To feel the meaning of what one is doing, and to rejoice in that meaning; to unite in one concurrent fact the unfolding of the inner life and the ordered development of material conditions--that is art.

That the great majority of those who leave school should have some idea of the kind of evidence required to substantiate given types of belief does not seem unreasonable. Nor is it absurd to expect that they should go forth with a lively interest in the ways in which knowledge is improved and a marked distaste for all conclusions reached in disharmony with the methods of scientific inquiry.

Adequate control means that the successive acts are brought into a continuous order; each act not only meets its immediate stimulus but helps the acts which follow.

Philosophy recovers itself when it ceases to be a device for dealing with the problems of philosophers and becomes a method, cultivated by philosophers, for dealing with the problems of men.

There is nothing left worth preserving in the notions of unseen powers, controlling human destiny, to which obedience and worship are due.

The origin of thinking is some perplexity, confusion or doubt.

The devotion of democracy to education is a familiar fact. . . . [A] government resting upon popular suffrage cannot be successful unless those who elect . . . their governors are educated.