A Quote by William Hazlitt

That which anyone has been long learning unwillingly, he unlearns with proportional eagerness and haste. — © William Hazlitt
That which anyone has been long learning unwillingly, he unlearns with proportional eagerness and haste.
The most necessary learning is that which unlearns evil.
Let us not, in the eagerness of our haste to educate, forget all the ends of education.
The mind unlearns with difficulty what it has long learned.
I learned what I need to do in the long jump, what I needed to do in the javelin and I've been able to rectify those events. It's been a bit of a learning curve, which is good.
Anyone who stops learning is old — whether this happens at twenty or at eighty. Anyone who keeps on learning not only remains young but becomes constantly more valuable — regardless of physical capacity.
Ideas which have been developed simultaneously or in immediate succession in the same mind mutually reproduce each other, and do this with greater ease in the direction of the original succession and with a certainty proportional to the frequency with which they were together.
Ideas which have been developed simultaneously or in immediate succession in the same mind mutually reproduce each other, and do this with greater ease in the direction of the original succession and with a certainty proportional to the frequency with which they were together
Science which is acquired unwillingly, soon disappears; that which is instilled into the mind in a pleasant and agreeable manner, is more lasting.
When I was a junior and an up-and-coming athlete, I don't think I looked to anyone for inspiration. I was so busy trying to improve myself and learning these new events and learning about the decathlon in general that I didn't really have time to focus on anyone else.
Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. The greatest thing in life is to keep your mind young.
I know a good many men of great learning-that is, men born with an extraordinary eagerness and capacity to acquire knowledge. One and all, they tell me that they can't recall learning anything of any value in school. All that schoolmasters managed to accomplish with them was to test and determine the amount of knowledge that they had already acquired independently-and not infrequently the determination was made clumsily and inaccurately.
There is first the problem of acquiring content, which is learning. There is another problem of acquiring learning skills, which is not merely learning, but learning to learn, not velocity, but acceleration. Learning to learn is one of the great inventions of living things. It is tremendously important. It makes evolution, biological as well as social, go faster. And it involves the development of the individual.
Adolescence has been recognised as a stage of human development since medieval times--long, long before the industrial revolution--and, as it is now, has long been seen as a phase which centers on the fusion of sexual and social maturity. Indeed, adolescence as a concept has as long a history as that of puberty, which is sometimes considered more concrete, and hence much easier to name and to recognize.
Journalism encourages haste ... and haste is the enemy of art.
Learning to live ought to mean learning to die - to acknowledge, to accept, an absolute mortality - without positive outcome,or resurrection, or redemption, for oneself or for anyone else. That has been the old philosophical injunction since Plato: to be a philosopher is to learn how to die.
The act of learning to read added an entirely new circuit to our hominid brain's repertoire. The long developmental process of learning to read deeply changed the very structure of that circuit's connections, which rewired the brain, which transformed the nature of human thought.
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