When we look upon lives so human and yet so small, we feel as if we ourselves were enlarged to an embarrassing bigness of stature. We feel the same kind of obligation to these creatures that a deity might feel if he had created something that he could not understand.
Very few people in the world would care to listen to the real defense of their own characters. The real defense, the defense which belongs to the Day of Judgment, would make such damaging admissions, would clear away so many artificial virtues, would tell such tragedies of weakness and failure, that a man would sooner be misunderstood and censured by the world than exposed to that awful and merciless eulogy.
Men spoke much in my boyhood about restricted or ruined men of genius: and it was common to say that many a man was a Great Might-Have-Been. To me it's a more solid and startling fact that any man in the street is a Great Might-Not-Have-Been.
Obviously if any actions, even a lunatic's, can be causeless, determinism is done for. If the chain of causation can be broken for a madman, it can be broken for a man.
The most important fact about the subject of education is that there is no such thing. Education is not a subject and it does not deal in subjects. It is instead the transfer of a way of life.
Science only means knowledge; and for [Greek] ancients it did only mean knowledge. Thus the favorite science of the Greeks was Astronomy, because it was as abstract as Algebra. ... We may say that the great Greek ideal was to have no use for useful things. The Slave was he who learned useful things; the Freeman was he who learned useless things. This still remains the ideal of many noble men of science, in the sense they do desire truth as the great Greeks desired it; and their attitude is an external protest against vulgarity of utilitarianism.