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The world is no nursery.
- Sigmund Freud

If one inquires why the American tradition is so strong against any
connection of State and Church, why it dreads even the rudiments of
religious teaching in state-maintained schools, the immediate and
superficial answer is not far to seek....
The cause lay largely in the diversity and vitality of the various
denominations, each fairly sure that, with a fair field and no favor,
it could make its own way; and each animated by a jealous fear that,
if any connection of State and Church were permitted, some rival
denomination would get an unfair advantage.
- John Dewey (1859-1953), American philosopher,
  from "Democracy in the Schools", 1908

Already the spirit of our schooling is permeated with the feeling that
every subject, every topic, every fact, every professed truth must be
submitted to a certain publicity and impartiality.  All proffered
samples of learning must go to the same assay-room and be subjected to
common tests.  It is the essence of all dogmatic faiths to hold that
any such "show-down" is sacrilegious and perverse.  The characteristic
of religion, from their point of view, is that it is intellectually
secret, not public; peculiarly revealed, not generall known;
authoritatively declared, not communicated and tested in ordinary
ways...It is pertinent to point out that, as long as religion is
conceived as it is now by the great majority of professed religionists,
there is something self-contradictory in speaking of education in
religion in the same sense in which we speak of education in topics
where the method of free inquiry has made its way.  The "religious"
would be the last to be willing that either the history of the
content of religion should be taught in this spirit; while those
to whom the scientific standpoint is not merely a technical device,
but is the embodiment of the integrity of mind, must protest against
its being taught in any other spirit.
- John Dewey (1859-1953), American philosopher,
  from "Democracy in the Schools", 1908

In the broad and final sense all institutions are educational in the
sense that they operate to form the attitudes, dispositions, abilities
and disabilities that constitute a concrete personality...Whether this
educative process is carried on in a predominantly democratic or non-
democratic way becomes, therefore, a question of transcendent importance
not only for education itself but for its final effect upon all the
interests and activites of a society that is committed to the democratic
way of life.
- John Dewey (1859-1953), American philosopher

History shows that the human mind, fed by constant accessions of knowledge,
periodically grows too large for its theoretical coverings, and bursts
them asunder to appear in new habiliments, as the feeding and growing
grub, at intervals, casts its too narrow skin and assumes another...
Truly the imago state of Man seems to be terribly distant, but every
moult is a step gained.
- Charles Darwin, from "Origin of the Species"

...I would go so far as to suggest that, were it not for our ego and
concern to be different, the African apes would be included in our
family, the Hominidae.
- Richard Leakey

It is inconceivable that a judicious observer from another solar system
would see in our species -- which has tended to be cruel, destructive,
wasteful, and irrational -- the crown and apex of cosmic evolution.
Viewing us as the culmination of *anything* is grotesque; viewing us
as a transitional species makes more sense -- and gives us more hope.
- Betty McCollister, "Our Transitional Species",
  Free Inquiry magazine, Vol. 8, No. 1

"Well, you see, it's such a transitional creature.  It's a piss-poor
reptile and not very much of a bird."
- Melvin Konner, from "The Tangled Wing", quoting a zoologist who has
studied the archeopteryz and found it "very much like people"

"You need tender loving care once a week - so that I can slap you into shape."
- Ellyn Mustard

"It may be that our role on this planet is not to worship God but to
 create him."
 -Arthur C. Clarke