The first forty years of our life give the text, the next thirty furnish the commentary upon it, which enables us rightly to understand the true meaning and connection of the text with its moral and its beauties.
Education perverts the mind since we are directly opposing the natural development of our mind by obtaining ideas first and observations last. This is why so few men of learning have such sound common sense as is quite common among the illiterate.
The intellectual attainments of a man who thinks for himself resemble a fine painting, where the light and shade are correct, the tone sustained, the colour perfectly harmonised; it is true to life. On the other hand, the intellectual attainments of the mere man of learning are like a large palette, full of all sorts of colours, which at most are systematically arranged, but devoid of harmony, connection and meaning.
The auspices for philosophy are bad if, when proceeding ostensibly on the investigation of truth, we start saying farewell to all uprightness, honesty and sincerity, and are intent only on passing ourselves off for what we are not. We then assume, like those three sophists [Fichte, Schelling and Hegel], first a false pathos, then an affected and lofty earnestness, then an air of infinite superiority, in order to impose where we despair of ever being able to convince.
The poet presents the imagination with images from life and human characters and situations, sets them all in motion and leaves itto the beholder to let these images take his thoughts as far as his mental powers will permit. This is why he is able to engage men of the most differing capabilities, indeed fools and sages together. The philosopher, on the other hand, presents not life itself but the finished thoughts which he has abstracted from it and then demands that the reader should think precisely as, and precisely as far as, he himself thinks. That is why his public is so small.
What disturbs and depresses young people is the hunt for happiness on the firm assumption that it must be met with in life. From this arises constantly deluded hope and so also dissatisfaction. Deceptive images of a vague happiness hover before us in our dreams, and we search in vain for their original. Much would have been gained if, through timely advice and instruction, young people could have had eradicated from their minds the erroneous notion that the world has a great deal to offer them.
Something of great importance now past is inferior to something of little importance now present, in that the latter is a reality, and related to the former as something to nothing.