“And many years later, as an adult student of history, Knecht was to perceive more distinctly that history cannot come into being without the substance and the dynamism of this sinful world of egoism and instinctuality, and that even such sublime creations as the Order were born in this cloudy torrent and sooner or later will be swallowed up by it again...Nor was this ever merely an intellectual problem for him. Rather, it engaged his innermost self more than any other problem, and he felt it as partly his responsibility. His was one of those natures which can sicken, languish, and die when they see an ideal they have believed in, or the country and community they love, afflicted with ills.”

“Man is not by any means of fixed and enduring form (this, in spite of suspicions to the contrary on the part of their wise men, was the ideal of the ancients). He is nothing else than the narrow and perilous bridge between nature and spirit. His innermost destiny drives him on to the spirit and to God. His innermost longing draws him back to nature, the mother. Between the two forces his life hangs tremulous and irresolute.”

“Was it not his Self, his small, fearful and proud Self, with which he had wrestled for so many years, but which had always conquered him again, which appeared each time again and again, which robbed him of happiness and filled him with fear?”

“As for others and the world around him he never ceased in his heroic and earnest endeavour to love them, to be just to them, to do them no harm, for the love of his neighbor was as deeply in him as the hatred of himself, and so his whole life was an example that love of one's neighbor is not possible without love of oneself, and that self-hate is really the same thing as sheer egoism, and in the long run breeds the same cruel isolation and despair.”

“It is wrong to say that schoolmasters lack heart and are dried-up, soulless pedants! No, by no means. When a child's talent which he has sought to kindle suddenly bursts forth, when the boy puts aside his wooden sword, slingshot, bow-and-arrow and other childish games, when he begins to forge ahead, when the seriousness of the work begins to transform the rough-neck into a delicate, serious and an almost ascetic creature, when his face takes on an intelligent, deeper and more purposeful expression - then a teacher's heart laughs with happiness and pride. It is his duty and responsibility to control the raw energies and desires of his charges and replace them with calmer, more moderate ideals. What would many happy citizens and trustworthy officials have become but unruly, stormy innovators and dreamers of useless dreams, if not for the effort of their schools? In young beings there is something wild, ungovernable, uncultured which first has to be tamed. It is like a dangerous flame that has to be controlled or it will destroy. Natural man is unpredictable, opaque, dangerous, like a torrent cascading out of uncharted mountains. At the start, his soul is a jungle without paths or order. And, like a jungle, it must first be cleared and its growth thwarted. Thus it is the school's task to subdue and control man with force and make him a useful member of society, to kindle those qualities in him whose development will bring him to triumphant completion.”

“Among the many worlds which man did not receive as a gift of nature, but which he created with his own mind, the world of books is the greatest. Every child, scrawling his first letters on his slate and attempting to read for the first time, in so doing, enters an artificial and complicated world; to know the laws and rules of this world completely and to practice them perfectly, no single human life is long enough. Without words, without writing, and without books there would be no history, there could be no concept of humanity. And if anyone wants to try to enclose in a small space in a single house or single room, the history of the human spirit and to make it his own, he can only do this in the form of a collection of books.”

“I realize that some people will not believe that a child of little more than ten years is capable of having such feelings. My story is not intended for them. I am telling it to those who have a better knowledge of man. The adult who has learned to translate a part of his feelings into thoughts notices the absence of these thoughts in a child, and therefore comes to believe that the child lacks these experiences, too. Yet rarely in my life have I felt and suffered as deeply as at that time.”