“The proper and immediate object of science is the acquirement, or communication, of truth; the proper and immediate object of poetry is the communication of immediate pleasure.”

Lila (1991)
Context: Between the subject and the object lies the value. This Value is more immediate, more directly sensed than any 'self' or any 'object' to which it may be later assigned. It is more real than the stove. Whether the stove is the cause of the low quality or whether possibly something else is the cause is not yet absolutely certain. But that the quality is low is absolutely certain. It is the primary empirical reality from which such things as stoves and heat and oaths and self are later intellectually constructed.

Education in the New Age (1954)

"Education for Independent Thought" in The New York Times, 5 October 1952. Reprinted in Ideas and Opinions (1954)
1950s
Context: It is not enough to teach a man a specialty. Through it he may become a kind of useful machine but not a harmoniously developed personality. It is essential that the student acquire an understanding of and a lively feeling for values. He must acquire a vivid sense of the beautiful and of the morally good. Otherwise he—with his specialized knowledge—more closely resembles a well-trained dog than a harmoniously developed person. He must learn to understand the motives of human beings, their illusions, and their sufferings in order to acquire a proper relationship to individual fellow-men and to the community. These precious things are conveyed to the younger generation through personal contact with those who teach, not—or at least not in the main—through textbooks. It is this that primarily constitutes and preserves culture. This is what I have in mind when I recommend the "humanities" as important, not just dry specialized knowledge in the fields of history and philosophy.

On poetry

Source: 1980s, The Ecstasy of Communication (1987), p. 42

The Ordering of Love: The New and Collected Poems of Madeleine L'Engle (2005)
Context: Poetry, at least the kind I write, is written out of immediate need; it is written out of pain, joy, and experience too great to be borne until it is ordered into words. And then it is written to be shared.

Eminent Historians: Their Technology, Their Line, Their Fraud
Context: The most extensive deletions are ordered in regard to the chapter on ‘Aurangzeb’s policy on religion’. Every allusion to what he actually did to the Hindus, to their temples, to the very leitmotif of his rule – to spread the sway of Islam – are directed to be excised from the book. He is to be presented as one who had an aversion – an ordinary sort of aversion, almost a secular one – to music and dancing, to the presence of prostitutes in the court, and that it is these things he banished... In a word, no forcible conversions, no massacres, no destruction of temples. Just that Hinduism had created an exploitative, casteist society. Islam was egalitarian. Hence the oppressed Hindus embraced Islam!
Muslim historians of those times are in raptures at the heap of kafirs who have been dispatched to hell. Muslim historians are forever lavishing praise on the ruler for the temples he has destroyed, for the hundreds of thousands he has got to see the light of Islam. Law books like The Hedaya prescribe exactly the options to which these little textbooks alluded. All whitewashed away.
Objective whitewash for objective history. And today if anyone seeks to restore truth to these textbooks, the shout, ‘Communal rewriting of history’.

The Notebooks of Leonardo Da Vinci (1938), XVII Flight

Quaestiones subtilissimae de metaphysicam Aristotelis, as translated in: William A. Frank, Allan Bernard Wolter (1995) Duns Scotus, metaphysician. p. 20-21