Almost all education has a political motive: it aims at strengthening some group, national or religious or even social, in the competition with other groups. It is this motive, in the main, which determines the subjects taught, the knowledge offered and the knowledge withheld, and also decides what mental habits the pupils are expected to acquire. Hardly anything is done to foster the inward growth of mind and spirit; in fact, those who have had the most education are very often atrophied in their mental and spiritual life.

History is valuable, to begin with, because it is true; and this, though not the whole of its value, is the foundation and condition of all the rest. That all knowledge, as such, is in some degree good, would appear to be at least probable; and the knowledge of every historical fact possesses this element of goodness, even if it posses no other.

We are told that Sin consists in acting contrary to God's commands, but we are also told that God is omnipotent. . . . This leads to frightful results. . . . The British State considers it the duty of an Englishman to kill people who are not English whenever a collection of elderly gentlemen in Westminster tells him to do so. . . . Church and State are placable enemies of both intelligence and virtue.

A truer image of the world, I think, is obtained by picturing things as entering into the stream of time from an eternal world outside, than from a view which regards time as the devouring tyrant of all that is.

It is preoccupation with possessions, more than anything else, that prevents us from living freely and nobly.

Even when the experts all agree, they may well be mistaken.

Everybody can do something toward creating in his own environment kindly feelings rather than anger, reasonableness rather than hysteria, happiness rather than misery.