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“I was in school, but I wasn't into school. I wasn't doing what I wanted to be doing in school, which was film studies. That was what I intended on doing, but I didn't go away to a university because I wanted to stay in L.A. and audition while I took classes, so I elected to go to a community college and just take G.E. courses. It was terrible.”

“When I came back from Pakistan, I wanted to take computer classes nearby. I asked my brother. I was in my home, cooking for my family, and all our relatives and guests. But I said, "I want to live my life as a woman, but I want to study." But, he told me, "Just study at home, you don't need to go out." He said, "If you go to the courses, what will our relatives say? They will lose respect for us." They told me, "We know you're feeling different, but we cannot do anything about it."”

“Although I was four years at the University [of Wisconsin], I did not take the regular course of studies, but instead picked out what I thought would be most useful to me, particularly chemistry, which opened a new world, mathematics and physics, a little Greek and Latin, botany and and geology. I was far from satisfied with what I had learned, and should have stayed longer.”

“I enter a most earnest plea that in our hurried and rather bustling life of today we do not lose the hold that our forefathers had on the Bible. I wish to see the Bible study as much a matter of course in the secular colleges as in the seminary. No educated man can afford to be ignorant of the Bible, and no uneducated man can afford to be ignorant of the Bible.”

“It is our American habit if we find the foundations of our educational structure unsatisfactory to add another story or wing. We find it easier to add a new study or course or kind of school than to recognize existing conditions so as to meet the need. strangled the holy curious of inquiry. It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty.”

“Various epochs of the past have had their own characteristic struggles and interests. Each of these great epochs has left behind itself a kind of cultural deposit, like a geologic stratum. These deposits have found their way into educational institutions in the form of studies, distinct courses of study, distinct types of schools.”

“The problem of education in a democratic society is to do away with ... dualism and to construct a course of studies which makes thought a guide of free practice for all and which makes leisure a reward of accepting responsibility for service, rather than a state of exemption from it.”

“The art of war is at once comprehensive and complicated; ... it demands much previous study; and ... the possession of it, in its most improved and perfect state, is always a great moment to the security of a nation. This, therefore, ought to be a serious care of every government; and for this purpose, an academy, where a regular course of instruction is given, is an obvious expedient, which different nations have successfully employed.”

“I have been induced to adopt this course by a desire that my readers should be taught to think as well as to experiment, and thus be qualified at an early part of their study to discriminate between the true and the false, and acquire the facts of the science without being mystified by its fictions.”

“There are no accidents in Nature. Every motion of the constantly shifting bodies in the world is timed to the occasion for some definite, fore-ordered end. The flowers blossom in obedience to the same law that marks the course of constellations, and the song of a bird is the echo of a universal symphony. Nature is one, and to me the greatest delight of observation and study is to discover new unities in this all-embracing and eternal harmony.”

“Paper after paper, study after study, have shown that chairs give us back problems because they shorten our hip flexors, give us weak backs, of course it make us sedentary. We take years off our lives probably by sitting in chairs, but we like them because they're comfortable. You go to an African village, you find me a chair with a back. That's a rare thing out there.”

“It's not enough to have a few women's studies courses. Why is it more important to study Paul Revere's midnight ride than it is Susan B. Anthony's 50-year effort to transform the face of America for women? When you're in school, most of the events you study are about men. Men's activities lauded and repeated over and over. What about us? What about commemorating the decades-long struggle for suffrage? Why don't we hear those stories over and over and over again. It's almost inconceivable for men to understand what it would be like to live without that constant valorization.”

“We cannot begin with complete doubt. We must begin with all the prejudices which we actually have when we enter upon the study ofphilosophy. These prejudices are not to be dispelled by a maxim, for they are things which it does not occur to us can be questioned. A person may, it is true, in the course of his studies, find reason to doubt what he began by believing; but in that case he doubts because he has a positive reason for it, and not on account of the Cartesian maxim. Let us not pretend to doubt in philosophy what we do not doubt in our hearts.”

“In colleges, there are no gender separations in courses of study, and students can freely choose their majors. There are no male and female math classes. But women generally choose college courses that pay less in the labor market. Those are the choices that women themselves make. Those choices contribute to the pay gap.”

“The time-use studies also show that employed women spend as much time as nonworking women in direct interactions with their children. Employed mothers spend as much time as those at home reading to and playing with their young children, although they do not, of course, spend as much time simply in the same room or house with the children.”

“I went to Oberlin College, and they don't have a film major, but they do have what's called an individual major, where you can sort of pitch to a committee your own course study, and if they approve it, you have essentially just designed your own major. So Oberlin doesn't have a film major; they do have a film minor... And then my spring semester of my junior year, I went off to NYU film school as a visiting student - they have a program for kids from other schools to come in for a semester.”

“I don't make rules myself. I didn't study enough to be able to make them. I'm too stupid. I spend my whole life making movies, so I have to enjoy it. Even at times when we had a very tight and difficult schedule, it was always enjoyable. Of course I wonder if the film will be successful afterwards. It's wonderful if a film becomes successful as a result of the enjoyment that we had”

“I talk to groups studying the most advanced spiritual teachings and sometimes these people wonder why nothing is happening in their lives. Their motive is the attainment of inner peace for themselves - which of course is a selfish motive. You will not find it with this motive. The motive, if you are to find inner peace, must be an outgoing motive. Service, of course, service. Giving, not getting. Your motive must be good if your work is to have good effect. The secret of life is being of service.”

“One of the great events in my life was my first meeting with Edison. This wonderful man, who had received no scientific training, yet had accomplished so much, filled me with amazement. I felt that the time I had spent studying languages, literature and art was wasted; though later, of course, I learned this was not so.”

“All spiritual growth comes from reading and reflection. By reading we learn what we did not know; by reflection we retain what we have learned. The conscientious reader will be more concerned to carry out what he has read than merely to acquire knowledge of it. In reading we aim at knowing, but we must put into practice what we have learned in our course of study.”