An educator should think of a child as a gardener thinks of a plant, as something to be made to grow by having the right soil and the right amount of water. If your roses fail to bloom, it does not occur to you to whip them, but you try to find out what has been amiss in your treatment of them. ... The important thing is what the children do, and not what they do not do. And what they do, if it is to have value, must be a spontaneous expression of their own vital energy.

Men who allow their love of power to give them a distorted view of the world are to be found in every asylum: one man will think he is the Governor of the Bank of England, another will think he is the King, and yet another will think he is God. Highly similar delusions, if expressed by educated men in obscure language, lead to professorships of philosophy; and if expressed by emotional men in eloquent language, lead to dictatorships.

It is the things for which there is no evidence that are believed with passion.

The sentiments of an adult are compounded of a kernel of instinct surrounded by a vast husk of education.

In a logically perfect language, there will be one word and no more for every simple object, and everything that is not simple will be expressed by a combination of words, by a combination derived, of course, from the words for the simple things that enter in, one word for each simple component.

No one gossips about other people's secret virtues.

Few people can be happy unless they hate some other person, nation, or creed.