The problem of education is twofold: first to know, and then to utter. Everyone who lives any semblance of an inner life thinks more nobly and profoundly than he speaks.
It was the full conviction of this, and of what could be done, if every man were placed in the office for which he was fitted by nature and a proper education, which first suggested to me the plan of Illumination.
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.
He had made a passionate study of education, only to come, gradually, to the knowledge that education is nothing but the process of building up, gradually, a complete unit of consciousness. And each unit of consciousness is the living unit of that great social, religious, philosophic idea towards which humankind, like an organism seeking its final form, is laboriously growing.
The instruction we find in books is like fire. We fetch it from our neighbours, kindle it at home, communicate it to others, and it becomes the property of all.
Reeling and Writhing of course, to begin with,' the Mock Turtle replied, 'and the different branches of arithmetic-ambition, distraction, uglification, and derision.
I know quite certainly that I myself have no special talent; curiosity, obsession and dogged endurance, combined with self-criticism, have brought me to my ideas.
The most important part of education is right training in the nursery. The soul of the child in his play should be trained to that sort of excellence in which, when he grows to manhood, he will have to be perfected.
Some authorities hold that the young ought not to lie at all. That, of course, is putting it rather stronger than necessary; still, while I cannot go quite so far as that, I do maintain, and I believe I am right, that the young ought to be temperate in the use of this great art until practice and experience shall give them that confidence, elegance and precision which alone can make the accomplishment graceful and profitable.
Since the whole city has one end, it is manifest that education should be one and the same for all, and that it should be public, and not private - not as at present, when every one looks after his own children separately, and gives them separate instruction of the sort which he thinks best; the training in things which are of common interest should be the same for all. Neither must we suppose that any one of the citizens belongs to himself, for they all belong to the state, and are each of them a part of the state, and the care of each part is inseparable from the care of the whole.