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

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

The scientific-religious conflict ultimately is a conflict between allegiance to this method and allegiance to even an irreducible minimum of belief so fixed in advance that it can never be modified.

If there is one conclusion to which human experience unmistakably points it is that democratic ends demand democratic methods for their realization.

The path of least resistance and least trouble is a mental rut already made. It requires troublesome work to undertake the alternation of old beliefs. Self-conceit often regards it as a sign of weakness to admit that a belief to which we have once committed ourselves is wrong. We get so identified with an idea that it is literally a pet notion and we rise to its defense and stop our eyes and ears to anything different.

In general, every stimulus directs activity. It does not simply excite it or stir it up, but directs it toward an object.

Since there is no single set of abilities running throughout human nature, there is no single curriculum which all should undergo. Rather, the schools should teach everything that anyone is interested in learning.