By various agencies, unintentional and designed, a society transforms uninitiated and seemingly alien beings into robust trustees of its own resources and ideals. Education is thus a fostering, a nurturing, a cultivating, process.

Every thinker puts some portion of an apparently stable world in peril.

A tribe, let us say, is warlike. The successes for which it strives, the achievements upon which it sets store, are connected with fighting and victory.

We rarely recognize the extent in which our conscious estimates of what is worth while and what is not, are due to standards of which we are not conscious at all.

I should venture to assert that the most pervasive fallacy of philosophic thinking goes back to neglect of context.

It is part of the educator's responsibility to see equally to two things: First, that the problem grows out of the conditions of the experience being had in the present, and that it is within the range of the capacity of students; and, secondly, that it is such that it arouses in the learner an active quest for information and for production of new ideas. The new facts and new ideas thus obtained become the ground for further experiences in which new problems are presented.

Even when a person is frightened by threats into doing something, the threats work only because the person has an instinct of fear. If he has not, or if, though having it, it is under his own control, the threat has no more influence upon him than light has in causing a person to see who has no eyes.