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.

We are told that Sin consists in acting contrary to God's commands, but we are also told that God is omnipotent. If He is, nothing contrary to His will can occur; therefore when the sinner disobeys His commands, He must have intended this to happen.

People are said to believe in God, or to disbelieve in Adam and Eve. But in such cases what is believed or disbelieved is that there is an entity answering a certain description. This, which can be believed or disbelieved is quite different from the actual entity (if any) which does answer the description. Thus the matter of belief is, in all cases, different in kind from the matter of sensation or presentation, and error is in no way analogous to hallucination. A hallucination is a fact, not an error; what is erroneous is a judgment based upon it.

For a good notation has a subtlety and suggestiveness which at times make it seem almost like a live teacher.

I can only say that, while my own opinions as to ethics do not satisfy me, other people's satisfy me still less.

... the word "theory" ... was originally an Orphic word, which Cornford interprets as "passionate sympathetic contemplation" ... For Pythagoras, the "passionate sympathetic contemplation" was intellectual, and issued in mathematical knowledge ... To those who have reluctantly learnt a little mathematics in school this may seem strange; but to those who have experienced the intoxicating delight of sudden understanding that mathematics gives, from time to time, to those who love it, the Pythagorean view will seem completely natural.

Adventurous men enjoy shipwrecks, mutinies, earthquakes, conflagrations, and all kinds of unpleasant experiences. They say to themselves, for example, 'So this is what an earthquake is like,' and it gives them pleasure to have their knowledge of the world increased by this new item.