"School failed me, and I failed the school. It bored me. The teachers behaved like Feldwebel . I wanted to learn what I wanted to know, but they wanted me to learn for the exam. What I hated most was the competitive system there, and especially sports. Because of this, I wasn't worth anything, and several times they suggested I leave. This was a Catholic School in Munich. I felt that my thirst for knowledge was being strangled by my teachers; grades were their only measurement. How can a teacher understand youth with such a system? . . . from the age of twelve I began to suspect authority and distrust teachers. I learned mostly at home, first from my uncle and then from a student who came to eat with us once a week. He would give me books on physics and astronomy. The more I read, the more puzzled I was by the order of the universe and the disorder of the human mind, by the scientists who didn't agree on the how, the when, or the why of creation. Then one day this student brought me Kant's Critique of Pure Reason. Reading Kant, I began to suspect everything I was taught. I no longer believed in the known God of the Bible, but rather in the mysterious God expressed in nature."

“Everything should be made as simple as possible, but not simpler.”

“The most simple picture one can form about the creation of an empirical science is along the lines of an inductive method. Individual facts are selected and grouped together such that their lawful connection becomes clearly apparent. ... The truly great advances in our understanding of nature originated in a manner almost diametrically opposed to induction. The intuitive grasp of the essentials or a large complex of facts leads the scientist to the postulation of a hypothetical basic law, or several such basic laws. From the basic laws (system of axioms) he derives his conclusions as completely as possible in a purely logically deductive manner. These conclusions, derived from the basic laws (and often only after time-consuming developments and calculations), can then be compared to experience, and in this manner provide criteria for the justification of the assumed basic law.”

“Noch eine Art Anwendung des Relativitätsprinzips zum Ergötzen des Lesers: Heute werde ich in Deutschland als "deutscher Gelehrter", in England als "Schweizer Jude" bezeichnet; sollte ich aber einst in die Lage kommen, als "bète noire" präsentiert zu werden, dann wäre ich umgekehrt für die Deutschen ein „Schweizer Jude", für die Engländer ein "deutscher Gelehrter".”

“Liebe Mutter! Heute eine freudige Nachricht. H. A. Lorentz hat mir telegraphiert, dass die englischen Expeditionen die Lichtablenkung an der Sonne wirklich bewiesen haben.”

“"The physical world is real." That is supposed to be the fundamental hypothesis. What does "hypothesis" mean here? For me, a hypothesis is a statement, whose truth must be assumed for the moment, but whose meaning must be raised above all ambiguity. The above statement appears to me, however, to be, in itself, meaningless, as if one said: "The physical world is cock-a-doodle-do." It appears to me that the "real" is an intrinsically empty, meaningless category (pigeon hole), whose monstrous importance lies only in the fact that I can do certain things in it and not certain others.”

“Geh Recht viel spazieren, dass Du Recht gesund wirst und lies nicht gar zu viel sondern spar Dir noch was auf bis Du gross bist.”