"Science, as the positivist understands it, is susceptible of infinite progress. That you learn in every elementary school today, I believe. Every result of science is provisional and subject to future revision, and this will never change. In other words, fifty thousand years from now there will still be results entirely different from those now, but still subject to revision. Science is susceptible of infinite progress. But how can science be susceptible of infinite progress if its object does not have an inner infinity? The belief admitted by all believers in science today — that science is by its nature essentially progressive, and eternally progressive — implies, without saying it, that being is mysterious. And here is the point where the two lines I have tried to trace do not meet exactly, but where they come within hailing distance. And, I believe, to expect more in a general way, of people in general, would be unreasonable."

“Audio of 1958 lecture by Leo Strauss on Genesis”

“Liberal education, which consists in the constant intercourse with the greatest minds, is a training in the highest form of modesty. … It is at the same time a training in boldness. … It demands from us the boldness implied in the resolve to regard the accepted views as mere opinions, or to regard the average opinions as extreme opinions which are at least as likely to be wrong as the most strange or least popular opinions”

“The facile delusions which conceal from us our true situation all amount to this: that we are, or can be, wiser than the wisest men of the past. We are thus induced to play the part, not of attentive and docile listeners, but of impresarios and lion-tamers.”

“Nietzsche is never boring. He is always interesting, exciting, thrilling, glittering, breathtaking. He possesses a kind of brilliance and tempo which I believe was unknown in former times.”

“Philosophizing means, then, to ascend from public dogma to essentially private knowledge.”

““Culture” means … the cultivation of the mind, the taking care and improving of the native faculties of the mind in accordance with the nature of the mind. Just as the soil needs cultivators of the soil, the mind needs teachers. But teachers are not as easy to come by as farmers. The teachers themselves are pupils and must be pupils. But there cannot be an infinite regress: ultimately there must be teachers who are not in turn pupils. Those teachers who are not in turn pupils are the great minds.”