Quotes
Give me a child of twelve who knows nothing at all; at fifteen I will restore him to you knowing as much as those who have been under instruction from infancy; with this difference, that your scholars only know things by heart, while mine knows how to use his knowledge. In the same way plunge a young man of twenty into society; under good guidance, in a year's time, he will be more charming and more truly polite than one brought up in society from childhood.
He who knows enough of things to value them at their true worth never says too much; for he can also judge of the attention bestowed on him and the interest aroused by what he says. People who know little are usually great talkers, while men who know much say little. It is plain that an ignorant person thinks everything he does know important, and he tells it to everybody. But a well-educated man is not so ready to display his learning; he would have too much to say, and he sees that there is much more to be said, so he holds his peace.
The one thing we do not know is the limit of the knowable. We prefer to trust to chance and to believe what is not true, rather than to own that not one of us can see what really is. A fragment of some vast whole whose bounds are beyond our gaze, a fragment abandoned by its Creator to our foolish quarrels, we are vain enough to want to determine the nature of that whole and our own relations with regard to it.
But perhaps the number of things I have brought to his notice alarms you. I shall crush his mind beneath this weight of knowledge. Not so, I am rather teaching him to be ignorant of things than to know them. I am showing him the path of science, easy indeed, but long, far-reaching and slow to follow. I am taking him a few steps along this path, but I do not allow him to go far.
He is large-minded, not through knowledge, but through the power of acquiring it; he is open-minded, intelligent, ready for anything, and, as Montaigne says, capable of learning if not learned.
This interval in which the strength of the individual is in excess of his wants is, as I have said, relatively though not absolutely the time of greatest strength. It is the most precious time in his life; it comes but once; it is very short, all too short, as you will see when you consider the importance of using it aright.
This is the time for work, instruction, and inquiry. And note that this is no arbitrary choice of mine, it is the way of nature herself. Human intelligence is finite, and not only can no man know everything, he cannot even acquire all the scanty knowledge of others. Since the contrary of every false proposition is a truth, there are as many truths as falsehoods. We must, therefore, choose what to teach as well as when to teach it. Some of the information within our reach is false, some is useless, some merely serves to puff up its possessor. The small store which really contributes to our welfare alone deserves the study of a wise man, and therefore of a child whom one would have wise. He must know not merely what is, but what is useful.
Who can deny that a vast number of things are known to the learned, which the unlearned will never know? Are the learned any nearer truth? Not so, the further they go the further they get from truth, for their pride in their judgment increases faster than their progress in knowledge, so that for every truth they acquire they draw a hundred mistaken conclusions. Every one knows that the learned societies of Europe are mere schools of falsehood, and there are assuredly more mistaken notions in the Academy of Sciences than in a whole tribe of American Indians.
I have told you that... we know nothing save what we have first, in one way or another, desired; and it may even be added that we can know nothing well save what we love, save what we pity.
To know something is to make this something that I know myself; but to avail myself of it, to dominate it, it has to remain distinct from myself.
Underlying even the so-called problem of knowledge there is simply this human feeling, just as underlying the inquiry into the "why," the cause, there is simply the search for the "wherefore," the end. All the rest is either to deceive oneself or to wish to deceive others; and to wish to deceive others in order to deceive oneself.
Knowledge is employed in the service of the necessity of life and primarily in the service of the instinct of personal preservation. The necessity and this instinct have created in man the organs of knowledge and given them such capacity as they possess. Man sees, hears, touches, tastes and smells that which it is necessary for him to see, hear, touch, taste and smell in order to preserve his life. The decay or loss of any of these senses increases the risks with which his life is environed, and if it increases them less in the state of society in which we are actually living, the reason is that some see, hear, touch, taste and smell for others. A blind man, by himself and without a guide, could not live long. Society is an additional sense; it is the true common sense.
You really only know when you know little. Doubt grows with knowledge.
You see, I went on with this research just the way it led me. That is the only way I ever heard of true research going. I asked a question, devised some method of obtaining an answer, and got — a fresh question. Was this possible or that possible? You cannot imagine what this means to an investigator, what an intellectual passion grows upon him! You cannot imagine the strange, colourless delight of these intellectual desires!
