Every intellectual revolution which has ever stirred humanity into greatness has been a passionate protest against inert ideas. Then, alas, with pathetic ignorance of human psychology, it has proceeded by some educational scheme to bind humanity afresh with inert ideas of its own fashioning.

Value is coextensive with reality.

Identification of rhythm as the casual counterpart of life; wherever there is some life, only perceptible to us when the analogies are sufficiently close.

In England if something goes wrong--say, if one finds a skunk in the garden--he writes to the family solicitor, who proceeds to take the proper measures; whereas in America, you telephone the fire department. Each satisfies a characteristic need; in the English, love of order and legalistic procedure; and here in America, what you like is something vivid, and red, and swift.

All practical teachers know that education is a patient process of mastery of details, minute by minute, hour by hour, day by day.

Great dreamers' dreams are never fulfilled, they are always transcended.

Now in creative thought common sense is a bad master. Its sole criterion for judgement is that the new ideas shall look like the old ones. In other words it can only work by suppressing originality.