There is no scientific antidote, only education. You've got to change the way people think. I am not interested in disarmament talks between nations . . . What I want to do is to disarm the mind. After that, everything else will automatically follow. The ultimate weapon for such mental disarmament is international education.
All our thoughts and concepts are called up by sense-experiences and have a meaning only in reference to these sense-experiences. On the other hand, however, they are products of the spontaneous activity of our minds; they are thus in no wise logical consequences of the contents of these sense-experiences. If, therefore, we wish to grasp the essence of a complex of abstract notions we must for the one part investigate the mutual relationships between the concepts and the assertions made about them; for the other, we must investigate how they are related to the experiences.
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.
The wireless telegraph is not difficult to understand. The ordinary telegraph is like a very long cat. You pull the tail in New York, and it meows in Los Angeles. The wireless is the same, only without the cat.
So I am living without fats, without meat, without fish, but am feeling quite well this way. It always seems to me that man was not born to be a carnivore.
While you're trying to get ahead, remember to get aheart as well. When your only problem IS a nail, all you want is a decent hammer. There are only two ways to live your life: one is as though nothing is a miracle; the other is as though everything is a miracle.
[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.
If the moon, in the act of completing its eternal way around the earth, were gifted with self-consciousness, it would feel thoroughly convinced that it was traveling its way of its own accord on the strength of a resolution taken once and for all. So would a Being, endowed with higher insight and more perfect intelligence, watching man and his doings, smile about man's illusion that he was acting according to his own free will.
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.