Teaching may be compared to selling commodities. No one can sell unless somebody buys.

Intellectually religious emotions are not creative but conservative. They attach themselves readily to the current view of the world and consecrate it.

If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.

The intimation never wholly deserts us that there is, in the unformed activities of childhood and youth, the possibilities of a better life for the community as well as for individuals here and there. This dim sense is the ground of our abiding idealization of childhood.

The scientific-religious conflict ultimately is a conflict between allegiance to this method and allegiance to even an irreducible minimum of belief so fixed in advance that it can never be modified.

Just because life signifies not bare passive existence (supposing there is such a thing), but a way of acting, environment or medium signifies what enters into this activity as a sustaining or frustrating condition.

There can be no doubt ... of our dependence upon forces beyond our control. Primitive man was so impotent in the face of these forces that g , especially in an unfavorable natural environment, fear became a dominant attitude, and, as the old saying goes, fear created gods.