In teaching there should be no distinctionofclasses。
When it comes to benevolence, one need notgiveprecedence even to his teacher。
Is it not pleasant to learn with aconstantperseverance and application?
If a man keeps cherishing his old knowledge, soascontinually to be acquiring new, he may be a teacherofothers。
Learning without thought is labour lost;thoughtwithout learning is perilous。
He was of an active nature and yet fondoflearning, and he was not a shamed to ask and learn ofhisinferiors。
In a hamlet of ten families, there may befoundone honourable and sincere as I am, but not so fondoflearning。
They who know the truth are not equal to thosewholove it, and they who love it are not equal to those whodelightinit。
The silent treasuring up of knowledge;learningwithout satiety; and instructing others without beingwearied –which one of these things belongs to me?
I am not one who was born in the possessionofknowledge; I am one who is fond of antiquity, and earnestinseeking it there。
When I walk along with two others, they mayserveme as my teachers. I will select their good qualities andfollowthem, their bad qualities and avoid them。
Learn as if you could not reach your t, andwerealways fearing also lest you should lose it。