[The South] is ****ed for its virtues and praised for its faults, and there are those who wish its annihilation. But most revealing of all is the fear that it gestates the revolutionary impulse of our future.

Most [people] see education only as the means by which a person is transported from one economic plane to a higher one.

The man of culture finds the whole past relevant; the bourgeois and the barbarian find relevant only what has some pressing connection with their appetite.

Education is a process by which the individual is developed into something better than he would have been without it. ... The very though seems in a way the height of presumption. For one thing, it involves the premise that some human beings can be better than others.

It is an ancient belief, going back to classical antiquity, that specialization of any kind is illiberal in a freeman. A man willing to bury himself in the details of some small endeavor has been considered lost to these larger considerations which must occupy the mind of the ruler.

The word is a sort of deliverance from the shifting world of appearances. The central teaching of the New Testament is that those who accept the word acquire wisdom and at the same time some identification with the eternal.

The prevailing attitude towards nature is that form of heresy which denies substance and, in doing so, denies the rightfulness of creation. We have said - to the point of repletion, perhaps - that man is not to take his patterns from nature; but neither is he to waste himself in seeking to change her face.