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.

The complete man, then, is the "lover" added to the scientist; the rhetorician to the dialectician.

In the popular arena, one can tell ... that the average man ... imagines that an industrious acquisition of particulars will render him a man of knowledge. With what pathetic trust does he recite his facts! He has been told that knowledge is power, and knowledge consists of a great many small things.

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.

Ideas have consequences.

In proportion as man approaches the outer rim, he becomes lost in details, and the more he is preoccupied with details, the less he can understand them.

The member of a culture ... purposely avoids the relationship of intimacy; he wants the object somehow depicted and fictionalized. ... He is embarrassed when this is taken out of its context of proper sentiments and presented bare, for he feels that this is a reintrusion of that world which his whole conscious effort has sought to banish. Forms and conventions are the ladder of ascent. And hence the speechlessness of the man of culture when he beholds the barbarian tearing aside some veil which is half adornment, half concealment.