“Colleges and departments of education have developed in response to the need for preparing the tens of thousands of teachers required to staff our immense public school system. That they have a most important function to discharge is plain for all to see. But instead of seeing that their products are equipped with sound learning in the various arts and sciences, they have ignored this and have concentrated almost exclusively upon methods of education. They have erected pseudo-science called "Education," most of whose courses are made up of commonplaces expressed in pretentious jargon.”

“Those who have not discovered that worldview is the most important thing about a man… should consider the train of circumstances which have with perfect logic proceeded from this. The denial of universals carries with it the denial of everything transcending experience. The denial of everything transcending experience means inevitably… the denial of truth. With the denial of objective truth there is not escape from the relativism of “man the measure of all things.”

“In the same way, we have to inform the multitude that restoration comes at a price. Suppose we give them an intimation of the cost through a series of questions. Are you ready, we must ask them, to grant that the law of reward is inflexible and that one cannot, by cunning or through complaints, obtain more than he puts in? Are you prepared to see that comfort may be a seduction and that the fetish of material prosperity will have to be pushed aside in favor of some sterner ideal? Do you see the necessity of accepting duties before you begin to talk of freedoms?”

“We have not given science too big a place in our education, but we have made a perilous mistake in giving it too great a preponderance in method in every other branch of study.”

“Thousands of persons, many of whom never darkened the door of a college, have learned to read books that most of our college graduates fear to tackle. teachers who understand this fact can help a student read the books that educated the Founding Fathers but not by explaining in lectures what the author would have said if he had been as bright as the lecturer.”

“There are all kinds of ignorance in the world. Education, learning to read and write, doesn't necessarily give us knowledge. We have to learn to use our minds to see what is really happening.”

“Our schools will not improve if we continue to focus only on reading and mathematics while ignoring the other studies that are essential elements of a good education. Schools that expect nothing more of their students than mastery of basic skills will not produce graduates who are ready for college or the modern workplace.***Our schools will not improve if we value only what tests measure. The tests we have now provide useful information about students' progress in reading and mathematics, but they cannot measure what matters most in education....What is tested may ultimately be less important that what is untested...***Our schools will not improve if we continue to close neighborhood schools in the name of reform. Neighborhood schools are often the anchors of their communities, a steady presence that helps to cement the bond of community among neighbors.*** Our schools cannot improve if charter schools siphon away the most motivated students and their families in the poorest communities from the regular public schools.***Our schools will not improve if we continue to drive away experienced principals and replace them with neophytes who have taken a leadership training course but have little or no experience as teachers.***Our schools cannot be improved if we ignore the disadvantages associated with poverty that affect children's ability to learn. Children who have grown up in poverty need extra resources, including preschool and medical care.”