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Selected Lincoln Quotations on Education What did Abraham Lincoln actually say about education? In this special section, we gathered together a small sample of excerpts from his speeches and writings about this vital subject. Everything shown is from The Collected Works of Abraham Lincoln, a multi-volume series edited by Roy P. Basler and others. Documents which appear on this website are linked after the quotation.

Upon the subject of education, not presuming to dictate any plan or system respecting it, I can only say that I view it as the most important subject which we as a people can be engaged in. That every man may receive at least, a moderate education, and thereby be enabled to read the histories of his own and other countries, by which he may duly appreciate the value of our free institutions, appears to be an object of vital importance, even on this account alone, to say nothing of the advantages and satisfaction to be derived from all being able to read the scriptures and other works, both of a religious and moral nature, for themselves. For my part, I desire to see the time when education, and by its means, morality, sobriety, enterprise and industry, shall become much more general than at present, and should be gratified to have it in my power to contribute something to the advancement of any measure which might have a tendency to accelerate the happy period.
--March 9, 1832 First Political Announcement

Mr. Clay's education, to the end of his life, was comparatively limited. I say "to the end of his life," because I have understood that, from time to time, he added something to his education during the greater part of his whole life. Mr. Clay's lack of a more perfect early education, however it may be regretted generally, teaches at least one profitable lesson; it teaches that in this country, one can scarcely be so poor, but that, if he will, he can acquire sufficient education to get through the world respectably.
--July 6, 1852 Eulogy on Henry Clay

The old general rule was that educated people did not perform manual labor. They managed to eat their bread, leaving the toil of producing it to the uneducated. This was not an insupportable evil to the working bees, so long as the class of drones remained very small. But now, especially in these free States, nearly all are educated--quite too nearly all, to leave the labor of the uneducated, in any wise adequate to the support of the whole. It follows from this that henceforth educated people must labor. Otherwise, education itself would become a positive and intolerable evil. No country can sustain, in idleness, more than a small percentage of its numbers. The great majority must labor at something productive.

A capacity, and taste, for reading, gives access to whatever has already been discovered by others. It is the key, or one of the keys, to the already solved problems. And not only so. It gives a relish, and facility, for successfully pursuing the [yet] unsolved ones.
--September 30, 1859 Address before the Wisconsin State Agricultural Society

My father, at the death of his father, was but six years of age; and he grew up, litterally [sic] without education. He removed from Kentucky to what is now Spencer County, Indiana, in my eighth year. We reached our new home about the time the State came into the Union. It was a wild region, with many bears and other wild animals, still in the woods. There I grew up. There were some schools, so called; but no qualification was ever required of a teacher beyond "readin, writin, and cipherin" to the Rule of Three. If a straggler supposed to understand latin happened to sojourn in the neighborhood, he was looked upon as a wizzard [sic]. There was absolutely nothing to excite ambition for education. Of course when I came of age I did not know much. Still somehow, I could read, write, and cipher to the Rule of Three; but that was all. I have not been to school since. The little advance I now have upon this store of education, I have picked up from time to time under the pressure of necessity.

Before leaving Kentucky, he and his sister were sent, for short periods, to A B C schools, the first kept by Zachariah Riney, and the second by Caleb Hazel.

His father's residence continued at the same place in Indiana till 1830. While here Abraham went to A B C schools by littles, kept successively by Andrew Crawford,--Sweeney, and Azel W. Dorsey. He does not remember any other. The family of Mr. Dorsey now resides in Schuyler County, Illinois. Abraham now thinks that the aggregate of all his schooling did not amount to one year. He was never in a college or academy as a student, and never inside of a college or academy building till since he had a law license. What he has in the way of education he has picked up. After he was twenty-three and had separated from his father, he studied English grammar--imperfectly, of course, but so as to speak and write as well as he now does. He studied and nearly mastered the six books of Euclid since he was a member of Congress. He regrets his want of education, and does what he can to supply the want.

The election of 1834 came, and he was then elected to the legislature by the highest vote cast for any candidate. Major John T. Stuart, then in full practice of the law, was also elected. During the canvass, in a private conversation he encouraged Abraham [to] study law. After the election he borrowed books of Stuart, took them home with him, and went at it in good earnest. He studied with nobody.
--June 1860 Autobiography

I have scarcely felt greater pain in my life than on learning yesterday from Bob's letter, that you failed to enter Harvard University. And yet there is very little in it, if you will allow no feeling of discouragement to seize, and prey upon you. It is a certain truth, that you can enter, and graduate in, Harvard University; and having made the attempt, you must succeed in it. "Must" is the word.

I know not how to aid you, save in the assurance of one of mature age, and much severe experience, that you can not fail, if you resolutely determine, that you will not.
--July 22, 1860 Letter to George Latham

The mode [of studying law] is very simple, though laborious, and tedious. It is only to get the books, and read, and study them carefully. Begin with Blackstone's Commentaries, and after reading it carefully through, say twice, take up Chitty's Pleading, Greenleaf's Evidence, & Story's Equity &c. in succession. Work, work, work, is the main thing.
--September 25, 1860 Letter to John M. Brockman

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