Upon the education of the people of this country the fate of this country depends.


Upon the subject of education, not presuming to dictate any plan or system respecting it, I can only say that I view it as the most important subject which we as a people may be engaged in. That everyone may receive at least a moderate education appears to be an objective of vital importance.


We are born weak, we need strength; helpless, we need aid; foolish, we need reason. All that we lack at birth, all that we need when we come to man's estate, is the gift of education.


We are commanded to love God with all our minds, as well as with all our hearts, and we commit a great sin if we forbid or prevent that cultivation of the mind in others which would enable them to perform this duty.


We are dealing with the best-educated generation in history. But they've got a brain dressed up with nowhere to go.


We are only now on the threshold of knowing the range of the educability of man-the perfectibility of man. We have never addressed ourselves to this problem before.


We are shut up in schools and college recitation rooms for ten or fifteen years, and come out at last with a belly-full of words and do not know a thing. The things taught in schools and colleges are not an education, but the means of education.


We learn simply by the exposure of living. Much that passes for education is not education at all but ritual. The fact is that we are being educated when we know it least.


We live less and less, and we learn more and more. Sensibility is surrendering to intelligence.


We must do better or perish as the nation we know today.


We only labor to stuff the memory, and leave the conscience and the understanding unfurnished and void.


What does education often do? It makes a straight-cut ditch of a free, meandering brook.


What sculpture is to a block of marble, education is to an human soul.


What usually happens in the educational process is that the faculties are dulled, overloaded, stuffed and paralyzed so that by the time most people are mature they have lost their innate capabilities.


What we call education and culture is for the most part nothing but the substitution of reading for experience, of literature for life, of the obsolete fictitious for the contemporary real.


When a subject becomes totally obsolete we make it a required course.


Whom do I call educated? First, those who manage well the circumstances they encounter day by day. Next, those who are decent and honorable in their intercourse with all men, bearing easily and good naturedly what is offensive in others and being as agreeable and reasonable to their associates as is humanly possible to be… those who hold their pleasures always under control and are not ultimately overcome by their misfortunes… those who are not spoiled by their successes, who do not desert their true selves but hold their ground steadfastly as wise and sober — minded men.


Without education, you're not going anywhere in this world.


You can always tell a Harvard man, but you can't tell him much.


You can lead a boy to college, but you cannot make him to think.

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