126
The meaning of the living words that come out of the experiences of great hearts can never be exhausted by any one system of logical interpretation.
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127
For joy is knowledge in its completeness, it is knowing by our whole being.
128
For we never can make anything our own except that which is truly related to us.
129
But music never has to depend upon any obvious meaning; it expresses what no words can ever express.
130
We cannot learn from one another until we stop shouting at one another--until we speak quietly enough so that our words can be heard as well as our voices.
131
the true realism, always and everywhere, is that of the poets: to find out where joy resides, and give it a voice far beyond singing
132
To this end, liberal and permanent provision should be made for the support of free schools by the State governments, and, if need be, supplemented by legitimate aid from national authority.
133
Such biographies increase a man's self-reliance by demonstrating what men can be, and what they can do; fortifying his hopes and elevating his aims in life.
134
In the pursuit of even the highest branches of human inquiry, the commoner qualities are found the most useful
135
Time should not be allowed to pass without yielding fruits, in the form of something learnt worthy of being known, some good principle cultivated, or some good habit strengthened.
136
Necessity, oftener than facility, has been the mother of invention; and the most prolific school of all has been the school of difficulty.
137
For the mind requires not like an earthen vessel to be filled up; convenient fuel and aliment only will inflame it with a desire of knowledge and ardent love of truth.
Socratesmisattributed·Of Hearing, in Plutarch's Morals, Volume 1 (corrected and revised by William W. Goodwin)·1878
Wrongly attributed
Education is the kindling of a flame, not the filling of a vessel is printed on university walls under Socrates's name. Socrates wrote nothing at all, and the sentence is not in Plato either. It is Plutarch, four hundred years later, in the Moralia essay usually called On Listening to Lectures -- and it is not an aphorism about education but a rebuke to a student who sits and admires the lecturer instead of thinking. Note what the tidy modern version loses: Plutarch does not say the mind is a flame to be kindled, he says it is not a pot, and that what it wants is fuel.
138
The goal of mankind is knowledge. That is the one ideal placed before us by Eastern philosophy.
139
Immature poets imitate; mature poets steal; bad poets deface what they take, and good poets make it into something better, or at least something different.
140
Ignorance is visited as sharply as wilful disobedience
141
In short, all artificial education ought to be an anticipation of natural education.
142
Well, what I mean by Education is learning the rules of this mighty game.
143
The chessboard is the world, the pieces are the phenomena of the universe, the rules of the game are what we call the laws of Nature.
144
When I hear some of my young friends complain of want of sympathy and encouragement, I am inclined to think that my naval life was not the least valuable part of my education.
145
Every fact we learn leads us to the learning of another fact; knowledge is continually increasing.
146
Every thought we think makes it necessary for us to think another thought; consciousness is continually expanding.
147
Sensation is unorganized stimulus, perception is organized sensation, conception is organized perception, science is organized knowledge, wisdom is organized life: each is a greater degree of order, and sequence, and unity.
148
Let no youth have any anxiety about the upshot of his education, whatever the line of it may be.
149
the great thing in all education is to make our nervous system our ally instead of our enemy
150
The more of the details of our daily life we can hand over to the effortless custody of automatism, the more our higher powers of mind will be set free for their own proper work.