And we wonder what can be that 'philosophy of education' which believes that young people can be trained to the duties of citizenship by wrapping their minds in cotton wool.

The greatest danger we face is not any particular kind of thought. The greatest danger we face is absence of thought.

Censorship always defeats it own purpose, for it creates in the end the kind of society that is incapable of exercising real discretion.

It seems fair to say that while the moral standards of the nineteenth century persisted almost unchanged into the twentieth, moral practices changed sharply, and that though the standards of the nineteenth century persisted the institutions that had sustained them and the sanctions that had enforced them lost influence and authority.

Education is essential to change, for education creates both new wants and the ability to satisfy them.

History, we can confidently assert, is useful in the sense that art and music, poetry and flowers, religion and philosophy are useful. Without it - as with these - life would be poorer and meaner; without it we should be denied some of those intellectual and moral experiences which give meaning and richness to life. Surely it is no accident that the study of history has been the solace of many of the noblest minds of every generation.

The justification and the purpose of freedom of speech is not to indulge those who want to speak their minds. It is to prevent error and discover truth. There may be other ways of detecting error and discovering truth than that of free discussion, but so far we have not found them.