To want a job that exercises a man’s capacities in an enterprise useful to society, is utopian anarcho-syndicalism; it is labor invading the domain of management. No labor leader has entertained such a thought in our generation. Management has the “sole prerogative” to determine the products.

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The ideal of having a real job that you risk your soul in and make good or be damned, belongs to the heroic age of capitalist enterprise, imbued with self-righteous beliefs about hard work, thrift, and public morals. Such an ideal might still have been mentioned in public fifty years ago; in our era of risk-insured semimonopolies and advertised vices it would be met with a ghastly stillness.

Thwarted, or starved, in the important objects proper to young capacities, the boys and young men naturally find or invent deviant objects for themselves. … Their choices and inventions are rarely charming, usually stupid, and often disastrous; we cannot expect average kids to deviate with genius. But on the other hand, the young men who conform to the dominant society become for the most part apathetic, disappointed, cynical and wasted.

The way in which our society does do honor to its indubitably great men … is a study in immunizing people against their virus. … They are the menagerie of Very Important People who exist only for ceremonial occasions. … The effectually prevents the two practical uses that we could make of them. We neither take seriously the simple, direct, fearless souls that they invariably are, whether humble or arrogant, to model ourselves after them because they make more sense as human beings; nor do we have recourse the them to help us when we have need of exceptional purity, magnanimity, profundity, or imagination.

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In our truly remarkable an unexampled civil peace, where there are rarely fist fights; where no one is born, is gravely ill, or dies; where meat is eaten but no one sees an animal slaughtered; where scores of millions of cars, trains, elevators, and airplanes go their scheduled way and there is rarely a crash; where an immense production proceeds in orderly efficiency and the shelves are duly clears—and nevertheless none of this come to joy or tragic grief or any other final good—it is not surprising if there are explosions.

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One striking characteristic of modern education is the unanimous disapproval of exploiting the powerful feeling of shame. … Yet in ancient education, e.g. in the Socratic dialogs, this very arousal of shame is a chief device; the teacher greets the hot flush as a capital sign that the youth is educable, he has noble aims. Such a youth has dignity in his very shame.
The difference seems to be that we cannot offer available opportunities for honor, we do not have them; and therefore we must protect what shreds of dignity the youth has. Since he has no future, if we make him ashamed of his past and present, he is reduced to nothing. In other ages, the community had plenty of chances of honor, and to belong to the community itself was an honor.