...compartmentalization of occupations and interests bring about a separation of that mode of activity commonly called 'practice' from insight; of imagination from executive 'doing.' Each of these activities is then assigned its own place in which it must abide. Those who write the anatomy of experience then suppose that these divisions inhere in the very constitution of human nature.

No system has ever as yet existed which did not in some form involve the exploitation of some human beings for the advantage of others.

Man is merely a frequent effect, a monstrosity is a rare one, but both are equally natural, equally inevitable, equally part of the universal and general order. And what is strange about that? All creatures are involved in the life of all others, consequently every species... all nature is in a perpetual state of flux. Every animal is more or less a human being, every mineral more or less a plant, every plant more or less an animal... There is nothing clearly defined in nature.

Even in a savage tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases.

What holds for adults holds even more for children, sensitive and conscious of differences. I certainly hope that the Board of Education will think very, very seriously before it introduces this division and antagonism in our public schools.

The life of the ancient Greeks and Romans has profoundly influenced our own, and yet the ways in which they affect us do not present themselves on the surface of our ordinary experiences.

Written symbols are even more artificial or conventional than spoken; they cannot be picked up in accidental intercourse with others. In addition, the written form tends to select and record matters which are comparatively foreign to everyday life.