“The historical method includes the presupposition that history is a unity in the sense of a closed continuum of effects in which individual events are connected by the succession of cause and effect....This closedness means that the continuum of historical happenings cannot be rent by the interference of supernatural transcendent powers and that therefore there is no "miracle" in this sense of the word.”

“Can Christian preaching expect modern man to accept the mythical view of the world as true? To do so would be both senseless and impossible. It would be senseless, because there is nothing specifically Christian in the mythical view of the world as such. It is simply the cosmology of a pre-scientific age.”

“When reason has followed its road to the end, the point of crisis is reached and man is brought to the great question mark over his own existence.”

“Every type of political power presupposes some particular form of human slavery, for the maintenance of which it is called into being. Just as outwardly, that is, in relation to other states the state has to create certain artificial antagonisms in order to justify its existence, so also internally the cleavage of society into castes, ranks and classes is an essential condition of its continuance. The development of the Bolshevist bureaucracy in Russia under the alleged dictatorship of the proletariat (which has never been anything but the dictatorship of a small clique over the proletariat and the whole Russian people) is merely a new instance of an old historical experience which has repeated itself countless times. This new ruling class, which to-day is rapidly growing into a new aristocracy, is set apart from the great masses of the Russian peasants and workers just as clearly as are the privileged castes and classes in other countries from the mass of the people. And this situation becomes still more unbearable when a despotic state denies to the lower classes the right to complain of existing conditions, so that any protest is made at the risk of their lives.But even a far greater degree of economic equality than that which exists in Russia would be no guarantee against political and social oppression. Economic equality alone is not social liberation. It is precisely this which all the schools of authoritarian Socialism have never understood. In the prison, in the cloister, or in the barracks one finds a fairly high degree of economic equality, as all the inmates are provided with the same dwelling, the same food, the same uniform, and the same tasks. The ancient Inca state in Peru and the Jesuit state in Paraguay had brought equal economic provision for every inhabitant to a fixed system, but in spite of this the vilest despotism prevailed there, and the human being was merely the automaton of a higher will on whose decisions he had not the slightest influence. It was not without reason that Proudhon saw in a "Socialism" without freedom the worst form of slavery. The urge for social justice can only develop properly and be effective when it grows out of man's sense of freedom and responsibility, and is based upon it. In other words, Socialism will be free or it will not be at all. In its recognition of this fact lies the genuine and profound justification of Anarchism. ”

“Just as in the body, eye and ear develop as organs of perception, as senses for bodily processes, so does a man develop in himself soul and spiritual organs of perception through which the soul and spiritual worlds are opened to him. For those who do not have such higher senses, these worlds are dark and silent, just as the bodily world is dark and silent for a being without eyes and ears.”

“In historical events great men-so called-are but the labels that serve to give a mane to an event, and like labels, they have the last possible connection with the event itself. Every action of theirs, that seems to them an act of their own free will, is in an historical sense not free at all, but in bondage to the whole course of previous history, and predestined from all eternity.”

“Instruction in world history in the so-called high schools is even today in a very sorry condition. Few teachers understand that the study of history can never be to learn historical dates and events by heart and recite them by rote; that what matters is not whether the child knows exactly when this battle or that was fought, when a general was born, or even when a monarch (usually a very insignificant one) came into the crown of his forefathers. No, by the living God, this is very unimportant. To 'learn' history means to seek and find the forces which are the causes leading to those effects which we subsequently perceive as historical events.”