To be a recipient of a communication is to have an enlarged and changed experience.

While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing.

Schools should take part in the great work of construction and organization that will have to be done.

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

Some experiences are mis-educative. Any experience is mis-educative that has the effect of arresting or distorting the growth of further experience.

Communication of science as subject-matter has so far outrun in education the construction of a scientific habit of mind that to some extent the natural common sense of mankind has been interfered with to its detriment.

It is commonplace that a problem stated is well on its way to solution, for statement of the nature of a problem signifies that the underlying quality is being transformed into determinate distinctions of terms and relations or has become an object of articulate thought.