The intellectual content of religions has always finally adapted itself to scientific and social conditions after they have become clear.... For this reason I do not think that those who are concerned about the future of a religious attitude should trouble themselves about the conflict of science with traditional doctrines.

Education, in its broadest sense, is the means of this social continuity of life.

A good aim surveys the present state of experience of pupils, and forming a tentative plan of treatment, keeps the plan constantly in view and yet modifies it as conditions develop. The aim, in short, is experimental, and hence constantly growing as it is tested in action.

The ultimate aim of production is not production of goods but the production of free human beings associated with one another on terms of equality.

Unless our laboratory results are to give us artificialities, mere scientific curiosities, they must be subjected to interpretation by gradual re-approximation to conditions of life.

To have an idea of a thing is not just to get certain sensations from it. It is to be able to respond to the thing in view of its place in an inclusive scheme of action; it is to foresee the drift and probable consequence of the action of the thing upon us and of our action upon it.

Instruction is important.