Quotes About Education

My contention is that especially young, recently trained engineers are in a position to recognize and to react on a presumptive anomaly: They are trained within the technological frame but have low enough inclusion to question the basic assumptions of that frame.

I constantly see old people flushed and excited by the prospect of some anticipated pleasure which altogether fails to ruffle the tranquillity of their serene grandchildren. Are we, I wonder, quite such genuine boys and girls now as our seniors were in their time? Has the great advance in education taken rather too long a stride;

Shall I confess it, Mr. Hartright? I sadly want a reform in the construction of children. Nature's only idea seems to be to make them machines for the production of incessant noise.

History is an excellent teacher with few pupils.

We are choked with News and starved of History.

But even democracy ruins itself by excess—of democracy. Its basic principle is the equal right of all to hold office and determine public policy. This is at first glance a delightful arrangement; it becomes disastrous because the people are not properly equipped by education to select the best rulers and the wisest courses (588). "As to the people they have no understanding, and only repeat what their rulers are pleased to tell them" (

War does one good—it teaches people geography.

Plato complains that whereas in simpler matters—like shoe-making—we think only a specially-trained person will serve our purpose, in politics we presume that every one who knows how to get votes knows how to administer a city or a state.

Nothing learned from a book is worth anything until it is used and verified in life; only then does it begin to affect behavior and desire. It is Life that educates, and perhaps love more than anything else in life.

Bacon distrusts the people, who were in his day quite without access to education; "the lowest of all flatteries is the flattery of the common people";41 and "Phocion took it right, who, being applauded by the multitude, asked, What had he done amiss?

Civilization is not inherited; it has to be learned and earned by each generation anew…

Crafty men condemn studies, simple men admire them, and wise men use them; for they teach not their own use; but that is a wisdom without them, and above them, won by observation.

Pagan professors of philosophy, after the death of Hypatia, sought security in Athens, where non-Christian teaching was still relatively and innocuously free. Student life was still lively there, and enjoyed most of the consolations of higher education—fraternities, distinctive garbs, hazing, and a general hilarity.

Read the book not all at once, but in small portions at many sittings. And having finished it, consider that you have but begun to understand it. Read then some commentary, like Pollock's Spinoza, or Martineau's Study of Spinoza; or, better, both. Finally, read the Ethics again; it will be a new book to you. When you have finished it a second time you will remain forever a lover of philosophy.

In books "we converse with the wise, as in action with fools." That is, if we know how to select our books. "Some books are to be tasted," reads a famous passage, "others to be swallowed, and some to be chewed and digested"; all these groups forming, no doubt, an infinitesimal portion of the oceans and cataracts of ink in which the world is daily bathed and poisoned and drowned.

Make wisdom human to the adolescent mind.

Racial" antipathies have some roots in ethnic origin, but they are also generated, perhaps predominantly, by differences of acquired culture—of language, dress, habits, morals, or religion. There is no cure for such antipathies except a broadened education.

Evolution in man during recorded time has been social rather than biological: it has proceeded not by heritable variations in the species, but mostly by economic, political, intellectual, and moral innovation transmitted to individuals and generations by imitation, custom, or education.

To his alert mind and ears, every experience was education.

The idea of hell disappeared from educated thought, even from pulpit homilies. Presbyterians became ashamed of the Westminster Confession, which had pledged them to belief in a God who had created billions of men and women despite his foreknowledge that, regardless of their virtues and crimes, they were predestined to everlasting hell.

Here Ibn Hawqal, about 970, found some 300 mosques, and 300 schoolteachers who were highly regarded by the inhabitants "in spite of the fact," says the geographer, "that schoolteachers are notorious for their mental deficiency and light brains.

Man's duty, says the Avesta, is three-fold: "To make him who is an enemy a friend; to make him who is wicked righteous; and to make him who is ignorant learned."76

There is no cure for such antipathies except a broadened education.

Wherever philosophy arises, the moral health of the nation decays.