“In a universe where all life is in movement, where ever fact seen in perspective is totally engaging, we impose stillness on lively young bodies, distort reality to dullness, make action drudgery. Those who submit - as the majority does - are conditioned to a life lived without their human birthright: work done with the joy and creativity of love.But what are schools for if not to make children fall so deeply in love with the world that they really want to learn about it? That is the true business of schools. And if they succeed in it, all other desirable developments follow of themselves.In a proper school, no fact would ever be presented as a soulless one, for the simple reason that there is no such thing. Every facet of reality, discovered where it lives, startles with its wonder, beauty, meaning.”

“One of the schools of Tlön goes so far as to negate time; it reasons that the present is indefinite, that the future has no reality other than as a present hope, that the past has no reality other than as a present memory. Another school declares that all time has already transpired and that our life is only the crepuscular and no doubt falsified an mutilated memory or reflection of an irrecoverable process. Another, that the history of the universe — and in it our lives and the most tenuous detail of our lives — is the scripture produced by a subordinate god in order to communicate with a demon. Another, that the universe is comparable to those cryptographs in which not all the symbols are valid and that only what happens every three hundred nights is true. Another, that while we sleep here, we are awake elsewhere and that in this way every man is two men.”

“Where, after all, do universal human rights begin? In small places, close to home - so close and so small that they cannot be seen on any maps of the world. Yet they are the world of the individual person; the neighborhood he lives in; the school or college he attends; the factory, farm, or office where he works. Such are the places where every man, woman, and child seeks equal justice, equal opportunity, equal dignity without discrimination. Unless these rights have meaning there, they have little meaning anywhere. Without concerted citizen action to uphold them close to home, we shall look in vain for progress in the larger world.”

“The most important thing we ever learn at school is the fact that the most important things can't be learned at school.”

“When people say that school prepares children for the real world, what's implied is that it is the difficult parts of school (doing things you don't want to do, forced interaction with peers, following rules that you don't believe in) that are important. What's implied is that the real world is going to be an unhappy place and that being treated unfairly by people is a part of life.It may be a part of life in school, but it is not a part of our lives. School is as far away from the real world as possible. In school we learn that we cannot control our own destinies and that it is acceptable to let others govern our lives. In the real world we can take responsibility for choosing our own paths and governing our own lives. The real world is what we make it.”

“The Otherworld does not supply the meaning of life. Rather, the Otherworld describes being alive. Life, in all its glory - warts and all, so to speak. The Otherworld provides meaning by example, by exhibition, by illustration if you will. ... Through the Otherworld we learn what it is be be alive, to be human: good and evil, heartbreak and ecstasy, victory and defeat, everything. ... where does one first learn loyalty? Or honor? Or any higher value, for that matter? ... Where does one learn to value the beauty of a forest and to revere it?'In nature?'Not at all. This can easily be proven by the fact that so many among us do not revere the forests at all - do not even see them, in fact. You know the people I am talking about. You have seen them and their works in the world. They are the ones who rape the land, who cut down forests and despoil oceans, who oppress the poor and tyrannize the helpless, who live their lives as if nothing lay beyond the horizon of their own limited earth-bound visions. But I digress. The question before us is this: where does one first learn to see a forest as a thing of beauty, to honor it, to hold it dear for its own sake, to recognize its true value as a forest, and not just see it as a source of timber to be exploited, or a barrier to be hacked down in order to make room for a motorway? ... the mere presence of the Otherworld kindles in us the spark of higher consciousness, or imagination. It is the stories and tale and visions of the Otherworld - that magical, enchanted land just beyond the walls of the manifest world - which awaken and expand in human beings the very notion of beauty, of reverence, of love and nobility, and all the higher virtues.”