The aim of education is the knowledge not of facts but of values.

Inge contrasts two kinds of “knowledge”: factual accumulation versus an education that shapes judgment about what is worth pursuing. “Values” here implies moral discernment, priorities, and standards—what to admire, choose, and live by—rather than mere correctness on matters of information. The line suggests that facts are instrumentally useful but ethically neutral; without a framework of values, facts can be misused or fail to guide action. Inge’s formulation also aligns with a humanistic tradition in which education is character-formation: learning should cultivate wisdom, not just expertise, so that individuals can evaluate ends as well as means.