Such external or mere means, as we properly term them, are usually of — John Dewey

"There are in our minds in solution a vast number of emotional attitudes, feelings ready to be re-excited when the proper stimulus arrives, and more than anything else it is these forms, this residue of experience, which, fuller and richer than in the mind if the ordinary man, constitute the artist’s capital. What is called the magic of the artist resides in his ability to transfer these values from one field of experience to another, to attach them to objects of our common life, and by his imaginative insight make these objects poignant and momentous. Not colors, not sense qualities as such, are either matter or form, but these qualities as thoroughly imbued, impregnated, with transferred value. And then they are either matter or form according to the direction of our interest."

"The animating purpose of James was, on the other hand, primarily moral and artistic. It is expressed in his phrase, "block universe," employed as a term of adverse criticism. Mechanism and idealism were abhorrent to him because they both hold to a closed universe in which there is no room for novelty and adventure. Both sacrifice individuality and all the values, moral and aesthetic, which hang upon individuality; for according to absolute idealism, as to mechanistic materialism, the individual is simply a part determined by the whole of which he is a part. Only a philosophy of pluralism, of genuine indetermination, and of change which is real and intrinsic gives significance to individuality. It alone justifies struggle in creative activity and gives opportunity for the emergence of the genuinely new."

"It is no accident that all democracies have put a high estimate upon education; that schooling has been their first care and enduring charge. Only through education can equality of opportunity be anything more than a phrase. Accidental inequalities of birth, wealth, and learning are always tending to restrict the opportunities of some as compared with those of others. Only free and continued education can counteract those forces which are always at work to restore, in however changed a form, feudal oligarchy. Democracy has to be born anew every generation, and education is its midwife."

"We have to a considerable extent, given up thinking of this life as merely a preparation for another life. Very largely, however, we think of some parts of this life as merely preparatory to other later stages of it. It is so very largely as to the process of education; and if I were asked to name the most needed of all reforms in the spirit of education, I should say: Cease conceiving of education as mere preparation for later life, and make it the full meaning of the present life. And to add that only in this case does it become truly a preparation for after life is not the paradox it seems. An activity which does not have worth enough to be carried on for its own sake cannot be very effective as a preparation for something else. By making the present activity the expression of the full meaning of the case, that activity is, indeed, an end in itself, not a mere means to something beyond itself; but, in being a totality, it is also the condition of all future integral action. It forms the habit of requiring that every act be an outlet of the whole self, and it provides the instruments of such complete functioning."

"While they denounce as subversive anarchy signs of independent thought, of thinking for themselves on the part of others lest such thought disturb the conditions by which they profit, they think quite literally for themselves, that is of themselves."

"This intelligence-testing business reminds me of the way they used to weigh hogs in Texas. They would get a long plank, put it over a cross-bar, and somehow tie the hog on one end of the plank. Theyd search all around till they found a stone that would balance the weight of the hog and theyd put that on the other end of the plank. Then theyd guess the weight of the stone."