“Still flutters there, the sole unquiet thing.Methinks, its motion in this hush of natureGives it dim sympathies with me who live,Making it a companionable form,Whose puny flaps and freaks the idling SpiritBy its own moods interprets, every whereEcho or mirror seeking of itself,And makes a toy of Thought.”

“If there's—one person on the face of this earth who makes me sick it's the ninny who calls a thing 'improbable' because it happens to be outside his own special, puny experience of life.”

“No man can roan or inhabit the Canadian North without it affecting him, and the artist, because of his constant habit of awareness and his discipline in expression, is perhaps more understanding of its moods and spirit than others are. He is thus better equipped to interpret it to others, and then, when her has become one with its spirit, to create living works in their own right, by using forms, colors, rhythms and moods, to make a harmonious home for the imaginative and spiritual meaning it has evoked in him. ”

“Art is a kind of innate drive that seizes a human being and makes him its instrument. The artist is not a person endowed with free will who seeks his own ends, but one who allows art to realize its purpose through him. As a human being he may have moods and a will and personal aims, but as an artist he is "man" in a higher sense— he is "collective man"— one who carries and shapes the unconscious, psychic forms of mankind.”

“Bound to seek recognition of its own existence in categories, terms, and names that are not of its own making, the subject seeks the sign of its own existence outside itself, in a discourse that is at once dominant and indifferent. Social categories signify subordination and existence at once. In other words, within subjection the price of existence is subordination.”

“Education is that process by which thought is opened out of the soul, and, associated with outward . . . things, is reflected back upon itself, and thus made conscious of its reality and shape. It is Self-Realization. As a means, therefore, of educating the soul out of itself, and mirroring forth its ideas, the external world offers the materials. This is the dim glass in which the senses are first called to display the soul, until, aided by the keener state of imagination . . . it separates those outward types of itself from their sensual connection, in its own bright mirror recognizes again itself, as a distinctive object in space and time, but out of it in existence, and painting itself upon these, as emblems of its inner and super-sensual life which no outward thing can fully portray. . . . A language is to be instituted between [the child’s] spirit and the surrounding scene of things in which he dwells. . . . He who is seeking to know himself, should be ever seeking himself in external things, and by so doing will he be best able to find, and explore his inmost light.”