The instruction of children should aim gradually to combine knowing and doing. Among all sciences mathematics seems to be the only one of a kind to satisfy this aim most completely.
Things which we see are not by themselves what we see ... It remains completely unknown to us what the objects may be by themselves and apart from the receptivity of our senses. We know nothing but our manner of perceiving them.
To be beneficent when we can is a duty; and besides this, there are many minds so sympathetically constituted that, without any other motive of vanity or self-interest, they find a pleasure in spreading joy around them, and can take delight in the satisfaction of others so far as it is their own work. But I maintain that in such a case an action of this kind, however proper, however amiable it may be, has nevertheless no true moral worth, but is on a level with other inclinations. . . . For the maxim lacks the moral import, namely, that such actions be done from duty, not from inclination.
A man who has tasted with profound enjoyment the pleasure of agreeable society will eat with a greater appetite than he who rode horseback for two hours. An amusing lecture is as useful for health as the exercise of the body.
Most men use their knowledge only under guidance from others because they lack the courage to think independently using their own reasoning abilities. It takes intellectual daring to discover the truth.
If you punish a child for being naughty, and reward him for being good, he will do right merely for the sake of the reward; and when he goes out into the world and finds that goodness is not always rewarded, nor wickedness always punished, he will grow into a man who only thinks about how he may get on in the world, and does right or wrong according as he finds advantage to himself.
Freedom is independence of the compulsory will of another, and in so far as it tends to exist with the freedom of all according to a universal law, it is the one sole original inborn right belonging to every man in virtue of his humanity.
The means employed by Nature to bring about the development of all the capacities of men is their antagonism in society, so far as this is, in the end, the cause of a lawful order among men.
Reason must approach nature in order to be taught by it. It must not, however, do so in the character of a pupil who listens to everything that the teacher chooses to say, but of an appointed judge who compels the witness to answer questions which he has himself formulated.
The sum total of all possible knowledge of God is not possible for a human being, not even through a true revelation. But it is one of the worthiest inquiries to see how far our reason can go in the knowledge of God.
Whereas the beautiful is limited, the sublime is limitless, so that the mind in the presence of the sublime, attempting to imagine what it cannot, has pain in the failure but pleasure in contemplating the immensity of the attempt