“In a word, we may reasonably hope for the virtual abolition of education when I'm as good as you has fully had its way. All incentives to learn and all penalties for not learning will vanish.The few who might want to learn will be prevented; who are they to overtop their fellows? And anyway the teachers--or should I say, nurses?--will be far too busy reassuring the dunces and patting them on the back to waste any time on real teaching. We shall no longer have to plan and toil to spread imperturable conceit and incurable ignorance among men. The little vermin themselves will do it for us.”

“Who has inflicted this upon us? Who has made us Jews different from all other people? Who has allowed us to suffer so terribly up till now? It is God that has made us as we are, but it will be God, too, who will raise us up again. If we bear all this suffering and if there are still Jews left, when it is over, then Jews, instead of being doomed, will be held up as an example. Who knows, it might even be our religion from which the world and all peoples learn good, and for that reason and that reason alone do we have to suffer now. We can never become just Netherlanders, or just English, or representatives of any country for that matter; we will always remain Jews, but we want to, too.”

“When I look at a child, I see a living, breathing person, made in God's image, for whom God has a plan. As parent educators, we need to embrace a new notion of learning...we need to engage the hearten order to effectively educate the child. Our vision of a well-educated child is a child who has a heart for learning, a child who has the tools he needs to continue to learn for a lifetime and a child who has the love to want to do it.”

“All good teachers will tell you that the most important quality they bring to their teaching is their love for the children. But what does that mean? It means that before we can teach them, we need to delight in them. Someone once said that children need one thing in order to succeed in life: someone who is crazy about them. We need to find a way to delight in all our students. We may be the only one in their lives to do so. We need to look for the best, expect the best, find something in each child that we can truly treasure.... If children recognize that we have seen their genius, who they really are, they will have the confidence and resilience to take risks in learning. I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to develop.”

“One must learn to love.— This is what happens to us in music: first one has to learn to hear a figure and melody at all, to detect and distinguish it, to isolate it and delimit it as a separate life; then it requires some exertion and good will to tolerate it in spite of its strangeness, to be patient with its appearance and expression, and kindhearted about its oddity:—finally there comes a moment when we are used to it, when we wait for it, when we sense that we should miss it if it were missing: and now it continues to compel and enchant us relentlessly until we have become its humble and enraptured lovers who desire nothing better from the world than it and only it.— But that is what happens to us not only in music: that is how we have learned to love all things that we now love. In the end we are always rewarded for our good will, our patience, fairmindedness, and gentleness with what is strange; gradually, it sheds its veil and turns out to be a new and indescribable beauty:—that is its thanks for our hospitality. Even those who love themselves will have learned it in this way: for there is no other way. Love, too, has to be learned.”

“The world doesn’t want us. Who can blame them? We are fat, lazy, ignorant, and conceited, for all the wrong reasons.”