A narrow and moralistic view of morals is responsible for the failure to recognize that all the aims and values which are desirable in education are themselves moral. Discipline, natural development, culture, social efficiency, are moral traits - marks of a person who is a worthy member of that society which it is the business of education to further.

There can be no doubt ... of our dependence upon forces beyond our control. Primitive man was so impotent in the face of these forces that g , especially in an unfavorable natural environment, fear became a dominant attitude, and, as the old saying goes, fear created gods.

Good manners come, as we say, from good breeding or rather are good breeding; and breeding is acquired by habitual action, in response to habitual stimuli, not by conveying information.

A being whose activities are associated with others has a social environment. What he does and what he can do depend upon the expectations, demands, approvals, and condemnations of others.

To feel the meaning of what one is doing, and to rejoice in that meaning; to unite in one concurrent fact the unfolding of the inner life and the ordered development of material conditions--that is art.

If a person cannot foresee the consequences of his act, and is not capable of understanding what he is told about its outcome by those with more experience, it is impossible for him to guide his act intelligently. In such a state, every act is alike to him.

The reactionaries are in possession of force, in not only the army and police, but in the press and the schools