As some species die out, forms better adapted to utilize the obstacles against which they struggled in vain come into being.

Cooperation called fraternity in the classic French formula is as much a part of the democratic ideal as is personal initiative. That cultural conditions were allowed to develop (markedly so in the economic phase) which subordinated cooperativeness to liberty and equality serves to explain the decline in the two latter.

Schools are, indeed, one important method of the transmission which forms the dispositions of the immature; but it is only one means, and, compared with other agencies, a relatively superficial means. Only as we have grasped the necessity of more fundamental and persistent modes of tuition can we make sure of placing the scholastic methods in their true context.

Since there is no single set of abilities running throughout human nature, there is no single curriculum which all should undergo. Rather, the schools should teach everything that anyone is interested in learning.

Modern life means democracy, democracy means freeing intelligence for independent effectivenessthe emancipation of mind as an individual organ to do its own work. We naturally associate democracy, to be sure, with freedom of action, but freedom of action without freed capacity of thought behind it is only chaos.

If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect - its effect upon conscious experience - we may well believe that this lesson has been learned largely through dealings with the young.

Every one of the constituent elements of a social group, in a modern city as in a savage tribe, is born immature, helpless, without language, beliefs, ideas, or social standards. Each individual, each unit who is the carrier of the life-experience of his group, in time passes away. Yet the life of the group goes on.