“There is but one way to Americanize for each and every American to understand the ideals of America and to be able to interpret them in every act of his daily life. But this alone is not enough. Groups of men, from the humblest unit to the greatest political entity in the country, must be able to do this in combination; and there must be agreement. There are certain things that men go all over the world to find. Where those things exist men stay; when they fail men leave. These things are basic. They are opportunities to better conditions, to be equal to other men, to have the right to be heard, freedom of thought, worship, and speech, and to enjoy life, liberty, and the pursuit of happiness. It is for this that men desert their home countries, and it is for this that they may desert America if their native lands in Europe offer the same great adventure and reward.”

1960s, The Rising Tide of Racial Consciousnes (1960)

What is Americanization? (1919)
Context: Every man lives in his neighborhood, and beyond his home and his job. To most men, except in the largest cities, the municipality is interpreted in terms of his neighborhood. Few men get beyond this except through occasional excursions into the larger world. America is a country of parallel neighborhoods; the native American in one section and the immigrant in another. Americanization is the elimination of the parallel line. So long as the American thinks that a house in his street is too good for his immigrant neighbor and tolerates discriminations in sanitation, housing, and enforcement of municipal laws, he can serve on all Americanization Committees that exist and still fail in his efforts. The immigrant neighborhood is often made up of people who have come from one province in the old country. Inevitably the culture of that neighborhood will be that of the old country; its language will persist and its traditions will flourish. It is not that we undervalue these, or desire to discredit them. But separated from the land and surroundings that gave them birth, from the history that cherishes them, they do not remain the strong, beautiful things they were on the other side. These aliens may retain some of the form of culture of the land of their birth long after its spirit has departed or has lost its savor in a new atmosphere. New opportunities, strange conditions, unforeseen adjustments, necessary sacrifices, and forces unseen and not understood affect the immigrant and his life here, and unless this culture is connected and fused with that of the new world, it loses its vitality or becomes corrupt.

Letter to her husband George P. Putnam, on the eve of her last flight
Last Flight (1937)
Context: Please know that I am aware of the hazards. I want to do it because I want to do it. Women must try to do things as men have tried. When they fail, their failure must be a challenge to others.

What is Americanization? (1919)

This has sometimes been paraphrased: "The simple things are also the most extraordinary things, and only the wise can see them."
Source: The Alchemist (1988), p. 15.

The Conquest of Bread (1907), p. 14 http://dwardmac.pitzer.edu/anarchist_archives/kropotkin/conquest/toc.html
Variant: All things for all men, since all men have need of them, since all men worked to produce them in the measure of their strength, and since it is not possible to evaluate everyone's part in the production of the world's wealth... All is for all!
This variant was probably produced by a combination of accidental as well as deliberate omission, rather than a separate translation.
Context: The means of production being the collective work of humanity, the product should be the collective property of the race. Individual appropriation is neither just nor serviceable. All belongs to all. All things are for all men, since all men have need of them, since all men have worked in the measure of their strength to produce them, and since it is not possible to evaluate every one's part in the production of the world's wealth.
All things are for all. Here is an immense stock of tools and implements; here are all those iron slaves which we call machines, which saw and plane, spin and weave for us, unmaking and remaking, working up raw matter to produce the marvels of our time. But nobody has the right to seize a single one of these machines and say, "This is mine; if you want to use it you must pay me a tax on each of your products," any more than the feudal lord of medieval times had the right to say to the peasant, "This hill, this meadow belong to me, and you must pay me a tax on every sheaf of corn you reap, on every rick you build."
All is for all! If the man and the woman bear their fair share of work, they have a right to their fair share of all that is produced by all, and that share is enough to secure them well-being. No more of such vague formulas as "The Right to work," or "To each the whole result of his labour." What we proclaim is The Right to Well-Being: Well-Being for All!

Part III : Selection on Education from Kant's other Writings, Ch. I Pedagogical Fragments, # 13
The Educational Theory of Immanuel Kant (1904)
Context: There must be a seed of every good thing in the character of men, otherwise no one can bring it out. Lacking that, analogous motives, honor, etc., are substituted. Parents are in the habit of looking out for the inclinations, for the talents and dexterity, perhaps for the disposition of their children, and not at all for their heart or character.

Source: 1970s, Margaret Mead: Some Personal Views (1979), p. 118

It is the question of questions. All that Democracy ever meant lies there: the attainment of a truer and truer Aristocracy, or Government again by the Best.
1850s, Latter-Day Pamphlets (1850), Downing Street (April 1, 1850)