Salomon saith, There is no new thing upon the earth. So that as Plato had an imagination, that all knowledge was but remembrance; so Salomon giveth his sentence, that all novelty is but oblivion.
Francis BaconRead
Studies serve for delight, for ornaments, and for ability.
Interpretation
Studies enrich our lives in various ways, providing joy, beauty, and skill.
Francis Bacon highlights the multifaceted value of education, suggesting that learning is not only a tool for acquiring knowledge and skills but also a source of enjoyment and aesthetic appreciation. He implies that the pursuit of knowledge enhances our lives by making them more fulfilling and beautiful, thus emphasizing the importance of education in both personal and societal development.
In practice
In a motivational speech about lifelong learning, one might use this quote to emphasize the joy of education.
Salomon saith, There is no new thing upon the earth. So that as Plato had an imagination, that all knowledge was but remembrance; so Salomon giveth his sentence, that all novelty is but oblivion.
Nothing doth more hurt in a state than that cunning men pass for wise.
Truth emerges more readily from error than from confusion.
Great art is always a way of concentrating, reinventing what is called fact, what we know of our existence- a reconcentration… tearing away the veils, the attitudes people acquire of their time and earlier time. Really good artists tear down those veils
Wise men make more opportunities than they find.
Knowledge and human power are synonymous.
Knowledge without follow-through is worse than no knowledge.
Schools teach you how to work for money, but don't teach how to make money work for you
In the child, consciousness rises out of the depths of unconscious psychic life, at first like separate islands, which gradually unite to form a 'continent,' a continuous landmass of consciousness. Progressive mental development means, in effect, extension of consciousness.
No employment can be managed without arithmetic, no mechanical invention without geometry.
That is the future, and it is probably nearer than we think. But our primary problem as universities is not engineering that future. We must rise above the obsession with quantity of information and speed of transmission, and recognize that the key issue for us is our ability to organize this information once it has been amassed - to assimilate it, find meaning in it, and assure its survival for use by generations to come.
Any genuine teaching will result, if successful, in someone's knowing how to bring about a better condition of things than existed earlier.
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