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.

It is the office of the school environment to balance the various elements in the social environment, and to see to it that each individual gets an opportunity to escape from the limitations of the social group in which he was born, and to come into living contact with a broader environment.

Independent self-reliant people would be a counterproductive anachronism in the collective society of the future where people will be defined by their associations.

Expertness of taste is at once the result and reward of constant exercise of thinking.

most notable distinction between living and inanimate beings is that the former maintain themselves by renewal.

Historically the great movements for human liberation have always been movements to change institutions and not to preserve them intact. It follows from what has been said that there have been movements to bring about a changed distribution of power to do - and power to think and to express thought is a power to do- so that there would be a more balanced, a more equal, even, and equitable system of human liberties.

Change as change is mere flux and lapse; it insults intelligence. Genuinely to know is to grasp a permanent end that realizes itself through changes.