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

[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.

Those who are guilty of the argumentum ad ignorantiam profess belief in something because its opposite cannot be proved ... In the realm where "prejudice" is now most an issue, it normally takes a form like this: you cannot prove by the method of statistics and quantitative measurement that men are not equal. Therefore all men are equal. ... You cannot prove again by the methods of science that one culture is higher than another. Therefore the culture of the Digger Indians is just a good as that of Muncie, Indiana, or thirteenth-century France.

The prevailing conception is that education must be such as will enable one to acquire enough wealth to live on the plane of the bourgeoisie. That kind of education does not develop the aristocratic virtues. It neither encourages reflection nor inspires reverence for the good.

Until the world perceives that "good" cannot be applied to a thing because it is our own, and "bad" because it is another's, there is no prospect of realizing community.

...knowledge of material reality is the knowledge of death.

To one completely committed to this realm of becoming, as are the empiricists, the claim to apprehend verities is a sign of psychopathology. Probably we have here but a highly sophisticated expression of the doctrine that ideals are hallucination and that the only normal, sane person is the healthy extrovert, making instant, instinctive adjustments to the stimuli of the material world.