That the ulterior significance of every mode of human association lies in the contribution which it makes to the improvement of the quality of experience is a fact most easily recognized in dealing with the immature.

While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing.

The only thing that is unqualifiedly given is the total pervasive quality; and the objection to calling it "given" is that the word suggests something to which it is given, mind or thought or consciousness or whatever, as well possibly as something that gives.

When things have a meaning for us, we mean (intend, propose) what we do: when they do not, we act blindly, unconsciously, unintelligently.

...the moment of passage from disturbance into harmony is that of intensest life.

Communication of science as subject-matter has so far outrun in education the construction of a scientific habit of mind that to some extent the natural common sense of mankind has been interfered with to its detriment.

What's in a question, you ask? Everything. It is evoking stimulating response or stultifying inquiry. It is, in essence, the very core of teaching.