Children are potentially free and their life directly embodies nothing save potential freedom. Consequently they are not things and cannot be the property either of their parents or others.

The proofs of the existence of God are to such an extent fallen into discredit that they pass for something antiquated, belonging to days gone by.

Education to independence demands that young people should be accustomed early to consult their own sense of propriety and their own reason. To regard study as mere receptivity and memory work is to have a most incomplete view of what instruction means.

In the case of various kinds of knowledge, we find that what in former days occupied the energies of men of mature mental ability sinks to the level of information, exercises, and even pastimes for children; and in this educational progress we can see the history of the world's culture delineated in faint outline.

I have the courage to be mistaken.

For us, mind has nature for its premise, being nature's truth and for that reason its absolute prius. In this truth nature has vanished, and mind has resulted as the idea arrived at being-for-itself, the object of which, as well as the subject, is the concept. This identity is absolute negativity, for whereas in nature the concept has its perfect external objectivity, this its alienation has been superseded, and in this alienation the concept has become identical with itself. But it is this identity therefore, only in being a return out of nature.

The real is the rational and the rational is the real.