Henry Ford and the Actual Value of Education

“The object of education is not to fill a man's mind with facts;
it is to teach him how to use his mind in thinking.”
— Henry Ford


In his memoir My Life and Work, written in 1934, the brilliant (but flawed) Henry Ford (1863-1947) offers perhaps the best definition you'll find of the value of an education, and a useful warning against the mere accumulation of information for the sake of its accumulation. A  devotee of lifelong learning need not be a Jeopardy contestant, accumulating trivia to spit back as needed. In the Age of Google, that sort of knowledge is increasingly irrelevant.

A real life-long learner seeks to learn and apply the world's best knowledge to create a more constructive and more useful life for themselves and those around them. And to do that, you have to learn how to think on your feet. The world does not offer up no-brainers every day; more frequently, we're presented with a lot of grey options. Unless your studies are improving your ability to handle reality as it is and get a fair result, you're probably wasting your time.

From Ford's memoir:

An educated man is not one whose memory is trained to carry a few dates in history—he is one who can accomplish things. A man who cannot think is not an educated man however many college degrees he may have acquired. Thinking is the hardest work anyone can do—which is probably the reason why we have so few thinkers. There are two extremes to be avoided: one is the attitude of contempt toward education, the other is the tragic snobbery of assuming that marching through an educational system is a sure cure for ignorance and mediocrity. You cannot learn in any school what the world is going to do next year, but you can learn some of the things which the world has tried to do in former years, and where it failed and where it succeeded. If education consisted in warning the young student away from some of the false theories on which men have tried to build, so that he may be saved the loss of the time in finding out by bitter experience, its good would be unquestioned.

An education which consists of signposts indicating the failure and the fallacies of the past doubtless would be very useful. It is not education just to possess the theories of a lot of professors. Speculation is very interesting, and sometimes profitable, but it is not education. To be learned in science today is merely to be aware of a hundred theories that have not been proved. And not to know what those theories are is to be “uneducated,” “ignorant,” and so forth. If knowledge of guesses is learning, then one may become learned by the simple expedient of making his own guesses. And by the same token he can dub the rest of the world “ignorant” because it does not know what his guesses are.

But the best that education can do for a man is to put him in possession of his powers, give him control of the tools with which destiny has endowed him, and teach him how to think. The college renders its best service as an intellectual gymnasium, in which mental muscle is developed and the student strengthened to do what he can. To say, however, that mental gymnastics can be had only in college is not true, as every educator knows. A man's real education begins after he has left school. True education is gained through the discipline of life.


Men satisfy their minds more by finding out things for themselves than by heaping together the things which somebody else has found out. You can go out and gather knowledge all your life, and with all your gathering you will not catch up even with your own times. You may fill your head with all the “facts” of all the ages, and your head may be just an overloaded fact−box when you get through. The point is this: Great piles of knowledge in the head are not the same as mental activity. A man may be very learned and very useless. And then again, a man may be unlearned and very useful.

The object of education is not to fill a man's mind with facts; it is to teach him how to use his mind in thinking. And it often happens that a man can think better if he is not hampered by the knowledge of the past.

Ford is probably wrong in his very last statement, study of the past is crucial to understand the human condition, but the sentiment offered in the rest of the piece should be read and re-read frequently.

This brings to mind a debate you'll hear that almost all debaters get wrong: What's more valuable, to be educated in the school of life, or in the school of books? Which is it?

It's both!

This is what we call a false dichotomy. There is absolutely no reason to choose between the two. We're all familiar with the algebra. If A and B have positive value, then A+B must be greater than A or B alone! You must learn from your life as it goes along, but since we have the option to augment that by studying the lives of others, why would we not take advantage? All it takes is the will and the attitude to study the successes and failures of history, add them to your own experience, and get an algebra-style A+B result.

So, resolve to use your studies to learn to think, to learn to handle the world better, to be more useful to those around you. Don't worry about the facts and figures for their own sake. We don't need another human encyclopedia.


Still Interested? Check out all of Ford's interesting memoir, or try reading up on what a broad education should contain.