“Paleontologists do not have to search for famous "missing link" from which humans supposedly came, and current great apes. This link is simply the socialist - because he has both monkey genes.”

Source: Wild Roses

Draft for a Statement of Human Obligation (1943)
Context: The combination of these two facts — the longing in the depth of the heart for absolute good, and the power, though only latent, of directing attention and love to a reality beyond the world and of receiving good from it — constitutes a link which attaches every man without exception to that other reality.
Whoever recognizes that reality recognizes also that link. Because of it, he holds every human being without any exception as something sacred to which he is bound to show respect.
This is the only possible motive for universal respect towards all human beings. Whatever formulation of belief or disbelief a man may choose to make, if his heart inclines him to feel this respect, then he in fact also recognizes a reality other than this world's reality. Whoever in fact does not feel this respect is alien to that other reality also.

Source: blog, 28 June 2007

Jede menschliche Vollkommenheit ist einem Fehler verwandt, in welchen überzugehn sie droht.
Zur Ethik
Essays

Verwoerd in 1963, as quoted and translated by J. J. Venter in H.F. Verwoerd: Foundational aspects of his thought, Koers 64(4) 1999: 415–442

From Critique of Everyday Life: Volume 1 (1947/1991)
Context: The method of Marx and Engels consists precisely in a search for the link which exists between what men think, desire, say and believe for themselves and what they are, what they do. This link always exists. It can be explored in two directions. On the one hand, the historian or the man of action can proceed from ideas to men, from consciousness to being - i. e. towards practical, everyday reality - bringing the two into confrontation and thereby achieving archieving criticism of ideas by action and realities. That is the direction which Marx and Engels nearly always followed in everything they wrote; and it is the direction which critical and constructive method must follow initially if it is to take a demonstrable shape and achieve results.
But it is equally possible to follow this link in another direction, taking real life as the point of departure in an investigation of how the ideas which express it and the forms of consciousness which reflect it emerge. The link, or rather the network of links between the two poles will prove to be complex. It must be unravelled, the thread must be carefully followed. In this way we can arrive at a criticism of life by ideas which in a sense extends and completes the first procedure.

Education in the New Age (1954)