Henry David Thoreau Education Quotations

In the long run, men hit only what they aim at. Therefore, they had better aim at something high.

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

I could not undertake to form a nucleus of an institution for the development of infant minds, where none already existed. It would be too cruel.

The mode of founding a college is, commonly, to get up a subscription of dollars and cents, and then, following blindly the principles of a division of labor to its extreme,--a principle which should never be followed but with circumspection,--to call in a contractor who makes this a subject of speculation,... and for these oversights successive generations have to pay.

The student who secures his coveted leisure and retirement by systematically shirking any labor necessary to man obtains but an ignoble and unprofitable leisure, defrauding himself of the experience which alone can make leisure fruitful.

Men and boys are learning all kinds of trades but how to make men of themselves. They learn to make houses; but they are not so well housed, they are not so contented in their houses, as the woodchucks in their holes.

The child should have the advantage of ignorance as well as of knowledge, and is fortunate if he gets his share of neglect and exposure.

Even the poor student studies and is taught only political economy, while that economy of living which is synonymous with philosophy is not even sincerely professed in our colleges. The consequence is, that while he is reading Adam Smith, Ricardo, and Say, he runs his father in debt irretrievably.

That excitement about Kossuth, consider how characteristic, but superficial, it was!--only another kind of politics or dancing. Men were making speeches to him all over the country, but each expressed only the thought, or the want of thought, of the multitude. No man stood on truth. They were merely banded together, as usual one leaning on another, and all together on nothing.

On every hand we observe a truly wise practice, in education, in morals, and in the arts of life, the embodied wisdom of many an ancient philosopher.

We saw one school-house in our walk, and listened to the sounds which issued from it; but it appeared like a place where the process, not of enlightening, but of obfuscating the mind was going on, and the pupils received only so much light as could penetrate the shadow of the Catholic church.

We seem to have forgotten that the expression "a liberal education" originally meant among the Romans one worthy of free men; while the learning of trades and professions by which to get your livelihood merely, was considered worthy of slaves only. But taking a hint from the word, I would go a step further and say, that it is not the man of wealth and leisure simply, though devoted to art, or science, or literature, who, in a true sense, is liberally educated, but only the earnest and free man.

I am still a learner, not a teacher, feeding somewhat omnivorously, browsing both stalk & leaves

We boast of our system of education, but why stop at schoolmasters and schoolhouses? We are all schoolmasters, and our schoolhouse is the universe. To attend chiefly to the desk or schoolhouse while we neglect the scenery in which it is placed is absurd. If we do not look out we shall find our find schoolhouse standing in a cow-yard at last.

Those things for which the most money is demanded are never the things which the student most wants. Tuition, for instance, is an important item in the term bill, while for the far more valuable education which he gets by associating with the most cultivated of his contemporaries no charge is made.

Many college text-books, which were a weariness and stumbling-block when I studied, I have since read a little with pleasure and profit.

Education makes a straight ditch of a free meandering brook.

We hear and apprehend only what we already half know.

As with our colleges, so with a hundred "modern improvements"; there is an illusion about them; there is not always a positive advance. The devil goes on exacting a compound interest to the last for his early share and numerous succeeding investments in them.

What avail all your scholarly accomplishments and learning, compared with wisdom and manhood? To omit his other behavior, see whata work this comparatively unread and unlettered man wrote within six weeks. Where is our professor of belles-lettres, or of logic and rhetoric, who can write so well?

When the State wishes to endow an academy or university, it grants it a tract of forest land: one saw represents an academy, a gang, a university.

The schools begin with what they call the elements, and where do they end?

I had a classmate who fitted for college by the lamps of a lighthouse, which was more light, we think, than the University afforded.

Can there be any greater reproach than an idle learning? Learn to split wood, at least.

I love man-kind, but I hate the institutions of the dead unkind. Men execute nothing so faithfully as the wills of the dead, to the last codicil and letter. They rule this world, and the living are but their executors. Such foundation too have our lectures and our sermons, commonly.