According to this conception, the sole function of education was to open the way to thinking and knowing, and the school, as the outstanding organ for the people's education, must serve that end exclusively.
The minority, the ruling class at present, has the schools and press, usually the Church as well, under its thumb. This enables it to organize and sway the emotions of the masses, and make its tool of them.
If I would be a young man again and had to decide how to make my living, I would not try to become a scientist or teacher. I would rather choose to be a plumber or a peddler in the hope to find that modest degree of independence still available under present circumstances.
A man's ethical behavior should be based effectually on sympathy, education, and social ties no religious basis is necessary. Man would indeed be in a poor way if he had to be restrained by fear of punishment and hope of reward after death.
Wisdom is not a product of schooling but of the lifelong attempt to acquire it.
My deep religiosity... found an abrupt ending at the age of twelve, through the reading of popular scientific books.
Reading, after a certain age, diverts the mind too much from its creative pursuits. Any man who reads too much and uses his own brain too little falls into lazy habits of thinking.
It is the supreme art of the teacher to awaken joy in creative expression and knowledge.
Learn from yesterday, live for today, hope for tomorrow. The important thing is not to stop questioning.
It is a miracle that curiosity survives formal education.
Education is the progressive realization of our ignorance.
It is not so very important for a person to learn facts. For that he does not really need a college. He can learn them from books. The value of an education is a liberal arts college is not learning of many facts but the training of the mind to think something that cannot be learned from textbooks.
Example isn't another way to teach, it is the only way to teach
Education is what remains after one has forgotten what one has learned in school.
Bear in mind that the wonderful things you learn in your schools are the work of many generations. All this is put in your hands as your inheritance in order that you may receive it, honor it, add to it, and one day faithfully hand it on to your children.
Academic chairs are many, but wise and noble teachers are few lecture-rooms are numerous and large, but the number of young people who genuinely thirst after truth and justice is small.
To me the worst thing seems to be a school principally to work with methods of fear, force and artificial authority. Such treatment destroys the sound sentiments, the sincerity and the self-confidence of pupils and produces a subservient subject.
I never teach my pupils I only attempt to provide the conditions in which they can learn.
The point is to develop the childlike inclination for play and the childlike desire for recognition and to guide the child over to important fieldsfor society. Such a school demands from the teacher that he be a kind of artist in his province.
The only thing that interferes with my learning is my education.
Teaching should be such that what is offered is perceived as a valuable gift and not as a hard duty.
One should guard against preaching to young people success in the customary form as the main aim in life. The most important motive forwork in school and in life is pleasure in work, pleasure in its result, and the knowledge of the value of the result to the community.
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Stephen Hawking - Albert Einstein - Werner Heisenberg - Richard P. Feynman - Niels Bohr - Murray Gell-Mann - J. Robert Oppenheimer - Ilya Prigogine - Hermann von Helmholtz - Enrico Fermi