Samuel Smiles Quotes About Learning

“Every action, every thought, every feeling, contributes to the education of the temper, the habits, and understanding.”

Education continues through everyday conduct: repeated thoughts and actions train emotional responses, habits, and practical judgment even outside formal study.

Source note: Character, Chapter I, “Influence of Character,” Project Gutenberg #2541. It immediately follows the discussion of small acts and daily discipline, with Smiles describing action, thought and feeling as continuously educating temper, habits and understanding.

“We learn wisdom from failure much more than from success.”

Failure can expose what does not work and force closer observation, turning setbacks into information that uncomplicated success may never reveal.

Source note: Self-Help, Chapter XI, “Self-Culture—Facilities and Difficulties,” Project Gutenberg #935. The passage follows Charles James Fox’s contrast between early success and perseverance after failure, then leads into examples of discoveries and learning produced through mistakes and failed attempts.

“The education of character is very much a question of models.”

People absorb conduct from examples around them, so lived models can teach more powerfully than rules that are contradicted by behavior.

Source note: Self-Help, Chapter XII, “Example—Models,” Project Gutenberg #935. Smiles argues that character education depends heavily on models because people unconsciously mould themselves after the characters, manners, habits and opinions around them.

“So much patient perseverance could not but eventually succeed”

Smiles describes Stephenson’s progress in arithmetic as the cumulative result of study and patient persistence rather than easy aptitude.

Source note: The Life of George Stephenson and of his Son Robert Stephenson, Chapter IV, “The Stephensons at Killingworth—Education and Self-Education of Father and Son”; represented 1868 revised edition, Project Gutenberg #46229. The excerpt is Smiles’s narration of Stephenson’s patient arithmetic study under John Wigham.

“They discovered art and science, and we succeed to the useful effects of their labours.”

Creative and scientific achievements are described as an inheritance whose benefits pass beyond the original workers, inviting appreciation of accumulated human effort.

Source note: Thrift, Chapter I, “Industry,” Project Gutenberg #14418. The “they” refers to earlier generations whose tools, fabrics, art and science are presented as an inherited store of useful labour in Smiles’s historical account.

“thus art and handicraft, the knowledge of mechanical appliances and materials, continued to be preserved.”

Creative and practical knowledge survives through teaching and example, making craft continuity a collective process rather than an isolated act of invention.

Source note: Thrift, Chapter I, “Industry,” Project Gutenberg #14418. The phrase completes Smiles’s account of practical knowledge passing from one generation to another through teaching and example, preserving art, handicraft, tools and materials.

“All useful and beautiful thoughts, in like manner, are the issue of labour, of study, of observation, of research, of diligent elaboration.”

Smiles describes developed ideas as products of study, observation, research and revision, making intellectual creativity a process of deliberate elaboration.

Source note: Thrift, Chapter I, “Industry,” Project Gutenberg #14418. Smiles applies the chapter’s labour argument to intellectual and creative production, listing study, observation, research and diligent elaboration as the work behind useful and beautiful thought.