A culture may be conceived as a network of beliefs and purposes in which any string in the net pulls and is pulled by the others,thus perpetually changing the configuration of the whole. If the cultural element called morals takes on a new shape, we must ask what other strings have pulled it out of line. It cannot be one solitary string, nor even the strings nearby, for the network is three-dimensional at least.

The sole justification of teaching, of the school itself, is that the student comes out of it able to do something he could not do before. I say do and not know, because knowledge that doesn't lead to doing something new or doing something better is not knowledge at all.

Life is given us as a passion.

When people accept futility and the absurd as normal, the culture is decadent.

The world has long observed that small acts of immorality, if repeated, will destroy character. It is equally manifest, though never said, that uttering nonsense and half-truth without cease ends by destroying Intellect

Schools are not intended to moralize a wicked world, but to impart knowledge and develop intelligence, with only two social aims in mind: prepare to take on one's share in the world's work, and perhaps in addition, lend a hand in improving society, after schooling is done.

An artist has every right - one may even say a duty - to exhibit his productions as prominently as he can.