A culture must be reasonably stable, but it must also change, and it will presumably be strongest if it can avoid excessive respect for tradition and fear of novelty on the one hand and excessively rapid change on the other.

Any single historical event is too complex to be adequately known by anyone. It transcends all the intellectual capacities of men. Our practice is to wait until a sufficient number of details have been forgotten. Of course things seem simpler then! Our memories work that way; we retain the facts which are easiest to think about.

The alphabet was a great invention, which enabled men to store and to learn with little effort what others had learned the hard way-that is, to learn from books rather than from direct, possibly painful, contact with the real world.

Let men be happy, informed, skillful, well behaved, and productive.

In the world at large we seldom vote for a principle or a given state of affairs. We vote for a man who pretends to believe in that principle or promises to achieve that state. We don't want a man, we want a condition of peace and plenty-- or, it may be, war and want-- but we must vote for a man.

Many instructional arrangements seem "contrived," but there is nothing wrong with that. It is the teacher's function to contrive conditions under which students learn. It has always been the task of formal education to set up behavior which would prove useful or enjoyable later in a student's life.

Punitive measures whether administered by police, teachers, spouses or parents have well known standard effects: (1) escape-education has its own name for that: truancy, (2) counterattack-vandalism on schools and attacks on teachers, (3) apathy-a sullen do-nothing withdrawal. The more violent the punishment, the more serious the by-products.