Education is not a process that continues for some years and then ends. Education has only one sovereign purpose: to prepare one for more education. All else is subsidiary to this. Education should create hungers - spiritual, moral, and aesthetic hungers for value... The gift of education will be a heart that is whole.

We are raised on comparison; our education is based on it; so is our culture. So we struggle to be someone other than who we are.

We are not asking our children to do their own best but to be the best. Education is in danger of becoming a religion based on fear; its doctrine is to compete. The majority of our children are being led to believe that they are doomed to failure in a world which has room only for those at the top.

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.

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.

Help your children understand that excellence in education cannot be achieved without intellectual and moral integrity coupled by hard work and commitment.

The end and aim of all education is the development of character.

Thus education forms the common mind: just as the twig is bent, the tree’s inclined.

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.

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.

The worst education which teaches self-denial is better than the best which teaches everything else and not that.

I am convinced that it is of primordial importance to learn more every year than the year before. After all, what is education but a process by which a person begins to learn how to learn.

Nothing in education is so astonishing as the amount of ignorance it accumulates in the form of inert facts.

The whole object of education is, or should be, to develop mind. The mind should be a thing that works. It should be able to pass judgment on events as they arise, make decisions.