“One honest relationship can be more productive than fistfuls of business cards.”

Herbert N. Casson cited in: The International Chemical Worker Vol. 13-15 (1953). p. 192
1950s and later

Source: Today I Will: A Year of Quotes, Notes, and Promises to Myself

‘Truth’, Chapter I.
Friends in Council (First Series), (1847),

The Abolition of Work (1985)
Context: No one can say what would result from unleashing the creative power stultified by work. Anything can happen. The tiresome debater's problem of freedom vs. necessity, with its theological overtones, resolves itself practically once the production of use-values is co-extensive with the consumption of delightful play activity. Life will become a game, or rather many games, but not—as it is now — a zero/sum game. An optimal sexual encounter is the paradigm of productive play. The participants potentiate each other's pleasures, nobody keeps score, and everybody wins. The more you give, the more you get. In the ludic life, the best of sex will diffuse into the better part of daily life. Generalized play leads to the libidinization of life. Sex, in turn, can become less urgent and desperate, more playful.
If we play our cards right, we can all get more out of life than we put into it; but only if we play for keeps.
No one should ever work.
Workers of the world... relax! </center

Language Education in a Knowledge Context (1980)
Context: In the development of intelligence nothing can be more "basic" than learning how to ask productive questions. Many years ago, in Teaching as a Subversive Activity, Charles Weingartner and I expressed our astonishment at the neglect shown in school toward this language art.... The "back to the basics" philosophers rarely mention it, and practicing teachers usually do not find room for it in their curriculums. …all our knowledge results from questions, which is another way of saying that question-asking is our most important intellectual tool… There are at present no reading tests anywhere that measure the ability of students to address probing questions to the particular texts they are reading... What students need to know are the rules of discourse which comprise the subject, and among the most central of such rules are those which govern what is and what is not a legitimate question.

Source: Neveryóna (1983), Chapter 7, “Of Commerce, Capital, Myths, and Missions” (p. 147)