“I learned what education was expected to do for an individual. Before going there I had a good deal of the then rather prevalent idea among our people that to secure an education meant to have a good, easy time, free from all necessity for manual labor. At Hampton I not only learned that it was not a disgrace to labor, but learned to love labor, not alone for its financial value, but for labor’s own sake and for the independence and self-reliance which the ability to do something which the world wants done brings. At that institution I got my first taste of what it meant to live a life of unselfishness, my first knowledge of the fact that the happiest individuals are those who do the most to make others useful and happy.”

“As the taste for what may be called book-learning increases, manual labor should not be neglected. The education of the mind and the education of the body should go hand in hand. A skillful brain should be joined with a skillful hand. Manual labor should be dignified among us and always be made honorable. The tendency, which is too common in these days, for young men to get a smattering of education and then think themselves unsuited for mechanical or other laborious pursuits is one that should not be allowed to grow among us....Every one should make it a matter of pride to be a producer, and not a consumer alone. Our children should be taught to sustain themselves by their own industry and skill, and not only do this, but to help sustain others, and that to do this by honest toil is one of the most honorable means which God has furnished to His children here on earth. The subject of the proper education of the youth of Zion is one of the greatest importance.”

“Education is mostly about institutions and getting tickets stamped; learning is what we do for ourselves. When we're lucky, they go together. If I had to choose, I'd take learning.”

“Like it or not, philosophy or intellectual activity in ancient China was distinguished from manual labor, and thus philosophical texts were not only political in nature (because they normally addressed the issue of good government and social order) but also “esoteric.” They were not meant to contribute to general education, but to be studied only by a small fraction of the population, i.e., by those who had access to learning and power. If we want to understand the Laozi historically, we have to accept this context and thus also the fact that, as a philosophical treatise, it did not attempt to be generally accessible. It was originally a text for the few—and it clearly shows.”

“I had been given the greatest gift an education could provide: I had a better idea of what it meant to live a good life”

“Perhaps the most valuable result of all education is the ability to make yourself do the thing you have to do, when it ought to be done, whether you like it or not. It is the first lesson that ought to be learned and however early a man's training begins, it is probably the last lesson that he learns thoroughly.”