Since a democratic society repudiates the principle of external authority, it must find a substitute in voluntary disposition and interest; these can be created only by education.

Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.

The school has the function of coordinating within the disposition of each individual the diverse influences of the various social environments into which he enters.

What's in a question, you ask? Everything. It is evoking stimulating response or stultifying inquiry. It is, in essence, the very core of teaching.

A being whose activities are associated with others has a social environment. What he does and what he can do depend upon the expectations, demands, approvals, and condemnations of others.

Old ideas give way slowly; for they are more than abstract logical forms and categories. They are habits, predispositions, deeply ingrained attitudes of aversion and preference.

If the eyes are open and there is light, seeing occurs; the stimulus is but a condition of the fulfillment of the proper function of the organ, not an outside interruption. To some extent, then, all direction or control is a guiding of activity to its own end; it is an assistance in doing fully what some organ is already tending to do.