William Godwin Quotes
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There can be no passion, and by consequence no love, where there is not imagination.
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It is probable that there is no one thing that it is of eminent importance for a child to learn. The true object of juvenile education, is to provide, against the age of five and twenty, a mind well regulated, active, and prepared to learn. Whatever will inspire habits of industry and observation, will sufficiently answer this purpose.
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Government can have no more than two legitimate purposes - the suppression of injustice against individuals within the community, and the common defense against external invasion.
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My mind was bursting with depression and anguish. I muttered imprecations and murmuring as I passed along. I was full of loathing and abhorrence of life, and all that life carries in its train.
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Study with desire is real activity; without desire it is but the semblance and mockery of activity.
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All education is despotism. It is perhaps impossible for the young to be conducted without introducing in many cases the tyranny implicit in obedience. Go there; do that; read; write; rise; lie down - will perhaps forever be the language addressed to youth by age.
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My thoughts will be taken up with the future or the past, with what is to come or what has been. Of the present there is necessarily no image.
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We are so curiously made that one atom put in the wrong place in our original structure will often make us unhappy for life.
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No maxim can be more pernicious than that which would teach us to consult the temper of the times, and to tell only so much as we imagine our contemporaries will be able to bear.
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Invisible things are the only realities; invisible things alone are the things that shall remain.
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The wise man is satisfied with nothing.
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There must be room for the imagination to exercise its powers; we must conceive and apprehend a thousand things which we do not actually witness.
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The proper method for hastening the decay of error, is not, by brute force, or by regulation which is one of the classes of force, to endeavour to reduce men to intellectual uniformity; but on the contrary by teaching every man to think for himself.
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The real or supposed rights of man are of two kinds, active and passive; the right in certain cases to do as we list; and the right we possess to the forbearance or assistance of other men. The first of these a just philosophy will probably induce us universally to explode.
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The great model of the affection of love in human beings is the sentiment which subsists between parents and children.
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Duty is that mode of action on the part of the individual which constitutes the best possible application of his capacity to the general benefit.
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To conceive that compulsion and punishment are the proper means of reformation is the sentiment of a barbarian.
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No man must encroach upon my province, nor I upon his. He may advise me, moderately and without pertinaciousness, but he must not expect to dictate to me. He may censure me freely and without reserve; but he should remember that I am to act by my deliberation and not his. I ought to exercise my talents for the benefit of others; but that exercise must be the fruit of my own conviction; no man must attempt to press me into the service.
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He that loves reading has everything within his reach.
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Perseverance is an active principle, and cannot continue to operate but under the influence of desire.
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I shall attempt to prove two things: first, that the actions and dispositions of mankind are the offspring of circumstances and events, and not of any original determination that they bring into the world; and, secondly, that the great stream of our voluntary actions essentially depends, not upon the direct and immediate impulses of sense, but upon the decisions of the understanding.
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What indeed is life, unless so far as it is enjoyed? It does not merit the name.
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Power is not happiness. Security and peace are more to be desired than a name at which nations tremble.
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The most desirable mode of education, is that which is careful that all the acquisitions of the pupil shall be preceded and accompanied by desire . . . The boy, like the man, studies because he desires it. He proceeds upon a plan of is own invention, or by which, by adopting, he has made his own. Everything bespeaks independence and inequality.