Despite the never ending play of conscious correction and instruction, the surrounding atmosphere and spirit is in the end the chief agent in forming manners.

I do not think that any thorough-going modification of college curriculum would be possible without a modification of the methods of instruction.

Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.

Human nature exists and operates in an environment. And it is not 'in' that environment as coins are in a box, but as a plant is in the sunlight and soil.

That education is not an affair of "telling" and being told, but an active and constructive process, is a principle almost as generally violated in practice as conceded in theory. Is not this deplorable situation due to the fact that the doctrine is itself merely told? It is preached; it is lectured; it is written about.

It requires troublesome work to undertake the alteration of old beliefs.

The school has the function of coordinating within the disposition of each individual the diverse influences of the various social environments into which he enters.