We cannot be too energetic in reminding our nihilists and positivists that this is a world of action and history.

Nature is not something to be fought, conquered and changed according to any human whims. To some extent, of course, it has to be used. But what man should seek in regard to nature is not a complete domination but a modus vivendi - that is, a manner of living together, a coming to terms with something that was here before our time and will be here after it. The important corollary of this doctrine, it seems to me, is that man is not the lord of creation, with an omnipotent will, but a part of creation, with limitations, who ought to observe a decent humility in the face of the inscrutable.

The semanticists are exactly wrong in regarding language as an obstruction or series of pitfalls. Language, on the contrary, appears as a great storehouse of universal memory, or it may be said to serve as a net, not imprisoning us but supporting us and aiding us to get at a meaning beyond present meaning through the very fact that it embodies others' experiences.

In any piece of rhetorical discourse, one rhetorical term overcomes another rhetorical term only by being nearer to the term which stands ultimate. There is some ground for calling a rhetorical education necessarily aristocratic education in that the rhetorician has to deal with an aristocracy of notions.

[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.

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.

Absorption in ease is one of the most reliable signs of present or impending decay.