We should picture the instrument that carries our mental functioning as resembling a compound microscope or photographic apparatus.

Thus we arrive at the singular conclusion that of all the information passed by our cultural assets it is precisely the elements which might be of the greatest importance to us and which have the task of solving the riddles of the universe and of reconciling us to the sufferings of life -- it is precisely those elements that are the least well authenticated of any.

Innately, children seem to have little true realistic anxiety. They will run along the brink of water, climb on the window sill, play with sharp objects and with fire, in short, do everything that is bound to damage them and to worry those in charge of them, that is wholly the result of education; for they cannot be allowed to make the instructive experiences themselves.

When one does not have what one wants, one must want what one has.

Incidentally, why was it that none of all the pious ever discovered psycho-analysis? Why did it have to wait for a completely godless Jew?

The idea of life having a purpose stands and falls with the religious system.

The adoption of the required attitude of mind towards ideas that seem to emerge "of their own free will" and the abandonment of the critical function that is normally in operation against them seem to be hard of achievement for some people. The "involuntary thoughts" are liable to release a most violent resistance, which seeks to prevent their emergence. If we may trust that great poet and philosopher Friedrich Schiller, however, poetic creation must demand an exactly similar attitude.