The same things are best both for individuals and for states, and these are the things which the legislator ought to implant in the minds of his citizens.
It is in fact a part of the function of education to help us escape, not from our own time - for we are bound by that - but from the intellectual and emotional limitations of our time.
A little learning is a dangerous thing; drink of it deeply, or taste it not, for shallow thoughts intoxicate the brain, and drinking deeply sobers us again.
I can prove at any time that my education tried to make another person out of me than the one I became. It is for the harm, therefore, that my educators could have done me in accordance with their intentions that I reproach them; I demand from their hands the person I now am, and since they cannot give him to me, I make of my reproach and laughter a drumbeat sounding in the world beyond.
It is in fact a part of the function of education to help us escape, not from our own time - for we are bound by that - but from the intellectual and emotional limitations of our time.
That education should be regulated by law and should be an affair of state is not to be denied, but what should be the character of this public education, and how young persons should be educated, are questions which remain to be considered. As things are, there is disagreement about the subjects. For mankind are by no means agreed about the things to be taught, whether we look to virtue or the best life. Neither is it clear whether education is more concerned with intellectual or with moral virtue.
What we do not call education is more precious than that which we call so. We form no guess, at the time of receiving a thought, of its comparative value. And education often wastes its effort in attempts to thwart and balk this natural magnetism, which is sure to select what belongs to it.
Schools need not preach political doctrine to defend democracy. If they shape men capable of critical thought and trained in social attitudes, that is all that is necessary.
It is in fact a part of the function of education to help us escape, not from our own time - for we are bound by that - but from the intellectual and emotional limitations of our time.
One country ... one ideology, one system is not sufficient. It is helpful to have a variety of different approaches ... We can then make a joint effort to solve the problems of the whole of humankind.