most dreary of all, Literature, represented by plays of Shakespeare, with philological notes and short analyses of plot and character to be in substance committed to memory.
In The Aims of Education and Other Essays (1929), 18.
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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.
In Rush Welter, American Writings on Popular Education: The Nineteenth Century (1971), 76.
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There’s my education in computers, right there; this is the whole thing, everything I took out of a book.
From talking with Howard Aiken, as quoted by author I. Bernard Cohen, in Howard Aiken: Portrait of a Computer Pioneer (2000), 66. Cohen list three particular books that Aiken said he read carefully: E. M. Horsburgh (ed.), Modem Instruments and Methods of Calculation: A Handbook of the Napier Tercentenary Exhibition (1914); D. Baxandall (ed.), Calculating Machines and Instruments: Catalogue of the Collections in the Science Museum (1926); and later, Charles Babbage, Passages from the Life of a Philosopher (1864).
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They are the best physicians, who being great in learning most incline to the traditions of experience, or being distinguished in practice do not reflect the methods and generalities of art.
The Advancement of Learning, Bk IV, Ch. II.
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Though the parallel is not complete, it is safe to say that science will never touch them unaided by its practical applications. Its wonders may be catalogued for purposes of education, they may be illustrated by arresting experiments, by numbers and magnitudes which startle or fatigue the imagination but they will form no familiar portion of the intellectual furniture of ordinary men unless they be connected, however remotely, with the conduct of ordinary life.
Decadence (1908), 53.
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Throughout the last four hundred years, during which the growth of science had gradually shown men how to acquire knowledge of the ways of nature and mastery over natural forces, the clergy have fought a losing battle against science, in astronomy and geology, in anatomy and physiology, in biology and psychology and sociology. Ousted from one position, they have taken up another. After being worsted in astronomy, they did their best to prevent the rise of geology; they fought against Darwin in biology, and at the present time they fight against scientific theories of psychology and education. At each stage, they try to make the public forget their earlier obscurantism, in order that their present obscurantism may not be recognized for what it is.
From An Outline of Intellectual Rubbish (1937, 1943), 6. Collected in The Basic Writings of Bertrand Russell (2009), 47.
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To a person uninstructed in natural history, his country or sea-side stroll is a walk through a gallery filled with wonderful works of art, nine-tenths of which have their faces turned to the wall. Teach him something of natural history, and you place in his hands a catalogue of those which are worth turning around. Surely our innocent pleasures are not so abundant in this life, that we can afford to despise this or any other source of them.
On the Educational Value of the Natural History Sciences' (1854). In Collected Essays (1893). Vol. 3, 63.
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To behold is not necessarily to observe, and the power of comparing and combining is only to be obtained by education. It is much to be regretted that habits of exact observation are not cultivated in our schools; to this deficiency may be traced much of the fallacious reasoning, the false philosophy which prevails.
As quoted in Inaugural Address, Edward C.C. Stanford, 'Glasgow Philosophical Meeting' (8 Dec 1873), The Chemical News and Journal of Physical Science (2 Jan 1874), 7.
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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.
Halley Lecture for 1948, delivered at Oxford (12 May 1948). In "Morphological Astronomy", The Observatory (1948), 68, 143.
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To live for a time close to great minds is the best kind of education.
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To me education is a leading out of what is already there in the pupil’s soul. To Miss Mackay it is a putting in of something that is not there, and that is not what I call education, I call it intrusion.
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To the distracting occupations belong especially my lecture courses which I am holding this winter for the first time, and which now cost much more of my time than I like. Meanwhile I hope that the second time this expenditure of time will be much less, otherwise I would never be able to reconcile myself to it, even practical (astronomical) work must give far more satisfaction than if one brings up to B a couple more mediocre heads which otherwise would have stopped at A.
Letter to Friedrich Bessel (4 Dec 1808). Quoted in G. Waldo Dunnington, Carl Friedrich Gauss: Titan of Science (2004), 415.
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Training is everything. The peach was once a bitter almond; cauliflower is nothing but a cabbage with a college education.
Pudd'nhead Wilson and Those Extrraordinary Twins (1894), Chap. 5. In Mark Twain and Brian Collins (ed.), When in Doubt, Tell the Truth: and Other Quotations from Mark Twain (1996), 43.
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Under the Providence of God, our means of education are the grand machinery by which the 'raw material' of human nature can be worked up into inventors and discoverers, into skilled artisans and scientific farmers, into scholars and jurists, into the founders of benevolent institutions, and the great expounders of ethical and theological science.
Annual Reports of the Secretary of the Board of Education of Massachusetts for the years 1845-1848, Life and Works of Horace Mann (1891), Vol. 4, 228.
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Very little of Roman literature will find its way into the kingdom of heaven, when the events of this world will have lost their importance. The languages of heaven will be Chinese, Greek, French, German, Italian, and English, and the blessed Saints will dwell with delight on these golden expressions of eternal life. They will be wearied with the moral fervour of Hebrew literature in its battle with a vanished evil, and with Roman authors who have mistaken the Forum for the footstool of the living God.
In The Aims of Education and Other Essays (1929), 73.
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We are apt to consider that invention is the result of spontaneous action of some heavenborn genius, whose advent we must patiently wait for, but cannot artificially produce. It is unquestionable, however, that education, legal enactments, and general social conditions have a stupendous influence on the development of the originative faculty present in a nation and determine whether it shall be a fountain of new ideas or become simply a purchaser from others of ready-made inventions.
Epigraph, without citation, in Roger Cullisin, Patents, Inventions and the Dynamics of Innovation: A Multidisciplinary Study (2007), ix.
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We are in the presence of a recruiting drive systematically and deliberately undertaken by American business, by American universities, and to a lesser extent, American government, often initiated by talent scouts specially sent over here to buy British brains and preempt them for service of the U.S.A. … I look forward earnestly to the day when some reform of the American system of school education enables them to produce their own scientists so that, in an amiable free trade of talent, there may be adequate interchange between our country and theirs, and not a one-way traffic.
Speaking as Britain's Minister of Science in the House of Lords (27 Feb 1963). In 'The Manhunters: British Minister Blames American Recruiters for Emigration of Scientists', Science Magazine (8 Mar 1963), 893. See also the reply from the leader of the Labour Party, Harold Wilson, by using the link below.
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We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.
The Process of Education (1960), 31.
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We live in a capitalist economy, and I have no particular objection to honorable self-interest. We cannot hope to make the needed, drastic improvement in primary and secondary education without a dramatic restructuring of salaries. In my opinion, you cannot pay a good teacher enough money to recompense the value of talent applied to the education of young children. I teach an hour or two a day to tolerably well-behaved near-adults–and I come home exhausted. By what possible argument are my services worth more in salary than those of a secondary-school teacher with six classes a day, little prestige, less support, massive problems of discipline, and a fundamental role in shaping minds. (In comparison, I only tinker with intellects already largely formed.)
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We must view young people not as empty bottles to be filled, but as candles to be lit.
Quoted, without citation, in Robert Grover, Collaboration (1996).
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We need science education to produce scientists, but we need it equally to create literacy in the public. Man has a fundamental urge to comprehend the world about him, and science gives today the only world picture which we can consider as valid. It gives an understanding of the inside of the atom and of the whole universe, or the peculiar properties of the chemical substances and of the manner in which genes duplicate in biology. An educated layman can, of course, not contribute to science, but can enjoy and participate in many scientific discoveries which as constantly made. Such participation was quite common in the 19th century, but has unhappily declined. Literacy in science will enrich a person’s life.
In Popular Mechanics (Sep 1961), 256
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We need to engage and inspire today’s youth to do a much better job of protecting the planet and our future than we have. My grandfather raised me believing in the power of youth to change the world. … Education and young people are key to making sure we don’t keep repeating our mistakes.
In 'Gulf Dispatch: Time to Tap Power of Teens', CNN Blog (23 Jul 2010).
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We need to teach the highly educated man that it is not a disgrace to fail and that he must analyze every failure to find its cause. He must learn how to fail intelligently, for failing is one of the greatest arts in the world.
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We want them to use the education to be leaders in their community with an understanding of ecology and conservation for the wild outdoors far beyond their legislators back home. We expect these people to he a grain of sand on the beach of future leadership.
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Were I to make the announcement and to run, the reasons I would run is because I have a great belief in this country [America]. … There’s more natural resources than any nation in the world; the greatest education population in the world; the greatest technology of any country in the world; the greatest capacity for innovation in the world; and the greatest political system in the world.
Answer to “Why do you want to be President,” interview with Roger Mudd, CBS TV documentary (12 Oct 1979). In Jim Lehrer and James Lehrer, Tension City: Inside the Presidential Debates (2011), 184.
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What is a good definition? For the philosopher or the scientist, it is a definition which applies to all the objects to be defined, and applies only to them; it is that which satisfies the rules of logic. But in education it is not that; it is one that can be understood by the pupils.
Science and Method (1914, 2003), 117.
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What is education? Teaching a man what his powers and relations are, and how he can best extend, strengthen, and employ them.
In Sir William Withey Gull and Theodore Dyke Acland (ed.), A Collection of the Published Writings of William Withey Gull (1896), lxi.
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What purpose is effected by a catalogue of undistinguished kings and queens? Tom, Dick, or Harry, they are all dead. General resurrections are failures, and are better postponed.
In The Aims of Education and Other Essays (1929), 20.
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Whatever be the detail with which you cram your student, the chance of his meeting in after life exactly that detail is almost infinitesimal; and if he does meet it, he will probably have forgotten what you taught him about it. The really useful training yields a comprehension of a few general principles with a thorough grounding in the way they apply to a variety of concrete details. In subsequent practice the men will have forgotten your particular details; but they will remember by an unconscious common sense how to apply principles to immediate circumstances. Your learning is useless to you till you have lost your textbooks, burnt your lecture notes, and forgotten the minutiae which you learned by heart for the examination. What, in the way of detail, you continually require will stick in your memory as obvious facts like the sun and the moon; and what you casually require can be looked up in any work of reference. The function of a University is to enable you to shed details in favor of principles. When I speak of principles I am hardly even thinking of verbal formulations. A principle which has thoroughly soaked into you is rather a mental habit than a formal statement. It becomes the way the mind reacts to the appropriate stimulus in the form of illustrative circumstances. Nobody goes about with his knowledge clearly and consciously before him. Mental cultivation is nothing else than the satisfactory way in which the mind will function when it is poked up into activity.
In The Aims of Education and Other Essays (1929), 37
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Whatever we are to do when we have learnt, these we learn by doing; as by building, men become builders.
From Ethics. II03a, 32-3 as given in A New Translation of the Nichomachean Ethics (1819), 32. (Original text II03a, 32-3)
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When a learner, in the fullness of his powers, comes to great truths unstaled by premature familiarity, he rejoices in the lateness of his lessons.
From chapter 'Jottings from a Note-Book', in Canadian Stories (1918), 168.
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When a man teaches something he does not know to somebody else who has no aptitude for it, and gives him a certificate of proficiency, the latter has completed the education of a gentleman.
'Maxims for Revolutionists: Education', in Man and Superman (1903), 229-230.
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When one considers in its length and in its breadth the importance of this question of the education of the nation's young, the broken lives, the defeated hopes, the national failures, which result from the frivolous inertia with which it is treated, it is difficult to restrain within oneself a savage rage. In the conditions of modern life the rule is absolute, the race which does not value trained intelligence is doomed. Not all your heroism, not all your social charm, not all your wit, not all your victories on land or at sea, can move back the finger of fate. To-day we maintain ourselves. To-morrow science will have moved forward yet one more step, and there will be no appeal from the judgment which will then be pronounced on the uneducated.
'The Aims of Education—A Plea for Reform', Organisation of Thought (1917, reprinted 1974), 28.

When the ability to have movement across social class becomes virtually impossible, I think it is the beginning of the end of a country. And because education is so critical to success in this country, if we don't figure out a way to create greater mobility across social class, I do think it will be the beginning of the end.
In a segment from PBS TV program, Newshour (9 Sep 2013).
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When the child outgrows the narrow circle of family life … then comes the period of the school, whose object is to initiate him into the technicalities of intercommunication with his fellow-men, and to familiarize him with the ideas that underlie his civilization, and which he must use as tools of thought if he would observe and understand the phases of human life around him; for these … are invisible to the human being who has not the aid of elementary ideas with which to see them.
In Psychologic Foundations of Education: An Attempt to Show the Genesis of the Higher Faculties of the Mind (1907), 265.
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When will society, like a mother, take care of all her children?
Journal (31 May 1837). In Mary Tyler Peabody Mann, Life and Works of Horace Mann (1891), 73.
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Whenever a textbook is written of real educational worth, you may be quite certain that some reviewer will say that it will be difficult to teach from it. Of course it will be difficult to teach from it. It it were easy, the book ought to be burned; for it cannot be educational. In education as elsewhere, the broad primrose path leads to a nasty place. This evil path is represented by a book or a set of lectures which will practically enable the student to learn by heart all the questions likely to be asked at the next external examination.
The Aims of Education and Other Essays (1929, 1967), 5.
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Why has elegance found so little following? Elegance has the disadvantage that hard work is needed to achieve it and a good education to appreciate it.
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Within 100 years the profession of teaching has grown from about one-twentieth to one-fourth of the [college] graduates… Since 1880 the line for teaching has crossed that of the ministry, and since 1890 that of law. Thus at the close of the century it is the dominant profession.
Professional Distribution of College and University Graduates (1912). Quoted in Bruce A. Kimball, The True Professional Ideal in America: A History (1996), 198.

You may not divide the seamless coat of learning. What education has to impart is an intimate sense for the power of ideas, for the beauty of ideas, and for the structure of ideas, together with a particular body of knowledge which has peculiar reference to the life of the being possessing it.
In The Aims of Education and Other Essays (1929), 23.
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You may take the noblest poetry in the world, and, if you stumble through it at snail's pace, it collapses from a work of art into a rubbish heap.
In The Aims of Education and Other Essays (1929), 76.
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Young men, … Live in the serene peace of laboratories and libraries. Say to yourselves first: “What have I done for my instruction?” and, as you gradually advance, “What have I done for my country?”
Acceptance speech (27 Dec 1892) when awarded a 70th birthday commemorative medal by the Academy of Sciences in the great theatre of the Sorbonne, as translated in René Vallery-Radot and Mrs R.L. Devonshire (trans.), The Life of Pasteur (1902), Vol. 2, 297-298. Pasteur addressed an audience that included “deep masses of students” and “boys from the lycées.”
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[Haunted by the statistic that the best predictor of SAT scores is family income:] Where you were born, into what family you are born, what their resources are, are to a large extent are going to determine the quality of education you receive, beginning in preschool and moving all the way up through college.
And what this is going to create in America is a different kind of aristocracy that's going to be self-perpetuating, unless we find ways to break that juggernaut.
... I think what that really reflects is the fact that resources, and not wealth necessarily, but just good middle-class resources, can buy quality of experience for children.
In a segment from PBS TV program, Newshour (9 Sep 2013).
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[Ignorance] of the principle of conservation of energy … does not prevent inventors without background from continually putting forward perpetual motion machines… Also, such persons undoubtedly have their exact counterparts in the fields of art, finance, education, and all other departments of human activity… persons who are unwilling to take the time and to make the effort required to find what the known facts are before they become the champions of unsupported opinions—people who take sides first and look up facts afterward when the tendency to distort the facts to conform to the opinions has become well-nigh irresistible.
From Evolution in Science and Religion (1927), 58-59. An excerpt from the book including this quote appears in 'New Truth and Old', Christian Education (Apr 1927), 10, No. 7, 394-395.
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[The object of education is] to train the mind to ascertain the sequence of a particular conclusion from certain premises, to detect a fallacy, to correct undue generalisation, to prevent the growth of mistakes in reasoning. Everything in these must depend on the spirit and the manner in which the instruction itself is conveyed and honoured. If you teach scientific knowledge without honouring scientific knowledge as it is applied, you do more harm than good. I do think that the study of natural science is so glorious a school for the mind, that with the laws impressed on all these things by the Creator, and the wonderful unity and stability of matter, and the forces of matter, there cannot be a better school for the education of the mind.
Giving Evidence (18 Nov 1862) to the Public Schools Commission. As quoted in John L. Lewis, 125 Years: The Physical Society & The Institute of Physics (1999), 168-169.
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[The teaching of Nature] is harsh and wasteful in its operation. Ignorance is visited as sharply as wilful disobedience—incapacity meets with the same punishment as crime. Nature’s discipline is not even a word and a blow, and the blow first; but the blow without the word. It is left to you to find out why your ears are boxed.
The object of what we commonly call education—that education in which man intervenes, and which I shall distinguish as artificial education—is to make good these defects in Nature’s methods; to prepare the child to receive Nature’s education, neither incapably, nor ignorantly, nor with wilful disobedience; and to understand the preliminary symptoms of her displeasure, without waiting for the box on the ear. In short, all artificial education ought to he an anticipation of natural education. And a liberal education is an artificial education, which has not only prepared a man to escape the great evils of disobedience to natural laws, but has trained him to appreciate and to seize upon the rewards, which Nature scatters with as free a hand as her penalties.
From Inaugural Address as Principal, South London Working Men’s College, in 'A Liberal Education; and Where to Find it', Macmillan's Magazine (Mar 1868), 17, 370.
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[The] erroneous assumption is to the effect that the aim of public education is to fill the young of the species with knowledge and awaken their intelligence, and so make them fit to discharge the duties of citizenship in an enlightened and independent manner. Nothing could be further from the truth. The aim of public education is not to spread enlightenment at all; it is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardised citizenry, to put down dissent and originality.
The American Mercury (24 Apr 1924).
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[To the cultures of Asia and the continent of Africa] it is the Western impact which has stirred up the winds of change and set the processes of modernization in motion. Education brought not only the idea of equality but also another belief which we used to take for granted in the West—the idea of progress, the idea that science and technology can be used to better human conditions. In ancient society, men tended to believe themselves fortunate if tomorrow was not worse than today and anyway, there was little they could do about it.
Lecture at State University of Iowa (6 Apr 1961). In Barbara Ward, The Unity of the Free World (1961), 12.
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…as our friend Zach has often noted, in our days those who do the best for astronomy are not the salaried university professors, but so-called dillettanti, physicians, jurists, and so forth.Lamenting the fragmentary time left to a professor has remaining after fulfilling his teaching duties.
Letter to Heinrich Olbers (26 Oct 1802). Quoted in G. Waldo Dunnington, Carl Friedrich Gauss: Titan of Science (2004), 415.
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’T is education forms the common mind:
Just as the twig is bent the tree’s inclined.
'Epistle I: Of the Knowledge and Character of Man', The Works of Alexander Pope (1881), Vol. 3, 64.

’Tis a pity learned virgins ever wed
With persons of no sort of education,
Or gentlemen, who, though well born and bred,
Grow tired of scientific conversation.
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Carl Sagan Thumbnail In science it often happens that scientists say, 'You know that's a really good argument; my position is mistaken,' and then they would actually change their minds and you never hear that old view from them again. They really do it. It doesn't happen as often as it should, because scientists are human and change is sometimes painful. But it happens every day. I cannot recall the last time something like that happened in politics or religion. (1987) -- Carl Sagan
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- 90 -
Antoine Lavoisier
Lise Meitner
Charles Babbage
Ibn Khaldun
Ralph Emerson
Robert Bunsen
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- 80 -
John Locke
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Bertrand Russell
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- 70 -
Samuel Morse
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Robert Fulton
Pierre Laplace
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Theodore Roosevelt
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- 60 -
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Martin Fischer
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Paul Dirac
James Watson
William Shakespeare
- 50 -
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- 40 -
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JJ Thomson
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- 30 -
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- 20 -
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- 10 -
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