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.

Education as growth or maturity should be an ever-present process.

Communication of science as subject-matter has so far outrun in education the construction of a scientific habit of mind that to some extent the natural common sense of mankind has been interfered with to its detriment.

Independent self-reliant people would be a counterproductive anachronism in the collective society of the future where people will be defined by their associations.

Language fails not because thought fails, but because no verbal symbols can do justice to the fullness and richness of thought. Ifwe are to continue talking about "data" in any other sense than as reflective distinctions, the original datum is always such a qualitative whole.

Every serious-minded person knows that a large part of the effort required in moral discipline consists in the courage needed to acknowledge the unpleasant consequences of one's past and present acts.

Continuity of life means continual readaptation of the environment to the needs of living organisms.