Virtue is as little to be acquired by learning as genius; nay, the idea is barren, and is only to be employed as an instrument, in the same way as genius in respect to art. It would be as foolish to expect that our moral and ethical systems would turn out virtuous, noble, and holy beings, as that our aesthetic systems would produce poets, painters, and musicians.
Just as one spoils the stomach by overfeeding and thereby impairs the whole body, so can one overload and choke the mind by giving it too much nourishment. For the more one reads the fewer are the traces left of what one has read; the mind is like a tablet that has been written over and over. Hence it is impossible to reflect; and it is only by reflection that one can assimilate what one has read. If one reads straight ahead without pondering over it later, what has been read does not take root, but is for the most part lost.
If children were brought into the world by an act of pure reason alone, would the human race continue to exist? Would not a man rather have so much sympathy with the coming generation as to spare it the burden of existence, or at any rate not take it upon himself to impose that burden upon it in cold blood?
For what is modesty but hypocritical humility, by means of which, in a world swelling with vile envy, a man seeks to beg pardon for his excellences and merits from those who have none? For
whoever attributes no merit to himself because he really has none is not modest, but merely honest.
We can come to look upon the deaths of our enemies with as much regret as we feel for those of our friends, namely, when we miss their existence as witnesses to our success.
A man finds himself, to his great astonishment, suddenly existing, after thousands and thousands of years of non-existence: he lives for a little while; and then, again, comes an equally long period when he must exist no more. The heart rebels against this, and feels that it cannot be true.
The ordinary method of education is to imprint ideas and opinions, in the strict sense of the word, prejudices, on the mind of the child, before it has had any but a very few particular observations. It is thus that he afterwards comes to view the world and gather experience through the medium of those ready-made ideas, rather than to let his ideas be formed for him out of his own experience of life, as they ought to be.
If life — the craving for which is the very essence of our being — were possessed of any positive intrinsic value, there would be no such thing as boredom at all: mere existence would satisfy us in itself, and we should want for nothing.
Students and scholars of all kinds and of every age aim, as a rule, only at information, not insight. They make it a point of honour to have information about everything, every stone, plant, battle, or experiment and about all books, collectively and individually. It never occurs to them that information is merely a means to insight, but in itself is of little or no value.
Every man takes the limits of his own field of vision for the limits of the world. This is an error of the intellect as inevitable as that error of the eye which lets you fancy that on the horizon heaven and earth meet.