I believe that our own experience instructs us that the secret of Education lies in respecting the pupil. It is not for you to choose what he shall know, what he shall do. It is chosen and foreordained, and he only holds the key to his own secret. By your tampering and thwarting and too much governing he may be hindered from his end and kept out of his own. Respect the child. Wait and see the new product of Nature. Nature loves analogies, but not repetitions. Respect the child. Be not too much his parent. Trespass not on his solitude.

To give money to a sufferer is only a come-off. It is only a postponement of the real payment, a bribe paid for silence, a creditsystem in which a paper promise to pay answers for the time instead of liquidation. We owe to man higher succors than food and fire. We owe to man.

Nature never sends a great man into the planet, without confiding the secret to another soul.

Although this garrulity of advising is born with us, I confess that life is rather a subject of wonder, than of didactics. So muchfate, so much irresistible dictation from temperament and unknown inspiration enter into it, that we doubt we can say anything out of our own experience whereby to help each other.

The most advanced nations are always those who navigate the most.

We may climb into the thin and cold realm of pure geometry and lifeless science, or sink into that of sensation. Between these extremes is the equator of life, of thought, or spirit, or poetry,--a narrow belt.

An imaginative book renders us much more service at first, by stimulating us through its tropes, than afterward, when we arrive atthe precise sense of the author. I think nothing is of any value in books, excepting the transcendental and extraordinary.