What makes a free thinker is not his beliefs, but the way in which he holds them. If he holds them because his elders told him they were true when he was young, or if he holds them because if he did not he would be unhappy, his thought is not free; but if he holds them because, after careful thought, he finds a balance in their favor, then his thought is free, however odd his conclusions may seem.

I cannot favour laws such as that of Idaho, which allows sterilization of 'mental defectives, epileptics, habitual criminals, moral degenerates, and sex perverts.' The last two categories here are very vague . . . The law of Idaho would have justified the sterilization of Socrates, Plato, Julius Caesar, and St. Paul.

...I am afraid that education is conceived more in terms of indoctrination by most school officials than in terms of enlightenment. My own belief is that education must be subversive if it is to be meaningful. By this I mean that it must challenge all the things we take for granted, examine all accepted assumptions, tamper with every sacred cow, and instill a desire to question and doubt. Without this the mere instruction to memorise data is empty. The attempt to enforce conventional mediocrity on the young is criminal.

How about Pithecanthropus Erectus? Was it really he who ate the apple? Or was it Homo Pekiniensis?

Vanity is a motive of immense potency.

Science is what we know, and philosophy is what we don't know.

I FIND IT SO DIFFICULT NOT TO HATE, WHEN I DO NOT HATE I FEEL WE FEW ARE SO LONELY IN THE WORLD