In our early youth we sit before the life that lies ahead of us like children sitting before the curtain in a theatre, in happy and tense anticipation of whatever is going to appear. Luckily we do not know what really will appear.
The actual life of a thought lasts only until it reaches the point of speech...As soon as our thinking has found words it ceases to be sincere...When it begins to exist in others it ceases to live in us, just as the child severs itself from its mother when it enters into its own existence.
Genius is its own reward; for the best that one is, one must necessarily be for oneself. . . . Further, genius consists in the working of the free intellect., and as a consequence the productions of genius serve no useful purpose. The work of genius may be music, philosophy, painting, or poetry; it is nothing for use or profit. To be useless and unprofitable is one of the characteristics of genius; it is their patent of nobility.
To form a judgment intuitively is the privilege of few; authority and example lead the rest of the world. They see with the eyes of others, they hear with the ears of others. Therefore it is very easy to think as all the world now think; but to think as all the world will think thirty years hence is not in the power of every one.
The assumption that animals are without rights, and the illusion that our treatment of them has no moral significance, is a positively outrageous example of Western crudity and barbarity. Universal compassion is the only guarantee of morality.
The little incidents and accidents of every day fill us with emotion, anxiety, annoyance, passion, as long as they are close to us, when they appear so big, so important, so serious; but as soon as they are borne down the restless stream of time they lose what significance they had; we think no more of them and soon forget them altogether. They were big only because they were near.
Scholars are those who have read in books, but thinkers, men of genius, world-enlighteners, and reformers of the human race are those who have read directly in the book of the world.
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.
Every generation, no matter how paltry its character, thinks itself much wiser than the one immediately preceding it, let alone those that are more remote.