What education is to the individual man, revelation is to the whole human race... Education gives man nothing which he could not also get from within himself; it gives him that which he could get form within himself, only quicker and more easily. In the same way too, revelation gives nothing to the human race which reason could not arrive at on its own; only it has given, and still gives to it, the most important of these things sooner.
Too much attention has been paid to making education attractive by smoothing the path as compared with inducing strenuous voluntary effort.
A wise system of education will at least teach us how little man yet knows, how much he has still to learn.
There is only one sound method of moral education. It is teaching people to think.
The God-given rights of parents are not understood or are ignored by our secularist educators and by many school administrators who, in the delusion of sovereignty, act as though they, not the parents, have complete control of the education of the child.
The habit of saving is itself an education; it fosters every virtue, teaches self-denial, cultivates the sense of order, trains to forethought, and so broadens the mind.
Help your children understand that excellence in education cannot be achieved without intellectual and moral integrity coupled by hard work and commitment.
Character development is the great, if not the sole, aim of education.
The end and aim of all education is the development of character.
Education means drawing forth from the mind latent powers and developing them, so that in mature years one may apply these powers not merely to success in one's occupation, but to success in the greatest of all arts - the art of living.
Thus education forms the common mind: just as the twig is bent, the tree’s inclined.
The most creative job in the world. It involves taste, fashion, decorating, recreation, education, transportation, psychology, cuisine, designing, literature, medicine, handicraft, art, horticulture, economics, government, community relations, pediatrics, geriatrics, entertainment, maintenance, purchasing, direct mail, law, accounting, religion, energy, and management. Anyone who can handle all those has to be somebody special. She is. She’s a homemaker.
It depends on education to open the gates which lead to virtue or to vice, to happiness or to misery.
Education comes to us from nature, from men, or from things. The inner growth of our organs and faculties is the education of nature, the use we learn to make of this growth is the education of men, what we gain by our experience of our surroundings is the education of things. Thus we are each taught by three masters. If their teaching conflicts, the scholar is ill-educated and will never be at peace with himself; if their teaching agrees, he goes straight to his goal, he lives at peace with himself, he is well-educated.
Education as a political weapon could not exist if we respected the rights of children. If we respected the rights of children, we should educate them so as to give them the knowledge and the mental habits required for forming independent opinions; but education as a political institution endeavors to form habits and to circumscribe knowledge in such a way as to make one set of opinions inevitable.
Education is, as a rule, the strongest force on the side of what exists and against fundamental change: threatened institutions, while they are still powerful, possess themselves of the educational machine, and instill a respect for their own excellence into the malleable minds of the young.
Neither acquiescence in skepticism nor acquiescence in dogma is what education should produce. What it should produce is a belief that knowledge is attainable in a measure, though with difficulty; that much of what passes for knowledge at any given time is likely to be more or less mistaken, but that the mistakes can be rectified by care and industry... Knowledge, like other good things, is difficult, but not impossible; the dogmatist forgets the difficulty, the skeptic denies the possibility. Both are mistaken, and their errors, when widespread, produce social disaster.
One generation of fearless women could transform the world, by bringing into it a generation of fearless children, not contorted into unnatural shapes, but straight and candid, generous, affectionate, and free. Their ardor would sweep away the cruelty and pain which we endure because we are lazy, cowardly, hard-hearted and stupid. It is education that gives us these bad qualities, and education that must give us the opposite virtues. Education is the key to the new world.
True education makes for inequality; the inequality of individuality the inequality of success; the glorious inequality of talent, of genius, for inequality, not mediocrity, individual superiority, not standardization, is the measure of the progress of the world.
Consideration is not merely a matter of emotional goodwill but of intellectual vigor and moral self-sacrifice. Wisdom must combine with sympathy. That is why consideration underlies the phrase "a scholar and a gentleman," which really sums up the ideal of the output of a college education.