Education is the development of power and ideal.
Interpretation
Education helps to cultivate both one's abilities and ideals.
This quote by W. E. B. Du Bois highlights the dual role of education in shaping an individual's capabilities and aspirations. It emphasizes that education is not merely about acquiring knowledge, but also about fostering personal growth, moral values, and the ability to achieve one's highest potential in life.
In practice
In a graduation speech to inspire students about their future.
Before the Civil War, the Negro was certainly as efficient a workman as the raw immigrant from Ireland or Germany. But, whereas the Irishmen found economic opportunity wide and daily growing wider, the Negro found public opinion determined to 'keep him in his place.'
Men we shall have only as we make manhood the object of the work of the schools - intelligence, broad sympathy, knowledge of the world that was and is, and of the relation of men to it - this is the curriculum of that Higher Education which must underlie true life.
School houses do not teach themselves - piles of brick and mortar and machinery do not send out men. It is the trained, living human soul, cultivated and strengthened by long study and thought, that breathes the real breath of life into boys and girls and makes them human, whether they be black or white, Greek, Russian or American.
Why did God make me an outcast and a stranger in mine own house? The shades of the prison-house closed round about us all: walls strait and stubborn to the whitest, but relentlessly narrow, tall, and unscalable to sons of night who must plod darkly on in resignation, or beat unavailing palms against the stone, or steadily, half hopelessly, watch the streak of blue above.
For most people, it is enough for the world to know that they aspire. The world does not ask what their aspirations are, trusting that those aspirations are for the best and greatest things. But with regard to the Negroes in America, there is a feeling that their aspirations in some way are not consistent with the great ideals.
For fifteen years, I was a teacher of youth. They were years out of the fullness and bloom of my younger manhood. They were years mingled of half breathless work, of anxious self-questionings, of planning and replanning, of disillusion, or mounting wonder.
Economists have put themselves in a position where what they are doing is supposed to be impossible to understand for outsiders, so they don't even talk - sometimes not even with their girlfriend or boyfriend or friends - about what they are doing.
Grammar is a piano I play by ear.
I engage my subjects in conversation, patterned after psychiatric questioning, with the aim of discovering something about the reasoning underlying their right but especially their wrong answers.
You know, you don't expect everyone to be as educated as everyone else or have the same achievements, but you expect at least to be offered at least some of the opportunities, and libraries are the most simple and the most open way to give people access to books.
If you're studying from a book and trying to listen in on a conversation at the same time, those are two separate projects, each started and maintained by distinct circuits in the brain. Pay more attention to one for a moment and you're automatically paying less attention to the other.
School is about learning to wait your turn, however long it takes to come, if ever. And how to submit with a show of enthusiasm to the judgment of strangers, even if they are wrong, even if your enthusiasm is phony.
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