Thomas Huxley Quotes

It's better to understand something than to memorize something.

Master those books you have. Read them thoroughly. Bathe in them until they saturate you. Read and re-read them...digest them...a student will find that his mental constitution is more affected by one book thoroughly mastered than by 20 books he has merely skimmed.

Reading furnishes the mind only with materials of knowledge; it is thinking that makes what we read ours.

I've teamed up with one of the headmasters at Eton College, and we're spearheading a kind of 'slow education movement in Britain'. It's based on this idea of moving away from the fast-food approach to learning and going to something deeper, more woolly, harder to measure.

You can either read something many times in order to be assured that you got it all, or else you can define your purpose and use techniques which will assure that you have met it and gotten what you need.

Do I dare set forth here the most important, the most useful rule of all education? It is not to save time, but to squander it.

I don't know what's the matter with people: they don't learn by understanding; they learn by some other way - by rote, or something. Their knowledge is so fragile!

I hear and I forget. I see and I remember. I do and I understand.

Education is what remains when what is learned has been taken away.

I like to learn things slow, I like learning alot, I like to get it all again and in the end, You know you get what you got...

What I cannot create, I do not understand.

Too often the educational value of doing well what is done, however little, is overlooked. One thing well done prepares the mind to do the next thing better. Not how much, but how well, should be the motto. One problem thoroughly understood is of more value than a score poorly mastered.

The real challenge is not to get people to remember more, but to get them to understand better. We're just now beginning to be able to show what we can implement with technological tools. I think our interest at Apple is to be the provider of the instruments that will help educators and students create and entirely new kind of learning than what we have now.

I read hard, or not at all; never skimming, never turning aside to merely inciting books; and Plato, Aristotle, Butler, Thucydides, Sterne, Jonathan Edwards, have passed like the iron atoms of the blood into my mental constitution.

Indeed, learning to write may be part of learning to read. For all I know, writing comes out of a superior devotion to reading.

As we acquire knowledge, things do not become more comprehensible, but more mysterious.

Transmitting information is easier than creating understanding.

Readers may be divided into four classes: 1) Sponges, who absorb all that they read and return it in nearly the same state, only a little dirtied. 2) Sand-glasses, who retain nothing and are content to get through a book for the sake of getting through the time. 3) Strain-bags, who retain merely the dregs of what they read. 4) Mogul diamonds, equally rare and valuable, who profit by what they read, and enable others to profit by it also

All the States but our own are sensible that knowlege is power.

Once you teach me something, it's mine to use.

The dry knowledge of the three R's is not even now, it can never be, a permanent part of the villagers' life.

Everyone you will ever meet knows something you don't.

I don't do a lot of top-down teaching.

No matter what your circumstances are, whether you are in prosperity or in adversity, you can learn from every person, transaction, and circumstance around you.

The student learns rules but all the rules in the world never make a picture.