It is merely a linguistic peculiarity, not a logical fact, that we say "that is red" instead of "that reddens," either in the sense of growing, becoming, red, or in the sense of making something else red.

What holds for adults holds even more for children, sensitive and conscious of differences. I certainly hope that the Board of Education will think very, very seriously before it introduces this division and antagonism in our public schools.

A child may have to be snatched with roughness away from a fire so that he shall not be burnt.

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.

By doing his share in the associated activity, the individual appropriates the purpose which actuates it, becomes familiar with its methods and subject matters, acquires needed skill, and is saturated with its emotional spirit.

A moral principle is not a command to act or to forbear acting in a given way: it is a tool for analyzing a special situation, the right or wrong being determined by the situation in its entirety, not by the rule as such.

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.