“Moral Education is the source of that spiritual equilibrium on which everything else depends and which may be compared to that physical equilibrium or sense of balance, without which it is impossible to stand upright or to move into any other position.”

Never help a child with a task at which he feels he can succeed.

Joy, feeling one’s own value, being appreciated and loved by others, feeling useful and capable of production are all factors of enormous value for the human soul.

The first idea the child must acquire is that of the difference between good and evil.

We discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being.

The ancient superficial idea of the uniform and progressive growth of the human personality has remained unaltered, and the erroneous belief has persisted that it is the duty of the adult to fashion the child according to the pattern required by society.

If education is protection to life, you will realize that it is necessary that education accompany life during its whole course.

If the ways of the Almighty are not humanly logical, it is not the fault of the Almighty but of the limitations of human logic.

The person who is developing freely and naturally arrives at a spiritual equilibrium in which he is master of his actions, just as one who has acquired physical poise can move freely.

The chief symptom of adolescence is a state of expectation, a tendency towards creative work, and a need for the strengthening of self-confidence.

The teacher must derive not only the capacity, but the desire, to observe natural phenomena. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.

In the first three years of life, the foundations of physical and also of psychic health are laid. In these years, the child not only increases in size but passes through great transformations.

To aid life, leaving it free, however, that is the basic task of the educator.

The development of language is part of the development of the personality, for words are the natural means of expressing thoughts and establishing understanding between people.

The adolescent must never be treated as a child, for that is a stage of life that he has surpassed.

It is fortunate, I think, that nature is not bounded by human reason and by laboratory work and experimentation, for by the laws of pure reason and by microscopic investigation, it might easily have been proved, long before this, that children could not be born.

The child, merely by going on with his life, learns to speak the language belonging to his race. It is like a mental chemistry that takes place in the child.

Norfolk is not on the way to anywhere, you don’t stop off on the way somewhere else – it’s an end in itself. You have to want to go there; it’s an effort.

So for Europeans we are like Belgiums in the Congo, or the French in Alger, or the British in India. Strange interlopers in somebody else’s land. But in fact, we [Israeli] have been here for 4,000 years. This is our ancestral homeland.

Trying to pick individual stocks is a trap. I can’t do it. Warren Buffett can, but hardly anyone else can beat the indexes over a long period of time.

Do not let anyone else run your business

If you don’t have a plan, you become part of somebody else’s plan.

I saw you, and i wanted to be close to you. I wanted you to let me in. I wanted to know you in a way no one else did. I wanted you, all of you.

If I fall, I fall. I’ll rise up like anybody else.

It is far better to be free to govern or misgovern yourself than to be governed by anybody else . . .