We neither encourage nor discourage. We accept it. Accept it as we accept that spider web up there on the cornice. Given the nature of spiders, webs … - Aldous Huxley

Be gentle with them, Timothy. They want to be free, but they don't know how. Teach them. Reassure them.

How significant is the enormous heightening, under mescalin, of the perception of color! ... Man's highly developed color sense is a biological luxury—inestimably precious to him as an intellectual and spiritual being, but unnecessary to his survival as an animal. ... Mescalin raises all colors to a higher power and makes the percipient aware of innumerable fine shades of difference, to which, at ordinary times, he is completely blind. It would seem that, for Mind at Large, the so-called secondary characters of things are primary.

Ours is an industrial civilization, in which no society can prosper unless it possesses an elite of highly trained scientists and a considerable army of engineers and technicians. The possession and wide dissemination of a great deal of correct, specialized knowledge has become a prime condition of national survival. In the United States, during the last twenty or thirty years, this fact seems to have been forgotten. Professional educationists have taken John Dewey's theories of ‘learning through doing’ and of ‘education as life adjustment,’ and have applied them in such a way that, in many American schools, there is now doing without learning, along with courses in adjustment to everything except the basic twentieth-century fact that we live in a world where ignorance of science and its methods is the surest, shortest road to national disaster. During the past half century every other nation has made great efforts to impart more knowledge to more young people. In the United States professional educationists have chosen the opposite course.”