We are faced with the paradoxical fact that education has become one of the chief obstacles to intelligence and freedom of thought.

Passive acceptance of the teacher's wisdom is easy to most boys and girls. It involves no effort of independent thought, and seems rational because the teacher knows more than his pupils; it is moreover the way to win the favour of the teacher unless he is a very exceptional man. Yet the habit of passive acceptance is a disastrous one in later life. It causes man to seek and to accept a leader, and to accept as a leader whoever is established in that position.

The whole conception of a God is a conception derived from the ancient oriental despotisms. It is a conception quite unworthy of free men. We ought to stand up and look the world frankly in the face. We ought to make the best we can of the world, and if it is not so good as we wish, after all it will still be better than what these others have made of it in all these ages.

Man is the product of causes which had no prevision of the end they were achieving; his origin, his growth, his hopes and fears, his loves and beliefs, are but the outcome of accidental collocations of atoms; no fire, no heroism, no intensity of though and feeling, can preserve an individual life beyond the grave.

We have almost reached the point where praise of rationality is held to mark a man as an old fogey regrettably surviving from a bygone age.

Everything is vague to a degree you do not realize till you have tried to make it precise.

These illustrations suggest four general maxims[...]. The first is: remember that your motives are not always as altruistic as they seem to yourself. The second is: don't over-estimate your own merits. The third is: don't expect others to take as much interest in you as you do yourself. And the fourth is: don't imagine that most people give enough thought to you to have any special desire to persecute you.