It will be evident to you that I am here controverting the most cherished tradition of modern philosophy, shared alike by the school of empiricists which derives from Hume, and the school of transcendental idealists which derives from Kant.

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In the study of ideas, it is necessary to remember that insistence on hard-headed clarity issues from sentimental feeling, as if it were a mist, cloaking the perplexities of fact. Insistence on clarity at all costs is based on sheer superstition as to the mode in which human intelligence functions. Our reasoning grasps at straws for premises and floats on gossamer for deductions.

No epoch is homogeneous; whatever you may have assigned as the dominant note of a considerable period, it will always be possible to produce men, and great men, belonging to the same time, who exhibit themselves as antagonistic to the tone of their age.

Without doubt, if we are to go back to that ultimate, integral experience, unwarped by the sophistications of theory, that experience whose elucidation is the final aim of philosophy, the flux of things is one ultimate generalization around which we must weave our philosophical system.

Life is complex in its expression, involving more than percipience, namely desire, emotion, will, and feeling. ... identification of rhythm as the causal counterpart of life; wherever there is some life, only perceptible to us when the analogies are sufficiently close ... The rhythm is then the life, in the sense in which it can be said to be included within nature.

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The oneness of the universe, and the oneness of each element of the universe, repeat themselves to the crack of doom in the creative advance from creature to creature, each creature including in itself the whole of history and exemplifying the self-identity of things and their mutual diversities.

Nobody has a right to speak more clearly than he thinks.

A simple rule in dealing with those who are hard to get along with is to remember that this person is striving to assert his superiority; and you must deal with him from that point of view

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The solution which I am urging is to eradicate the fatal disconnection of subjects which kills the vitality of our modern curriculum. There is only one subject-matter for education, and that is LIfe in all its manifestations. Instead of this single unity, we offer children — Algebra, from which nothing follows; Geometry, from which nothing follows; Science, from which nothing follows; History, from which nothing follows; a Couple of Languages, never mastered; and lastly, most dreary of all, Literature, represented by plays of Shakespeare, with philological notes and short analyses of plot and character to be in substance committed to memory. Can such a list be said to represent Life, as it is known in the midst of living it? The best that can be said of it is, that it is a rapid table of contents which a deity might run over in his mind while he was thinking of creating a world, and has not yet determined how to put it together