The home was a school. Farm and cabin households, though bookless save for the Family Bible and The Sacred Harp, taught the girls to spin, weave, quilt, cook, sew, and mind their manners; the boys to wield gun, ax, hammer and saw, to ride, plow, sow and reap, and to be men. Nobody need ever be bored. Amusement did not have to be bought.

Where character forbids self-indulgence, transcendence still hovers around.

Life without prejudice, were it ever to be tried, would soon reveal itself to be a life without principle.

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.

One of the most important revelations about a period comes in its theory of language, for that informs us whether language is viewed as a bridge to the noumenal or as a body of fictions convenient for grappling with transitory phenomena.

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.