Owing to some peculiarity in my nervous system, I have perception of some things, which no one else has; or at least very few, if any... I can throw rays from every quarter of the universe into one vast focus.
Ada LovelaceRead
I think I am more determined than ever in my future plans, and I have quite made up my mind that nothing must be suffered to interfere with them. I intend to make such arrangements in town as will secure me a couple of hours daily (with very few exceptions) for my studies.
Interpretation
The quote emphasizes the importance of determination and focus in achieving one's educational goals.
Ada Lovelace expresses a strong commitment to her academic pursuits, underlining her determination to prioritize her studies despite any potential distractions. She underscores the necessity of creating a structured environment that allows for dedicated time to learn and grow intellectually, highlighting the value of discipline in achieving one's aspirations.
In practice
In a speech about academic commitment, one could reference Lovelace's dedication to her studies.
Owing to some peculiarity in my nervous system, I have perception of some things, which no one else has; or at least very few, if any... I can throw rays from every quarter of the universe into one vast focus.
The ideas which led to the Analytical Engine occurred in a manner wholly independent of any that were connected with the Difference Engine. These ideas are indeed, in their own intrinsic nature, independent of the latter engine and might equally have occurred had it never existed nor even been thought of at all.
I have got a scheme to make a thing in the form of a horse with a steam engine in the inside so contrived as to move an immense pair of wings, fixed on the outside of the horse, in such a manner as to carry it up into the air while a person sits on its back.
Imagination is the Discovering Faculty, pre-eminently. It is that which penetrates into the unseen worlds around us, the worlds of Science.
I never am really satisfied that I understand anything; because, understand it well as I may, my comprehension can only be an infinitesimal fraction of all I want to understand about the many connections and relations which occur to me, how the matter in question was first thought of or arrived at, etc., etc.
Those who have learned to walk on the threshold of the unknown worlds, by means of what are commonly termed par excellence the exact sciences, may then, with the fair white wings of imagination, hope to soar further into the unexplored amidst which we live.
I don't know. I imagine good teaching as a circle of earnest people sitting down to ask each other meaningful questions. I don't see it as a handing down of answers.
You have to teach now - tell a kid how to box out, tell him how to pass, teach him footwork. Players don't understand that anymore.
Schools must inquire deeper into their own practices, explore new ways to motivate their learners, make use of learning styles, introduce multiple intelligences, integrate learning, and teach thinking, and in the process discover the passion and moral purpose that makes teaching exciting and effective.
I just think that giving a child a chance and sharing what you have with a child is one of the greatest gifts you can give yourself, as well as a child.
Sacrifice. Work. Self-discipline. I teach these things, and my boys don't forget them when they leave.
The rest, with very little exaggeration, was books. Meant-to-be-picked-up books. Permanently-left-behind books. Uncertain-what-to-do-with books. But books, books. Tall cases lined three walls of the room, filled to and beyond capacity. The overflow had been piled in stacks on the floor. There was little space left for walking, and none whatever for pacing.
Subscribe for the occasional hand-picked quote. No noise.