Education has no more serious responsibility than the making of adequate provision for enjoyment of recreative leisure not only for the sake of immediate health, but for the sake of its lasting effect upon the habits of the mind.

We have already noticed the difference in the attitude of a spectator and of an agent or participant. The former is indifferent to what is going on; one result is just as good as another, since each is just something to look at. The latter is bound up with what is going on; its outcome makes a difference to him.

Mankind likes to think in terms of extreme opposites.

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 relationships of our present social life are so numerous and so interwoven that a child placed in the most favorable position could not readily share in many of the most important of them. Not sharing in them, their meaning would not be communicated to him, would not become a part of his own mental disposition. There would be no seeing the trees because of the forest. Business, politics, art, science, religion, would make all at once a clamor for attention; confusion would be the outcome.

It has been petrified into a slavery of thought and sentiment, as intolerant superiority on the part of the few and an intolerable burden on the part of the many.

Thought is impossible without words.