Though the academic authorities are actually proud of conducting everything by means of Examinations, they seldom indulge in what religious people used to descibe as Self-Examination. The consequence is that the modern State has educated its citizens in a series of ephemeral fads.
There is a law written in the darkest of the Books of Life, and it is this: If you look at a thing nine hundred and ninety-nine times, you are perfectly safe; if you look at it the thousandth time, you are in frightful danger of seeing it for the first time.
Once I planned to write a book of poems entirely about the things in my pocket. But I found it would be too long; and the age of the great epics is past.
Poets do not go mad; but chess-players do. Mathematicians go mad, and cashiers; but creative artists very seldom. I am not, as will be seen, in any sense attacking logic: I only say that this danger does lie in logic, not in imagination.
There are two kinds of paradoxes. They are not so much the good and the bad, nor even the true and the false. Rather they are the fruitful and the barren; the paradoxes which produce life and the paradoxes that merely announce death. Nearly all modern paradoxes merely announce death.
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.
When people talk as if the Crusades were nothing more than an aggressive raid against Islam, they seem to forget in the strangest way that Islam itself was only an aggressive raid against the old and ordered civilization in these parts. I do not say it in mere hostility to the religion of Mahomet; I am fully conscious of many values and virtues in it; but certainly it was Islam that was the invasion and Christendom that was the thing invaded.