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.

There is not, in fact, any such thing as the direct influence of one human being on another apart from use of the physical environment as an intermediary. A smile, a frown, a rebuke, a word of warning or encouragement, all involve some physical change. Otherwise, the attitude of one would not get over to alter the attitude of another.

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.

Continuity of life means continual readaptation of the environment to the needs of living organisms.

While every social arrangement is educative in effect, the educative effect first becomes an important part of the purpose of the association in connection with the association of the older with the younger.

Individuals are certainly interested, at times, in having their own way, and their own way may go contrary to the ways of others. But they are also interested, and chiefly interested upon the whole, in entering into the activities of others and taking part in conjoint and cooperative doings. Otherwise, no such thing as a community would be possible.

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.