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I Quotes

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All I Quotes

“In all of the movie portrayals, a spacewalking suit seems sort of insignificant, like a pair of shorts and a T-shirt. No one thinks much about it. But it's a spaceship, not a spacesuit, an entire life-support mechanism that's incredibly complex and cumbersome. It's very difficult to put on and off. You have to run it the whole time you are wearing it, and it redefines how you move. It's like if you put on a wetsuit and a snowmobile suit and froze yourself solid and then tried to go and do work.”

“In all of us there is a hunger, marrow-deep, to know our heritage- to know who we are and where we have come from. Without this enriching knowledge, there is a hollow yearning. No matter what our attainments in life, there is still a vacuum, an emptiness, and the most disquieting loneliness.”

“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.”

“In all our discussions and speculations we had always unconsciously assumed that the women, whatever else they might be, would be young. Most men do think that way, I fancy. "Woman" in the abstract is young, and, we assume, charming. As they get older they pass off the stage, somehow, into private ownership mostly, or out of it altogether. But these good ladies were very much on the stage, and yet any one of them might have been a grandmother. We looked for nervousness—there was none. For terror, perhaps—there was none. For uneasiness, for curiosity, for excitement—and all we saw was what might have been a vigilance committee of women doctors, as cool as cucumbers, and evidently meaning to take us to task for being there.”

“In all places where there is a Summer and a Winter, and where your Gardens of pleasure are sometimes clothed with their verdant garments, and bespangled with variety of Flowers, and at other times wholly dismantled of all these; here to recompense the loss of past pleasures, and to buoy up their hopes of another Spring, many have placed in their Gardens, Statues, and Figures of several Animals, and great variety of other curious pieces of Workmanship, that their walks might be pleasant at any time in those places of never dying pleasures.”

“In all probability the Human Genome Project will, someday, find that I carry some recessive gene for optimism, because despite all my best efforts I still can't scrape together even a couple days of hopelessness. Future scientists will call it the Pollyanna Syndrome, and if forced to guess, I'd say that mine has been a way-long case history of chasing rainbows.”

“In all proper relationships there is no sacrifice of anyone to anyone... Men exchange their work by free, mutual consent to mutual advantage when their personal interests agree and they both desire the exchange. If they do not desire it, they are not forced to deal with each other. They seek further. This is the only possible form of relationship between equals. Anything else is a relation of slave to master, or victim to executioner.”

“In all proper relationships there is no sacrifice of anyone to anyone. An architect needs clients, but he does not subordinate his work to their wishes. They need him, but they do not order a house just to give him commission. Men exchange their work by free, mutual consent to mutual advantage when their personal interests agree and they both desire the exchange.”

“In all racial groups, students from wealthy households tend to score better than those who are poor, but income does not explain group differences. A study by McKinsey and Company found that white fourth graders living in poverty scored higher—by the equivalent of about half-a-year’s instruction—than black fourth graders who were not poor. These differences increase in high school. On the 2009 math and verbal SAT tests, whites from families with incomes of less than $20,000 not only had an average combined score that was 117 points (out of 1600) higher than the average for all blacks, they even outscored by 12 points blacks who came from families with incomes of $160,000 to $200,000. Educators and legislators have not ignored the problem. The race gap in achievement is such a preoccupation that in 2007, 4,000 educators and experts attended an “Achievement Gap Summit” in Sacramento. They took part in no fewer than 125 panels on ways to help blacks and Hispanics do as well as whites and Asians. Overwhelming majorities in Congress passed the No Child Left Behind Act in 2002 to improve student performance and bridge achievement gaps. The government budgeted $24.4 billion for the program for fiscal year 2007, and its requirements for “Adequate Yearly Progress” have forced change on many schools. This is only the latest effort in more than 25 years of federal involvement. The result? In 2009, Chester E. Finn, Jr., a former education official in the Reagan administration, put it this way: “This is a nearly unrelenting tale of woe and disappointment. If there’s any good news here, I can’t find it.”