Then there are the fanatical atheists whose intolerance is of the same kind as the intolerance of the religious fanatics and comes from the same source.
[There is] a duty in refusing to cooperate in any undertaking that violates the Constitutional rights of the individual. This holds in particular for all inquisitions that are concerned with the private life and the political affiliations of the citizens.
In two weeks the sheeplike masses of any country can be worked up by the newspapers into such a state of excited fury that men are prepared to put on uniforms and kill and be killed, for the sake of the sordid ends of a few interested parties. Compulsory military service seems to me the most disgraceful symptom of that deficiency in personal dignity from which civilized mankind is suffering today.
To have security against atomic bombs and against the other biological weapons, we have to prevent war, for if we cannot prevent war every nation will use every means that is at their disposal; and in spite of all promises they make, they will do it. At the same time, so long as war is not prevented, all the governments of the nations have to prepare for war, and if you have to prepare for war, then you are in a state where you cannot abolish war.
[Newton wrote to Halley ... that he would not give Hooke any credit] That, alas, is vanity. You find it in so many scientists. You know, it has always hurt me to think that Galileo did not acknowledge the work of Kepler.
Physics is an attempt conceptually to grasp reality as something that is considered to be independent of its being observed. In this sense one speaks of physical reality.
Overemphasis of the competitive system and premature specialization on the ground of immediate usefulness kill the spirit on which all cultural life depends, specialized knowledge included.
During the last century, and part of the one before, it was widely held that there was an unreconcilable conflict between knowledge and belief. The opinion prevailed amoung advanced minds that it was time that belief should be replaced increasingly by knowledge; belief that did not itself rest on knowledge was superstition, and as such had to be opposed. According to this conception, the sole function of education was to open the way to thinking and knowing, and the school, as the outstanding organ for the people's education, must serve that end exclusively.