In the olden times, the diversity of groups was largely a geographical matter. There were many societies, but each, within its own territory, was comparatively homogeneous. But with the development of commerce, transportation, intercommunication, and emigration, countries like the United States are composed of a combination of different groups with different traditional customs. It is this situation which has, perhaps more than any other one cause, forced the demand for an educational institution which shall provide something like a homogeneous and balanced environment for the young.

Language fails not because thought fails, but because no verbal symbols can do justice to the fullness and richness of thought. Ifwe are to continue talking about "data" in any other sense than as reflective distinctions, the original datum is always such a qualitative whole.

The school must be "a genuine form of active community life, instead of a place set apart in which to learn lessons".

It is merely a linguistic peculiarity, not a logical fact, that we say "that is red" instead of "that reddens," either in the sense of growing, becoming, red, or in the sense of making something else red.

The spontaneous power of the child, his demand for self-expression, can not by any possibility be suppressed.

If the members who compose a society lived on continuously, they might educate the new-born members, but it would be a task directed by personal interest rather than social need. Now it is a work of necessity.

The words "environment," "medium" denote something more than surroundings which encompass an individual. They denote the specific continuity of the surroundings with his own active tendencies.