I followed [Shoji] Hamada, because I guess Alix [MacKenzie] and I, we both saw the danger that lay in planning things out on paper and then simply executing them. And with Hamada there was a much more direct sense that the piece had happened in the process of making on the wheel, and that was what we wanted to do with our work. We weren't always able to do it, though.

I do remember that when we left [Bernard Leach] after two and a half years, we went home on a boat again - this was before air travel became really easy - and Alix [MacKenzie] turned to me and she said, "You know, that was a great two years of training, but that's not the way we're going to run our pottery."

If you didn't know what you were trying to do, [Robert von Neumann] wouldn't say a word. He would just turn and walk away. So you very quickly learned to think that you'd better be attempting to do something in that painting class.

We could make our own pots on the weekends and in the evenings, and we used to do that, and these would be fired in the big kiln, along with all the standard ware that we were producing, but this wasn't quite what we had expected when we read The Potters Book.

[Bernard Leach] was an incredible draftsman, and at the end of breakfast time, for instance, he would push his plate back, and he'd pull an old scrap of paper out of his pocket and a little stub of a pencil, and he'd begin to make small drawings, about an inch and a half, two inches tall, of pots that he wanted to make. And they were beautiful drawings. I really wish I'd stolen some of those scraps of paper, because those drawings were exquisite explorations of his ideas of form and volume in a ceramic piece.

When I was in school in the Art Institute, we had several problems during the course of the time we were taking ceramic classes where we had to do a sculptural piece. And when I say a sculptural piece, it's nothing like what we conceive of now as a sculptural piece.

In school we did all sorts of things, molds, slab building. We were not very proficient on the wheel because the woman who taught was not proficient on the wheel. And so we learned from her assistant who had learned from her assistant the year before and so on, and that was not very good training.