“Hold childhood in reverence, and do not be in any hurry to judge it for good or ill. Leave exceptional cases to show themselves, let their qualities be tested and confirmed, before special methods are adopted. Give nature time to work before you take over her business, lest you interfere with her dealings. You assert that you know the value of time and are afraid to waste it. You fail to perceive that it is a greater waste of time to use it ill than to do nothing, and that a child ill taught is further from virtue than a child who has learnt nothing at all. You are afraid to see him spending his early years doing nothing. What! is it nothing to be happy, nothing to run and jump all day? He will never be so busy again all his life long. Plato, in his Republic, which is considered so stern, teaches the children only through festivals, games, songs, and amusements. It seems as if he had accomplished his purpose when he had taught them to be happy; and Seneca, speaking of the Roman lads in olden days, says, "They were always on their feet, they were never taught anything which kept them sitting." Were they any the worse for it in manhood? Do not be afraid, therefore, of this so-called idleness. What would you think of a man who refused to sleep lest he should waste part of his life? You would say, "He is mad; he is not enjoying his life, he is robbing himself of part of it; to avoid sleep he is hastening his death." Remember that these two cases are alike, and that childhood is the sleep of reason.The apparent ease with which children learn is their ruin. You fail to see that this very facility proves that they are not learning. Their shining, polished brain reflects, as in a mirror, the things you show them, but nothing sinks in. The child remembers the words and the ideas are reflected back; his hearers understand them, but to him they are meaningless.Although memory and reason are wholly different faculties, the one does not really develop apart from the other. Before the age of reason the child receives images, not ideas; and there is this difference between them: images are merely the pictures of external objects, while ideas are notions about those objects determined by their relations.”

“It was not so much that he lied as that there was no truth to tell. He had had his life and it was over and then he went on living it again with different people and more money, with the best of the same places, and some new ones.You kept from thinking and it was all marvelous. You were equipped with good insides so that you did not go to pieces that way, the way most of them had, and you made an attitude that you cared nothing for the work you used to do, now that you could no longer do it. But, in yourself, you said that you would write about these people; about the very rich; that you were really not of them but a spy in their country; that you would leave it and write of it and for once it would be written by some one who knew what he was writing of. But he would never do it, because each day of not writing, of comfort, of being that which he despised, dulled his ability and softened his will to work so that, finally, he did no work at all.”

“. . . children should draw [a husband & wife] nearer than ever, not separate you, as if they were all yours, and [your husband] had nothing to do but support them. . . . don't neglect husaband for children, don't shut him out of the nursery, but teach him how to help in it. His place is there as well as yours, and the children need him; let him feel that he has his part to do, and he will do it gladly and faithfully, and it will be better for you all. . . . That is the secret of our home happiness: he does not let business wean him from the little cares and duties that affect us all, and I try not to let domestic worries destroy my interest in his pursuits. Each do our part alone in many things, but at home we work together, always. . . . no time is so beautiful and precious to parents as the first years of the little lives given them to train. Don't let [your husband] be a stranger to the babies, for they will do more to keep him safe and happy in this world of trial and temptation than anything else, and through them you will learn to know and love one another as you should.”

“Let this variety of ideas be set before him; he will choose if he can; if not, he will remain in doubt. Only the fools are certain and assured. For if he embraces Xenophon's and Plato's opinions by his own reasoning, they will no longer be theirs, they will be his. He who follows another follows nothing. He finds nothing; indeed he seeks nothing. We are not under a king; let each one claim his own freedom [Seneca]. Let him know that he knows, at least. He must imbibe their ways of thinking, not learn their precepts. And let him boldly forget, if he wants, where he got them, but let him know how to make them his own. Truth and reason are common to everyone, and no more belong to the man who first spoke them than to the man who says them later. It is no more according to Plato than according to me, since he and I understand and see it the same way. The bees plunder the flowers here and there, but afterward they make of them honey, which is all theirs; it is no longer thyme or marjoram. Even so with the pieces borrowed from others; he will transform and blend them to make a work of his own, to wit, his judgment. His education, work, and study aim only at forming this.”

“As the uneasiness and reluctance to face it cut him off more and more from all real happiness, and as habit renders the pleasures the vanity and excitement and flippancy at once less pleasant and harder to forgo...you will find that anything or nothing is sufficient to attract his wandering attention. You no longer need a good book, which he really likes, to keep him from his prayers or his work or his sleep; a column of advertisements in yesterday's paper will do. You can make him waste his time not only in conversation he enjoys with people whom he likes, but also in conversations with those he cares nothing about, on subjects that bore him. You can make him do nothing at all for long periods. You can keep him up late at night, not roistering, but staring at a dead fire in a cold room. All the healthy and outgoing activities which we want him to avoid can be inhibited and nothing given in return, so that at last he may say...'I now see that I spent most my life doing in doing neither what I ought nor what I liked.”

“Teach your scholar to observe the phenomena of nature; you will soon rouse his curiosity, but if you would have it grow, do not be in too great a hurry to satisfy this curiosity. Put the problems before him and let him solve them himself. Let him know nothing because you have told him, but because he has learnt it for himself. Let him not be taught science, let him discover it. If ever you substitute authority for reason he will cease to reason; he will be a mere plaything of other people's thoughts.”