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.

What, after all, is the public under present conditions? What are the reasons for its eclipse? What hinders it from finding and identifying itself? By what means shall its inchoate and amorphous estate be organized into effective political action relevant to present social needs and opportunities? What has happened to the public in the century and a half since the theory of political democracy was urged with such assurance and hope?

Not only does social life demand teaching and learning for its own permanence, but the very process of living together educates. It enlarges and enlightens experience; it stimulates and enriches imagination; it creates responsibility for accuracy and vividness of statement and thought.

Talk of democracy has little content when big business rules the life of the country through its control of the means of production, exchange, the press and other means of publicity, propaganda and communication.

Teaching may be compared to selling commodities. No one can sell unless somebody buys.

Old ideas give way slowly; for they are more than abstract logical forms and categories. They are habits, predispositions, deeply ingrained attitudes of aversion and preference.

The activity of the immature human being is simply played upon to secure habits which are useful. He is trained like an animal rather than educated like a human being. His instincts remain attached to their original objects of pain or pleasure. But to get happiness or to avoid the pain of failure he has to act in a way agreeable to others.