Christianity possesses the great advantage over Judaism of being represented as coming from the mouth of the first Teacher not as a statutory but as a moral religion, and as thus entering into the closest relation with reason so that, through reason, it was able of itself, without historical learning, to be spread at all times and among all peoples with the greatest trustworthiness.
Enlightenment is man's emergence from his self-imposed nonage. Nonage is the inability to use one's own understanding without another's guidance. This nonage is self-imposed if its cause lies not in lack of understanding but in indecision and lack of courage to use one's own mind without another's guidance. Dare to know!
Reason must approach nature in order to be taught by it. It must not, however, do so in the character of a pupil who listens to everything that the teacher chooses to say, but of an appointed judge who compels the witness to answer questions which he has himself formulated.
All the interests of my reason, speculative as well as practical, combine in the three following questions: 1. What can I know? 2. What ought I to do? 3. What may I hope?
For how is it possible, says that acute man, that when a concept is given me, I can go beyond it and connect with it another which is not contained in it, in such a manner as if that latter necessarily belonged to the former?
Philosophical knowledge is the knowledge gained by reason from concepts ; mathematical knowledge is the knowledge gained by reason from the construction of concepts.
Religion is too important a matter to its devotees to be a subject of ridicule. If they indulge in absurdities, they are to be pitied rather than ridiculed.
Aus so krummen Holze, als woraus der Mensch gemacht ist, kann nichts ganz Gerades gezimmert werden. Out of the crooked timber of humanity, no straight thing can ever be made.
To be beneficent when we can is a duty; and besides this, there are many minds so sympathetically constituted that, without any other motive of vanity or self-interest, they find a pleasure in spreading joy around them, and can take delight in the satisfaction of others so far as it is their own work. But I maintain that in such a case an action of this kind, however proper, however amiable it may be, has nevertheless no true moral worth, but is on a level with other inclinations. . . . For the maxim lacks the moral import, namely, that such actions be done from duty, not from inclination.
The instruction of children should aim gradually to combine knowing and doing. Among all sciences mathematics seems to be the only one of a kind to satisfy this aim most completely.