And when it comes to developing the high standards we need, it's time to stop working against our teachers and start working with them. Teachers don't go in to education to get rich. They don't go in to education because they don't believe in their children. They want their children to succeed, but we've got to give them the tools. Invest in early childhood education. Invest in our teachers and our children will succeed.
It is not so very important for a person to learn facts. For that he does not really need a college. He can learn them from books. The value of an education in a liberal arts college is not learning of many facts but the training of the mind to think something that cannot be learned from textbooks.
What we call education and culture is for the most part nothing but the substitution of reading for experience, of literature for life, of the obsolete fictitious for the contemporary real.
I have always had this view about the modern education system: we pay attention to brain development, but the development of warmheartedness we take for granted.
A little learning is a dangerous thing; drink of it deeply, or taste it not, for shallow thoughts intoxicate the brain, and drinking deeply sobers us again.
Special care should be taken of the health of the inhabitants, which will depend chiefly on the healthiness of the locality and of the quarter to which they are exposed, and secondly on the use of pure water; this latter point is by no means a secondary consideration. For the elements which we use the most and oftenest for the support of the body contribute most to health, and among those are water and air. Wherefore, in all wise states, if there is want of pure water, and the supply is not all equally good, the drinking water ought to be separated from that which is used for other purposes.
Reeling and Writhing of course, to begin with,' the Mock Turtle replied, 'and the different branches of arithmetic-ambition, distraction, uglification, and derision.
I know quite certainly that I myself have no special talent; curiosity, obsession and dogged endurance, combined with self-criticism, have brought me to my ideas.
I call a complete and generous education that which fits a man to perform justly, skillfully, and magnanimously all the offices, both private and public, of peace and war.
It is in fact a part of the function of education to help us escape, not from our own time - for we are bound by that - but from the intellectual and emotional limitations of our time.