Individuals are certainly interested, at times, in having their own way, and their own way may go contrary to the ways of others. But they are also interested, and chiefly interested upon the whole, in entering into the activities of others and taking part in conjoint and cooperative doings. Otherwise, no such thing as a community would be possible.

All education which develops power to share effectively in social life is moral.

Nature as a whole is a progressive realization of purpose strictly comparable to the realization of purpose in any single plant or animal.

I believe that the only true education comes through the stimulation of the child's powers by the demands of the social situations in which he finds himself.

The only freedom that is of enduring importance is the freedom of intelligence, that is to say, freedom of observation and of judgment, exercised in behalf of purposes that are intrinsically worth while. The commonest mistake made about freedom is, I think, to identify it with freedom of movement, or, with the external or physical side of activity.

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

Unless our laboratory results are to give us artificialities, mere scientific curiosities, they must be subjected to interpretation by gradual re-approximation to conditions of life.