“The Communists, following Hegel, speak of humanity and its future as of some monolithic individuality. I was attacking this illusion.”

Source: The Political Economy Of Growth (1957), Chapter Eight, The Steep Ascent, p. 298

Perfidy
Books

Writings of July 1918, quoted in A Life of Erwin Schrödinger (1994) by Walter Moore
Context: Nirvana is a state of pure blissful knowledge... It has nothing to do with the individual. The ego or its separation is an illusion. Indeed in a certain sense two "I"'s are identical namely when one disregards all special contents — their Karma. The goal of man is to preserve his Karma and to develop it further... when man dies his Karma lives and creates for itself another carrier.

Variant: Know what you want in life and go after it. I worship individuals for their highest possibilities as individuals, and I loathe humanity, for its failure to live up to these possibilities.
Source: Anthem

Source: What then must we do? (1886), Chapter XXIX
Context: When I started life Hegelianism was the basis of everything: it was in the air, found expression in magazine and newspaper articles, in novels and essays, in art, in histories, in sermons, and in conversation. A man unacquainted with Hegel had no right to speak: he who wished to know the truth studied Hegel. Everything rested on him; and suddenly forty years have gone by and there is nothing left of him, he is not even mentioned — as though he had never existed. And what is most remarkable is that, like pseudo-Christianity, Hegelianism fell not because anyone refuted it, but because it suddenly became evident that neither the one nor the other was needed by our learned, educated world.

In reality the two are twins.
The Naked Communist (1958)

Source: The Intellectual Student’s Guide to Survival (1968), pp. 78-79

What Is Life? (1944)

"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.