Students and scholars of all kinds and of every age aim, as a rule, only at information, not insight. They make it a point of honour to have information about everything, every stone, plant, battle, or experiment and about all books, collectively and individually. It never occurs to them that information is merely a means to insight, but in itself is of little or no value.

Some plague the people with too long sermons; for the faculty of listening is a tender thing, and soon becomes weary and satiated.

Let us recommit to supporting every girl to develop her skills, enter the workforce on equal terms, and reach her full potential.

The Greeks understood that mind and body must develop in harmonious proportions to produce a creative intelligence. And so did the most brilliant intelligence of our earliest days - Thomas Jefferson - when he said, not less than two hours a day should be devoted to exercise. If the man who wrote the Declaration of Independence, was Secretary of State, and twice President, could give it two hours, our children can give it ten or fifteen minutes.

Many think of memory as rote learning, a linear stuffing of the brain with facts, where understanding is irrelevant. When you teach it properly, with imagination and association, understanding becomes a part of it.

The wrong things are predominantly stressed in the schools - things remote from the student's experience and need.