16 John Adams Quotes on Education

John Adams quotes on education

1. Tis impossible to avail our selves of the genuine Powers of Eloquence, without examining in their Elements and first Principles, the Force and Harmony of Numbers, as employed by the Poets and orators of ancient and modern times, and without considering the natural Powers of Imagination, and the Disposition of Mankind to Metaphor and figure, which will require the Knowledge of the true Principles of Grammar, and Rhetoric, and of the best classical Authors. Now to what higher object, to what greater Character, can any Mortal aspire, than to be possessed of all this Knowledge, well digested, and ready at Command, to assist the feeble and Friendless, to discountenance the haughty and lawless, to procure Redress of Wrongs, the Advancement of Right, to assert and maintain Liberty and Virtue, to discourage and abolish Tyranny and Vice?

19. The science of government it is my duty to study, more than all other sciences; the arts of legislation and administration and negotiation ought to take the place of, indeed exclude, in a manner, all other arts. I must study politics and war, that our sons may have liberty to study mathematics and philosophy. Our sons ought to study mathematics and philosophy, geography, natural history and naval architecture, navigation, commerce and agriculture in order to give their children a right to study painting, poetry, music, architecture, statuary, tapestry and porcelain.

21. All the perplexities, confusions, and distresses in America arise, not from defects in their constitution or confederation, not from a want of honor or virtue, so much as from downright ignorance of the nature of coin, credit, and circulation.

24. I read my eyes out and can't read half enough. ... The more one reads the more one sees we have to read.

37. The priesthood have, in all ancient nations, nearly monopolized learning. Read over again all the accounts we have of Hindoos, Chaldeans, Persians, Greeks, Romans, Celts, Teutons, we shall find that priests had all the knowledge, and really governed mankind. Examine Mahometanism, trace Christianity from its first promulgation; knowledge has been almost exclusively confined to the clergy. And, even since the Reformation, when or where has existed a Protestant or dissenting sect who would tolerate A FREE INQUIRY? The blackest billingsgate, most ungentlemanly insolence, the most yahooish brutality is patiently endured, countenanced, propagated and applauded, but touch a solemn truth in collision with a dogma of a sect, though capable of the clearest proof, and you will soon find you have disturbed a nest, and the hornets will swarm about your legs and hands, and fly into your face and eyes.

45. Let the human mind loose. It must be loose. It will be loose. Superstition and dogmatism cannot confine it.

64. I always consider the settlement of America with reverence and wonder, as the opening of a grand scene and design in providence, for the illumination of the ignorant and the emancipation of the slavish part of mankind all over the earth.

69. Let us tenderly and kindly cherish therefore, the means of knowledge. Let us dare to read, think, speak, and write.

70. Let every sluice of knowledge be opened and set a-flowing.

74. Laws for the liberal education of youth, especially of the lower class of people, are so extremely wise and useful, that, to a humane and generous mind, no expense for this purpose would be thought extravagant.

77. Children should be educated and instructed in the principles of freedom.

79. The right of a nation to kill a tyrant, in cases of necessity, can no more be doubted, than to hang a robber, or kill a flea. But killing one tyrant only makes way for worse, unless the people have sense, spirit and honesty enough to establish and support a constitution guarded at all points against the tyranny of the one, the few, and the many. Let it be the study, therefore, of lawgivers and philosophers, to enlighten the people's understandings and improve their morals, by good and general education; to enable them to comprehend the scheme of government, and to know upon what points their liberties depend; to dissipate those vulgar prejudices and popular superstitions that oppose themselves to good government; and to teach them that obedience to the laws is as indispensable in them as in lords and kings.

84. The world grows more enlightened. Knowledge is more equally diffused. Newspapers, magazines, and circulating libraries have made mankind wiser. Titles and distinctions, ranks and orders, parade and ceremony, are all going out of fashion. This is roundly and frequently asserted in the streets, and sometimes on theatres of higher rank. Some truth there is in it; and if the opportunity were temperately improved, to the reformation of abuses, the rectification of errors, and the dissipation of pernicious prejudices, a great advantage it might be. But, on the other hand, false inferences may be drawn from it, which may make mankind wish for the age of dragons, giants, and fairies.

85. Are riches, honors, and beauty going out of fashion? Is not the rage for them, on the contrary, increased faster than improvement in knowledge? As long as either of these are in vogue, will there not be emulations and rivalries? Does not the increase of knowledge in any man increase his emulation; and the diffusion of knowledge among men multiply rivalries? Has the progress of science, arts, and letters yet discovered that there are no passions in human nature? no ambition, avarice, or desire of fame? Are these passions cooled, diminished, or extinguished? Is the rage for admiration less ardent in men or women? Have these propensities less a tendency to divisions, controversies, seditions, mutinies, and civil wars than formerly? On the contrary, the more knowledge is diffused, the more the passions are extended, and the more furious they grow.

94. There are obviously two educations. One should teach us how to make a living and the other how to live.

103. Among all our presidents from Washington downward, not one was a professor of religion, at least not of more than unitarianism.