Many of us who read the literature of social science as laymen are conscious of being admitted at a door which bears the watchword "scientific objectivity" and of emerging at another door which looks out upon a variety of projects for changing, renovating, or revolutionizing society. In consequence, we feel the need of a more explicit account of how the student of society passes from facts to values or statements of policy.

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 has been remarked that when one passes among the patients of the psychiatric ward, he encounters among the several sufferers every aspect of normal personality in morbid exaggeration. ... As one passes through the modern centers of enterprise and of higher learning, he is met with similar autonomies of development. ... The scientist, the technician, the scholar, who have left the One for the Many are puffed up with vanity over their ability to describe precisely some minute portion of the world. Men so obsessed with fragments can no more be reasoned with than other psychotics.

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.

In the countries of Europe, one after another, the gentleman has been ousted by politicians and entrepreneurs, as materialism has given rewards to the sort of cunning incompatible with any kind of idealism.

The hero can never be a relativist.

The case of the Baconians is not won until it has been proved that the substitution of covetousness for wantlessness, or an ascending spiral of desires for a stable requirement of necessities, leads to a happier condition.