The one real object of education is to have a man in the condition of continually asking questions.

Creighton frames education not as the accumulation of settled answers but as the cultivation of an enduring intellectual posture: curiosity disciplined into inquiry. To be “continually asking questions” implies habits of critical thinking—testing assumptions, seeking evidence, and recognizing the provisional nature of one’s knowledge. The line also suggests a moral dimension to learning: humility before complexity and openness to revision. In this view, the educated person is not the one who has finished learning, but the one equipped to keep learning—able to interrogate authority, resist dogma, and pursue understanding as an ongoing practice rather than a completed state.