In general it may be said that the things which we take for granted without inquiry or reflection are just the things which determine our conscious thinking and decide our conclusions. And these habitudes which lie below the level of reflection are just those which have been formed in the constant give and take of relationship with others.

It may be said that an education which does not succeed in making poetry a resource in the business of life as well as in its leisure, has something the matter with it.

There is not, in fact, any such thing as the direct influence of one human being on another apart from use of the physical environment as an intermediary. A smile, a frown, a rebuke, a word of warning or encouragement, all involve some physical change. Otherwise, the attitude of one would not get over to alter the attitude of another.

The origin of thinking is some perplexity, confusion or doubt.

Criticism of the commitment of religion to the supernatural is thus positive in import.

The teacher loses the position of external boss or dictator but takes on that of leader of group activities

Were all instructors to realize that the quality of mental process, not the production of correct answers, is the measure of educative growth something hardly less than a revolution in teaching would be worked.