The ambition of instantaneous photography... was that of preserving the spontaneity of action and avoiding any indication that the presence of the picture taker had a modifying influence on what was going on.

From building a fire one can learn something about artistic composition. If you use only small kindling and large logs, the fire will quickly eat up the small pieces but will not become strong enough to attack the large ones. You must supply a scale of sizes from the smallest to the largest. The human eye also will not make its way into a painting or building unless a continuum of shapes leads from the small to the large, from the large to the small.

Both art and science are bent on the understanding of the forces that shape existence, and both call for a dedication to what is. Neither of them can tolerate capricious subjectivity because both are subject to their criteria of truth. Both require precision, order, and discipline because no comprehensible statement can be made without these. Both accept the sensory world as what the Middle Ages called signatura regrum, the signature of things, but in quite different ways.

Climbing is a heroic liberating act; and height spontaneously symbolizes things of high value, be it in the value of worldly power or of spirituality. To rise in an elevator, balloon, or airplane is to experience being liberated from weight, sublimated, invested with superhuman abilities. In addition, to rise from the earth is to approach the realm of light and overview. Therefore the negative overcoming of weight is at the same time the positive achievement of enlightenment and an unobstructed outlook.

Entropy theory, on the other hand, is not concerned with the probability of succession in a series of items but with the overall distribution of kinds of items in a given arrangement.

Just as a chemist "isolates" a substance from contaminations that distort his view of its nature and effects, so the work of art purifies significant appearance. It presents abstract themes in their generality, but not reduced to diagrams.

Once it is recognized that productive thinking in any area of cognition is perceptual thinking, the central function of art in general education will become evident.