I really see no harm which can come of giving our children a little knowledge of physiology. ... The instruction must be real, based upon observation, eked out by good explanatory diagrams and models, and conveyed by a teacher whose own knowledge has been acquired by a study of the facts; and not the mere catechismal parrot-work which too often usurps the place of elementary teaching.

A man who speaks out honestly and fearlessly that which he knows, and that which he believes, will always enlist the good will and the respect, however much he may fail in winning the assent, of his fellow men.

The doctrine of transmigration… was a means of constructing a plausible vindication of the ways of the cosmos to man; … none but very hasty thinkers will reject it on the grounds of inherent absurdity.

The chess-board is the world, the pieces are the phenomena of the universe, the rules of the game are what we call the laws of Nature. The player on the other side is hidden from us.

Creation,' in the ordinary sense of the word, is perfectly conceivable. I find no difficulty in conceiving that, at some former period, this universe was not in existence, and that it made its appearance in six days (or instantaneously, if that is preferred), in consequence of the volition of some preexisting Being.

The student of Nature wonders the more and is astonished the less, the more conversant he becomes with her operations; but of all the perennial miracles she offers to his inspection, perhaps the most worthy of admiration is the development of a plant or of an animal from its embryo.

The Bible account of the creation of Eve is a preposterous fable.