Thwarted, or starved, in the important objects proper to young capacities, the boys and young men naturally find or invent deviant objects for themselves. ... Their choices and inventions are rarely charming, usually stupid, and often disastrous; we cannot expect average kids to deviate with genius. But on the other hand, the young men who conform to the dominant society become for the most part apathetic, disappointed, cynical and wasted.

Anarchism is grounded in a rather definite social-psychological hypothesis: that forceful, graceful and intelligent behaviour occurs only when there is an uncoerced and direct response to the physical and social environment; that in most human affairs, more harm than good results from compulsion, top-down direction, bureaucratic planning, pre-ordained curricula, jails, conscription, states.

When the sciences are supreme, average people lose their feeling of causality.

It is hard to grow up in a society in which one's important problems are treated as nonexistent. It is impossible to belong to it, it is hard to fight to change it.

When we choose a man to beautify our towns, we do not automatically call on the major artists of the world. ... We now lavishly praise Frank Lloyd Wright, but we never made any community use of him, though he longed for the chance.

Because of their historical theory of the "alienation of labor" (that the worker must become less and less in control of the work of his hands) the Marxist parties never fought for the man-worthy job itself.

There is only one curriculum, no matter what the method of education: what is basic and universal in human experience and practice, the underlying structure of culture.