We want our children to become who they are--- and a developed person is, above all, free. But freedom as we define it doesn't mean doing what you want. Freedom means the ability to make choices that are good for you. It is the power to choose to become what you are capable of becoming, to develop your unique potential by making choices that turn possibility into reality. It is the ability to make choices that actualize you. As often as not, maybe more often than not, this kind of freedom means doing what you do not want, doing what is uncomfortable or tiring or boring or annoying.
Education is a system of imposed ignorance.
There is no school equal to a decent home and no teacher equal to a virtuous parent.
Real education must ultimately be limited to men who insist on knowing. The rest is mere sheep herding.
I suppose it is because nearly all children go to school nowadays and have things arranged for them that they seem so forlornly unable to produce their own ideas.
School is the advertising agency which makes you believe that you need the society as it is.
The plain fact is that education is itself a form of propaganda - a deliberate scheme to outfit the pupil, not with the capacity to weigh ideas, but with a simple appetite for gulping ideas ready-made. The aim is to make 'good' citizens, which is to say, docile and uninquisitive citizens.
Education: the inculcation of the incomprehensible into the indifferent by the incompetent.
The function of a child is to live his/her own life, not the life that his/her anxious parents think he/she should live, nor a life according to the purpose of the educators who thinks they knows best
It is the mark of a truly educated man to know what not to read.
The home is the first and most effective place to learn the lessons of life: truth, honor, virtue, self control, the value of education, honest work, and the purpose and privilege of life. Nothing can take the place of home in rearing and teaching children, and no other success can compensate for failure in the home.
Education does not mean teaching people what they do not know. It means teaching them to behave as they do not behave.
An eternal question about children is, how should we educate them? Politicians and educators consider more school days in a year, more science and math, the use of computers and other technology in the classroom, more exams and tests, more certification for teachers, and less money for art. All of these responses come from the place where we want to make the child into the best adult possible, not in the ancient Greek sense of virtuous and wise, but in the sense of one who is an efficient part of the machinery of society. But on all these counts, soul is neglected.
Too often we give children answers to remember rather than problems to solve.
Self-education is the only possible education; the rest is mere veneer laid on the surface of a child's nature.
What is most important and valuable about the home as a base for children's growth into the world is not that it is a better school than the schools, but that it isn't a school at all.
Genius is an exceedingly common human quality, probably natural to most of us.
The home is the chief school of human virtues.
As regards moral courage, then, it is not so much that the public schools support it feebly, as that they suppress it firmly.
Schooling that children are forced to endure—in which the subject matter is imposed by others and the “learning” is motivated by extrinsic rewards and punishments rather than by the children’s true interests—turns learning from a joyful activity into a chore, to be avoided whenever possible. Coercive schooling, which tragically is the norm in our society, suppresses curiosity and overrides children’s natural ways of learning. It also promotes anxiety, depression and feelings of helplessness that all too often reach pathological levels.