We should be on our guard not to overestimate science and scientific methods when it is a question of human problems, and we should not assume that experts are the only ones who have the right to express themselves on questions affecting the organization of society.
You must be aware that most men (and also not only a few women) are by nature not monogamous. This nature makes itself even more forceful when tradition and circumstance stand in an individual's way.
All these constructions and the laws connecting them can be arrived at by the principle of looking for the mathematically simplest concepts and the link between them.
But without deeper reflection one knows from daily life that one exists for other people--first of all for those upon whose smiles and well-being our own happiness is wholly dependent, and then for the many, unknown to us, to whose destinies we are bound by the ties of sympathy.
The most valuable thing a teacher can impart to children is not knowledge and understanding per se but a longing for knowledge and understanding, and an appreciation for intellectual values, whether they be artistic, scientific, or moral. It is the supreme art of the teacher to awaken joy in creative expression and knowledge. Most teachers waste their time by asking questions that are intended to discover what a pupil does not know, whereas the true art of questioning is to discover what the pupil does know or is capable of knowing.
In their struggle for the ethical good, teachers of religion must have the stature to give up the doctrine of a personal god, that is, give up that source of fear and hope which in the past placed such vast power in the hands of priests. In their labors they will have to avail themselves of those forces which are capable of cultivating the Good, the True, and the Beautiful in humanity itself. This is, to be sure, a more difficult but an incomparably more worthy task.