All Quotes

"We are all of us more or less echoes, repeating involuntarily the virtues, the defects, the movements, and the characters of those among whom we live."

"Gravity is but the rind of wisdom; but it is a preservative rind."

"History needs distance, perspective. Facts and events which are too well attested cease, in some sort, to be malleable."

"We live in an age in which superfluous ideas abound and essential ideas are lacking."

"Ignorance, which in behavior mitigates a fault, is, in literature, a capital offense."

"He who has imagination without learning has wings and no feet."

"Justice is truth in action."

"Genius begins great works, labor alone finishes them."

"One can, with dignity, be wife and widow but once."

"Mediocrity is excellent to the eyes of mediocre people."

"The mind is the atmosphere of the soul."

"Necessity may render a doubtful act innocent, but it cannot make it praiseworthy."

"Those who never retract their opinions love themselves more than they love truth."

"All the passions seek after whatever nourishes them. Fear loves the idea of danger."

"Imitate time. It destroys slowly. It undermines, wears, loosens, separates. It does not uproot."

"Piety is a kind of modesty. It makes us turn aside our thoughts, as modesty makes us cast down our eyes in the presence of whatever is forbidden."

"Nothing which does not transport is poetry. The lyre is a winged instrument."

"Words become luminous when the poet's finger has passed over them its phosphorescence."

"Politeness smooths wrinkles."

"I do not call reason that brutal reason which crushes with its weight what is holy and sacred; that malignant reason which delights in the errors it succeeds in discovering; that unfeeling and scornful reason which insults credulity."

"Remorse is the punishment of crime; repentance its expiation. The former appertains to a tormented conscience; the latter to a soul changed for the better."

"In these times gain is not only a matter of greed, but of ambition."

"In the present day our literary masonry is well done, but our architecture is poor."

"A temperate style is alone classical."

"The lively phraseology of Montesquieu was the result of long meditation. His words, as light as wings, bear on them grave reflections."

"Superstition is the only religion of which base souls are capable."

"Fully to understand a grand and beautiful thought requires, perhaps, as much time as to conceive it."

"To see the world is to judge the judges."

"Truth takes the stamp of the souls it enters. It is rigorous and rough in arid souls, but tempers and softens itself in loving natures."

"Of the two, I prefer those who render vice lovable to those who degrade virtue."

"How many weak shoulders have craved heavy burdens?"

"Words, like glass, darken whatever they do not help us to see."

"Joubert had this gift. He never wrote a book. He only prepared to write one, resolutely seeking the exact conditions that would allow him to write it. Then he forgot even his plan."

"In selecting from the “Thoughts” I have sought those that are the largest and deepest, that are the least one-sided or partial, those that combine originality with beauty, brevity with weight, freshness with truth ; and thence I have passed over most of those that were written under dogmatic influences, and which, therefore, seem to me partial or one-sided. At the same time, to any who shall find themselves profited by what is here given them in English, may be cordially recommended the original volume, of which scarcely the half is here translated."

"If children fail to understand one another, it is because they think they understand one another. The explainer believes from the start that the reproducer will grasp everything, will almost know beforehand all that should be known, and will interpret every subtlety. Children are perpetually surrounded by adults who not only know much more than they do, but who also do everything in their power to understand them, who even anticipate their thoughts and desires. Children, therefore... are perpetually under the impression that people can read their thoughts, and in extreme cases, can steal their thoughts away. It is obviously owing to this mentality that children do not take the trouble to express themselves clearly... This mentality does not contradict ego-centric mentality. Both arise from the belief of the child, the belief that he is the centre of the universe. These habits of thought account... for the remarkable lack of precision in the childish style."

"There are no really solipsistic philosophers, and those who think they are deceive themselves. The true solipsist feels at one with the universe, and so very identical to it that he does not even feel the need for two terms. The true solipsist projects all his states of mind onto things. The true solipsist is entirely alone in the world, that is, he has no notion of anything exterior to himself. In other words the true solipsist has no idea of self. There is no self: there is the world. It is in this sense it is reasonable to call a baby a solipsist: the feelings and desires of a baby know no limits since they are a part of everything he sees, touches, and perceives. Babies are, then, obviously narcissistic, but not in the way adults are, not even Spinoza's God, and I am a little afraid that Freud sometimes forgets that the narcissistic baby has no sense of self. Given this definition of solipsism, egocentrism in children clearly appears to be a simple continuation of solipsism in infants.. Egocentrism, as we have seen, is not an intentional or even a conscious process. A child has no idea that he is egocentric. He believes everybody thinks the way he does, and this false universality is due simply to an absence of the sense of limits on his individuality. In this light, egocentrism and solipsism are quite comparable: both stem from the absence or the weakness of the sense of self."

"If a baby really has no awareness of himself and is totally thing-directed and at the same time all his states of mind are projected onto things, our second paradox makes sense: on the one hand, thought in babies can be viewed as pure accommodation or exploratory movements, but on the other this very same thought is only one, long, completely autistic waking dream."

"Every acquisition of accommodation becomes material for assimilation, but assimilation always resists new accommodations."

"Knowing reality means constructing systems of transformations that correspond, more or less adequately, to reality. They are more or less isomorphic to transformations of reality. The transformational structures of which knowledge consists are not copies of the transformations in reality; they are simply possible isomorphic models among which experience can enable us to choose. Knowledge, then, is a system of transformations that become progressively adequate."

"I am convinced that there is no sort of boundary between the living and the mental or between the biological and the psychological. From the moment an organism takes account of a previous experience and adapts to a new situation, that very much resembles psychology."

"As you know, Bergson pointed out that there is no such thing as disorder but rather two sorts of order, geometric and living. Mine is clearly living. The folders I need are within reach, in the order of frequency with which I use them. True, it gets tricky to locate a folder in the lower levels. But if you have to find it, you look for it. That takes less time than putting them away every day."

"Education, for most people, means trying to lead the child to resemble the typical adult of his society... But for me, education means making creators... You have to make inventors, innovators, not conformists."

"The principal goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered."

"The essential functions of the mind consist in understanding and in inventing, in other words, in building up structures by structuring reality."

"In real life the child is in the presence, not of isolated acts, but of personalities that attract or repel him as a global whole. He grasps people's intentions by direct intuition and cannot therefore abstract from them. He allows, more or less justly, for aggravating and attenuating circumstances. This is why the stories told by the children themselves often give rise to different evaluations from those suggested by the experimenter's stories."

"From the point of view of the practice or application of rules four successive stages can be distinguished. A first stage of a purely motor and individual character, during which the child handles the marbles at the dictation of his desires and motor habits. This leads to the formation of more or less ritualized schemas, but since play is still purely individual, one can only talk of motor rules and not of truly collective rules. The second may be called egocentric for the following reasons. This stage begins at the moment when the child receives from outside the example of codified rules, that is to say, some time between the ages of two and five. But though the child imitates this example, he continues to play either by himself without bothering to find play-fellows, or with others, but without trying to win, and therefore without attempting to unify the different ways of playing. In other words, children of this stage, even when they are playing together, play each one "on his own " (everyone can win at once) and without regard for any codification of rules. This dual character, combining imitation of others with a purely individual use of the examples received, we have designated by the term Egocentrism. A third stage appears between 7 and 8, which we shall call the stage of incipient cooperation. Each player now tries to win, and all, therefore, begin to concern themselves with the question of mutual control and of unification of the rules. But while a certain agreement may be reached in the course of one game, ideas about the rules in general are still rather vague. In other words, children of 7-8, who belong to the same class at school and are therefore constantly playing with each other, give, when they are questioned separately, disparate and often entirely contradictory accounts of the rules observed in playing marbles. Finally, between the years of 11 and 12, appears a fourth stage, which is that of the codification of rules. Not only is every detail of procedure in the game fixed, but the actual code of rules to be observed is known to the whole society. There is remarkable concordance in the information given by children of 10-12 belonging to the same class at school, when they are questioned on the rules of the game and their possible variations."

"Genetically speaking, the explanation both of rites and of symbols would seem to lie in the conditions of preverbal motor intelligence. When it is presented with any new thing, a baby of 5 to 8 months will respond with a dual reaction; it will accommodate itself to the new object and it will assimilate the object to earlier motor schemas. Give the baby a marble, and it will explore its surface and consistency, but will at the same time use it as something to grasp, to suck, to rub against the sides of its cradle, and so on. This assimilation of every fresh object to already existing motor schemas may be conceived of as the starting point of ritual acts and symbols, at any rate from the moment that assimilation becomes stronger than actual accommodation itself."

"Before games are played in common, no rules in the proper sense can come into existence. Regularities and ritualized schemas are already there, but these rites, being the work of the individual, cannot call forth that submission to something superior to the self which characterizes the appearance of any rule."

"Alongside of the rare cases of true conversation where there is a genuine interchange of opinions or commands, one can observe in children between 2 and 6 a characteristic type of pseudo-conversation or "collective monologue", during which the children speak only for themselves, although they wish to be in the presence of interlocutors who will serve as a stimulus. Now here again, each feels himself to be in communion with the group because he is inwardly addressing the Adult who knows and understands everything, but here again, each is only concerned with himself, for lack of having dissociated the "ego" from the "socius"."

"Considering that the square game is only one of the five or ten varieties of the game of marbles, it is almost alarming in face of the complexity of rules and procedure in the square game, to think of what a child of twelve has to store away in his memory. These rules, with their overlapping and their exceptions, are at least as complex as the current rules of spelling. It is somewhat humiliating, in this connection, to see how heavily traditional education sets about the task of making spelling enter into brains that assimilate with such ease the mnemonic contents of the game of marbles. But then, memory is dependent upon activity, and a real activity presupposes interest."