Why should we subsidize intellectual curiosity?

Somebody told you, and you hold it as an article of faith, that higher education is an unassailable good. This notion is so dear to you that when I question it you become angry. Good. Good, I say. Are not those the very things which we should question? I say college education, since the war, has become so a matter of course, and such a fashionable necessity, for those either of or aspiring to to the new vast middle class, that we espouse it, as a matter of right, and have ceased to ask, “What is it good for?” (Pause)

Being surrounded by educated people makes democracy stronger, and it benefits our entire economy.

Of all the purposes of education, I think the most useful is this: It prepares you to keep yourself entertained. It gives you a better chance of an interesting job.

Higher education is the place where people who had big plans in high school get stuck in fierce rivalries with equally smart peers over conventional careers like management consulting and investment banking. For the privilege of being turned into conformists, students (or their families) pay hundreds of thousands of dollars in skyrocketing tuition that continues to outpace inflation. Why are we doing this to ourselves?

Higher education is an advantage, no longer a guarantee.

A stable and democratic society is impossible without a minimum degree of literacy and knowledge on the part of most citizens and without widespread acceptance of some common set of values. Education can contribute to both. In consequence, the gain from the education of a child accrues not only to the child or to his parents but also to other members of the society.

It doesn`t hurt to get more education.

The benefits to increased match quality . . . outweigh the greater loss in skills.” Learning stuff was less important than learning about oneself. Exploration is not just a whimsical luxury of education; it is a central benefit.

because we desire to see those activities, on the one hand free, and on the other seeking their own reward in themselves. Thus, if we think that the State should not interfere by subsidies in religious affairs, we are atheists. If we think the State ought not to interfere by subsidies in education, we are hostile to knowledge. If we say that the State ought not by subsidies to give a fictitious value to land, or to any particular branch of industry, we are enemies to property and labor. If we think that the State ought not to support artists, we are barbarians, who look upon the arts as useless.

The purpose of education is to open your spirit. Modern education has forgotten this. The entire universe is a huge open book, full of miraculous things, and that is where true learning must be sought. In that spirit, take responsibility, train hard, develop yourselves, bloom in this world, and bear fruit

Whereas it appeareth that however certain forms of government are better calculated than others to protect individuals in the free exercise of their natural rights, and are at the same time themselves better guarded against degeneracy, yet experience hath shewn, that even under the best forms, those entrusted with power have, in time, and by slow operations, perverted it into tyranny; and it is believed that the most effectual means of preventing this would be, to illuminate, as far as practicable, the minds of the people at large, ....whence it becomes expedient for promoting the publick happiness that those persons, whom nature hath endowed with genius and virtue, should be rendered by liberal education worthy to receive, and able to guard the sacred deposit of the rights and liberties of their fellow citizens, and that they should be called to that charge without regard to wealth, birth or accidental condition of circumstance.

Clear language engenders clear thought, and clear thought is the most important benefit of education. — RICHARD MITCHELL, THE GRAVES OF ACADEME

Do you favor mandated free tuition?” I answered: “Most positively not.” The crowd unanimously and lustily booed me. “Do you realize,” I persisted, “that you are asking men and women who are, many of them poorer than you, and poorer than your parents; many of whom earn less money than you yourselves will be earning in the course of a few years, to make sacrifices in your behalf?” Boo! “If you don’t believe me,” I said, “go to your economics teachers and ask them.” Boo! “All right,” I said, “don’t go to your economics teachers, and don’t discover the economic realities — you’ll find it much easier on the conscience not to know who is sustaining the hardship for your free education.” Applause! — as a matter of fact.