"The most important thing any teacher has to learn, not to be learned in any school of education I ever heard of, can be expressed in seven words: Learning is not the product of teaching. Learning is the product of the activity of learners."

"And wisely tell what hour o' th' day The clock does strike by Algebra."

"There is the love of knowing without the love of learning; the beclouding here leads to dissipation of mind."

"Out of too much learning become mad."

"Human learning, with the blessing of God upon it, introduces us to divine wisdom; and while we study the works of nature the God of nature will manifest himself to us; since, to a well-tutored mind, “The heavens,” without a miracle, “declare his glory, and the firmament showeth his handy-work.”"

"Were man to live coeval with the sun, The patriarch-pupil would be learning still."

"Much learning shows how little mortals know, Much wealth, how little worldings can enjoy."

"Disce, puer, virtutem ex me, verumque laborem; Fortunam ex aliis."

"Under the world view possessed by medieval scholars, the path of learning was a path of self-deprecation."

"Aut disce, aut discede; manet sors tertia, cædi."

"The King, observing with judicious eyes, The state of both his universities, To one he sent a regiment, for why? That learned body wanted loyalty; To the other he sent books, as well discerning, How much that loyal body wanted learning."

"Our gracious monarch viewed with equal eye The wants of either university; Troops he to Oxford sent, well knowing why, That learned body wanted loyalty; But books to Cambridge sent, as well discerning That that right loyal body wanted learning."

"Wearing his wisdom lightly."

"Our royal master saw with heedful eyes The state of his two universities; To one he sends a regiment, for why? That learned body wanted loyalty. To the other books he gave, as well discerning, How much that loyal body wanted learning."

"Ab uno disce omnes."

"Learn to live, and live to learn, Ignorance like a fire doth burn, Little tasks make large return."

"Homines, dum docent, discunt."

"Learning is but an adjunct to ourself And where we are our learning likewise is."

"No man is the wiser for his Learning * * * Wit and Wisdom are born with a man."

"Well, for your favour, sir, why, give God thanks, and make no boast of it; and for your writing and reading, let that appear when there is no need of such vanity."

"Ein Gelehrter hat keine Langweile."

"Delle belle eruditissima, delle erudite bellissima."

"O this learning, what a thing it is!"

"Few men make themselves Masters of the things they write or speak."

"He [Steele] was a rake among scholars, and a scholar among rakes."

"He [Temple] was a man of the world among men of letters, a man of letters among men of the world."

"Thou art an heyre to fayre lyving, that is nothing, if thou be disherited of learning, for better were it to thee to inherite righteousnesse then riches, and far more seemly were it for thee to haue thy Studie full of bookes, then thy pursse full of mony."

"Il ne l'en fault pas arrouser, il l'en fault teindre."

"Nosse velint omnes, mercedem solvere nemo."

"Ils n'ont rien appris, ni rien oublie."

"I trimmed my lamp, consumed the midnight oil."

"The Lord of Learning who upraised mankind From being silent brutes to singing men."

"Walkers at leisure learning's flowers may spoil Nor watch the wasting of the midnight oil."

"I've studied now Philosophy And Jurisprudence, Medicine And even, alas, Theology From end to end with labor keen; And here, poor fool; with all my lore I stand no wiser than before."

"Whence is thy learning? Hath thy toil O'er books consum'd the midnight oil?"

"Men of polite learning and a liberal education."

"Extremæ est dementiæ discere dediscenda."

"There is no other Royal path which leads to geometry."

"A boor cannot be sin-fearing, an ignoramus cannot be pious, a bashful one cannot learn, a short-tempered person cannot teach, nor does anyone who does much business grow wise."

"Learning by study must be won; 'Twas ne'er entail'd from son to son."

"Wearing all that weight Of learning lightly like a flower."

"Here the heart May give a useful lesson to the head, And learning wiser grow without his books."

"Next these learn'd Jonson in this list I bring Who had drunk deep of the Pierian Spring."

"Consider that I laboured not for myself only, but for all them that seek learning."

"Deign on the passing world to turn thine eyes And pause awhile from Learning to be wise; Yet think what ills the scholar's life assail, Toil, envy, want, the patron, and the jail. See nations, slowly wise and meanly just, To buried merit raise the tardy bust."

"I would by no means wish a daughter of mine to be a progeny of learning."

"What is the real object of modern education? Is it to cultivate and develop the mind in the right direction; to teach the disinherited and hapless people to carry with fortitude the burden of life (allotted them by Karma); to strengthen their will; to inculcate in them the love of one’s neighbor and the feeling of mutual interdependence and brotherhood; and thus to train and form the character for practical life? Not a bit of it. And yet, these are undeniably the objects of all true education. No one denies it; all your educationalists admit it, and talk very big indeed on the subject. But what is the practical result of their action? Every young man and boy, nay, every one of the younger generation of schoolmasters will answer: “The object of modern education is to pass examinations,” a system not to develop right emulation, but to generate and breed jealousy, envy, hatred almost, in young people for one another, and thus train them for a life of ferocious selfishness and struggle for honors and emoluments instead of kindly feeling."

"Children should above all be taught self-reliance, love for all men, altruism, mutual charity, and more than anything else, to think and reason for themselves. We would reduce the purely mechanical work of the memory to an absolute minimum, and devote the time to the development and training of the inner senses, faculties and latent capacities. We would endeavour to deal with each child as a unit, and to educate it so as to produce the most harmonious and equal unfoldment of its powers, in order that its special aptitudes should find their full natural development. We should aim at creating free men and women, free intellectually, free morally, unprejudiced in all respects, and above all things, unselfish."

"LEARNING, n. The kind of ignorance distinguishing the studious."

"I... refer to the... Waynflete Lectures given by... E. D. Adrian, on The Physical Background of Perception because the results of physiological investigations seem... in perfect agreement with my suggestion about the meaning of reality in physics. The messages which the brain receives have not the least similarity with the stimuli. They consist in pulses of given intensities and frequencies, characteristic for the transmitting nerve-fiber, which ends in a definite place in the cortex. All the brain 'learns' (I use... the objectionable language of the 'disquieting figure of a little hobgoblin sitting... aloft in the ') is a distribution or a 'map' of pulses. From this information it produces the image of the world by a process which can metaphorically be called a consummate place of combinatorial mathematics: it sorts out of the maze of indifferent and varying signals invariant shapes and relations which form the world of ordinary experience."