The imagination equips us to perceive reality when it is not fully materialized.

It is for each of us freely to choose whom we shall serve, and find in that obedience our freedom.

Poetry often enters through the window of irrelevance.

It is part of our pedagogy to teach the operations of thinking, feeling, and willing so that they may be made conscious. For if we do not know the difference between an emotion and a thought, we will know very little . . . We need to understand the components (of emotions) at work . . . in order to free their hold.

Our works and our play. All our pleasures experienced as the pleasure of love. What could be better that? To feel in one's work the tender and flushed substance of one's dearest concern.

Am I willing to give up what I have in order to be what I am not yet? Am I willing to let my ideas of myself, of man be changed? Am I able to follow the spirit of love into the desert? To empty myself even of my concept of emptiness?

The child takes in his world as if it were food. And his world nourishes or starves him. Nothing escapes his thirst. Secrets are impossible. He identifies with his surroundings and they live within him unconsciously; it is perhaps for this reason that the small child has been characterized as naturally religious.