...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.

The late F. W. H. Myers used to tell how he asked a man at a dinner table what he thought would happen to him when he died. The man tried to ignore the question, but, on being pressed, replied: "Oh well, I suppose I shall inherit eternal bliss, but I wish you wouldn't talk about such unpleasant subjects."

There is no difference between someone who eats too little and sees Heaven and someone who drinks too much and sees snakes.

There is something feeble, and a little contemptible, about a man who cannot face the perils of life without the help of comfortable myths. Almost inevitably some part of him is aware that they are myths and that he believes them only because they are comforting. But he dare not face this thought, and he therefore cannot carry his own reflection to any logical conclusion.

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

The more things a man is interested in, the more opportunities of happiness he has and the less he is at the mercy of fate, since if he loses one thing he can fall back upon another.

European travellers find the Japanese a smiling race.