When was dewey born

In public affairs he was one of the first to warn of the dangers from Hitler's Germany and of the Japanese threat in the Far East. In he traveled to Mexico as chairman of the commission to determine the validity of Soviet charges against Trotsky. His first wife having died in , Dewey, at the ripe age of 87, married a widow, Roberta Grant. In the early years of the cold war Dewey's support of American intervention in Korea earned him criticism from the U.

He died on June 1, In his philosophy Dewey sought to transcend what he considered the misleading distinctions made by other philosophers. By focusing on experience, he bridged the gulf between the organism and its environment to emphasize their interaction. He rejected the dualism of spirit versus matter, insisting that the mind was a product of evolution, not some infusion from a superior being.

Yet he avoided the materialist conclusion which made thought seem accidental and irrelevant. While he saw most of man's behavior as shaped by habit, he believed that the unceasing processes of change often produced conditions which customary mental activity could not explain. The resulting tension led to creative thinking in which man tried to reestablish control of the unstable environment.

Thought was never, for Dewey, merely introspection; rather, it was part of a process whereby man related to his surroundings. Dewey believed that universal education could train men to break through habit into creative thought. Dewey was convinced that democracy was the best form of government. He saw contemporary American democracy challenged by the effects of the industrial revolution, which had produced an over concentration of wealth in the hands of a few men.

This threat, he believed, could be met by the right kind of education. The "progressive education" movement of the s was an effort to implement Dewey's pedagogical ideas.

Because his educational theory emphasized the classroom as a place for students to encounter the "present," his interpreters tended to play down traditional curricular concerns with the "irrelevant" past or occupational future. His influence on American schools was so pervasive that many critics then and later assailed his ideas as the cause of all that they found wrong with American education.

To the year of his death Dewey remained a prolific writer. Couched in a difficult prose style, his published works number over Adams and William Pepperell Montague, eds. His daughters compiled an authoritative sketch of his life in Paul Arthur Schilpp, ed. John E. Paul K. Morton G. White, Social Thought in America , considers assumptions common to Dewey and his colleagues in other disciplines.

Longer, more challenging treatments of Dewey's ideas are in George R. Bernstein, John Dewey Norton, All rights reserved. Dewey eventually left the University of Chicago and became a professor of philosophy at Columbia University from until his retirement in In , Dewey was elected president of the American Psychological Association , serving a one year term. He also served for one year as the president of the American Philosophical Association in Often considered one of the greatest thinkers of the 20th century, Dewey had a vital influence on psychology, education, and philosophy.

His emphasis on progressive education contributed greatly to the use of experimentation rather than an authoritarian approach to knowledge. Dewey's influence as a pioneer in the field of pragmatism allowed future thinkers and researchers to delve deeper into how a person's experience is connected to their ability to gain knowledge.

Over time, this has allowed others to make strides in modern clinical education and functional psychological study. Dewey was also a prolific writer. Over his year writing career, he published more than 1, books, essays, and articles on a wide range of subjects including education, art, nature, philosophy, religion, culture, ethics, and democracy.

Through his writings, it is known that Dewey firmly believed that education should be more than teaching students mindless facts that they would soon forget. Instead of relying on rote memorization to learn, he thought that education should consist of a journey of experiences, building upon each other to create and understand new ideas. Dewey saw that traditional schools tried to create a world separate from students' everyday lives. He believed that school activities and the life experiences of students should be connected, otherwise real learning would be impossible.

Cutting students off from their psychological ties i. Likewise, he believed that schools also needed to prepare students for life in society by socializing them.

Ever wonder what your personality type means? Sign up to find out more in our Healthy Mind newsletter. Gordon M, English AR. Educational Philosophy and Theory. A pragmatist approach to clinical ethics support: overcoming the perils of ethical pluralism. Med Health Care Philos. English AR. Your Privacy Rights. To change or withdraw your consent choices for VerywellMind. They spent their own hard-earned money on a set of Chambers' Encyclopedia and on a set of the Waverley novels at a book auction and the latter, at least, they read.

In spite of the difference in age and temperament between Lucina and her husband their marriage was a successful one. The life of the boys was simple and healthful but somewhat.

John and Davis were book-worms and John was bashful, with the tendency to self-consciousness which so often accompanies that trait. A cousin, John Parker Rich, less than two years older than John, was almost another brother to him. While Archibald Dewey was in the army, John Rich, still very young, lost his mother and Lucina took charge of the Rich household.

Their close friends and companions were the two older Buckham boys, distant cousins on the Rich side and sons of the president of the University of Vermont. Summer vacations were often spent on their grandfather Rich's farm, where the comfortable residence was only a few steps from the country general store. Nearby, on a branch of the Lamoille River called Lemon Fair, stood a sawmill and gristmill erected by members of the Rich family, where the boys spent many hours of curiosity and contentment.

At other times they visited John Rich's father near St. Albans, Vermont. He managed a haypressing establishment and lime kilns, which were also sources of enjoyment, drawing the boys from books. School was boredom, but, as they learned fairly easily, not much tax upon their energies.

They were younger than other boys in their grades, though not markedly precocious, and took little interest in games. However, they were unconscious of any unhappy differences between themselves and their mates, satisfied with their own company in work and play.

From a present-day point of view, too much moralistic emotional pressure was exerted by the religious atmosphere, evangelical rather than puritanic, which surrounded them. But, in addition to the escape into the outdoors open to all small town boys, more positive broadening influences were not lacking. Their mother, weary of the long separation from her husband brought about by his service in the Union army, moved the family to his headquarters in northern Virginia for the last winter of the war.

This was an almost heroic move for a woman of those days and the privations in this devastated district made a deep impression on the boys, young as they were. The money the boys spent at the book auction they earned by taking a carrier route for the daily afternoon paper published in Burlington and by tallying lumber brought in from Canada.

While the family was not in very straitened circumstances, its needs were such that the boys took part as a matter of course in household activities. On their relatives' farms they helped with the work boys can do.

Vermont was then, as now, a temperance stronghold, with the speakeasy problems usual in a prohibition community. Deploring the bad influence of the numerous "blind pigs," Archibald Dewey sought to offset them as far as he could by conducting with strict legality and great respectability the licensed medical liquor dispensary for the town.

His sympathetic stories about this branch of the business gave the boys an early glimpse of a side of life their more stiff-necked maternal relatives preferred to ignore. The unusual natural beauties of the surroundings were not consciously appreciated but were somehow absorbed. John and Davis tramped through the Adirondacks and to Mt. They outfitted Lake Champlain rowboats with a tent, blankets, and cooking utensils and explored the lake from end to end.

On similar trips they rowed into Lake George or, with the help of a lumber wagon hired to carry the rowboat, descended the river and canal that connects Lake Champlain with the St. Lawrence and rowed up another river in French Canada to a beautiful inland lake. Their usual companions on the boating trips were James and John Buckham.

James Buckham had an extraordinary sensitiveness to all natural things and spent all his spare time in the woods. As he grew older he carried a gun, but this was only an excuse for the many hours he spent in watching animals and growing things in the country. On their trips into Canada the boys added to the French they had picked up in Burlington so that they read French novels before they studied French in school, novels of the most innocuous type, borrowed from a New England public library.

John Dewey was, as a young boy, particularly bashful in the presence of girls. As he grew older he and his brothers naturally became members of a group which included both boys and. One summer was spent camping at the foot of Mt. Mansfield in a group of eight or ten young girls and boys, with his mother taking charge. Two of these companions are still living in Burlington, Cornelia Underwood and her sister Violet, now Mrs. Edward Hoyt. That his boyhood surroundings played a large part in forming John Dewey's educational theories is clear.

As a boy and young man he saw almost all his associates assuming a share in household activities and responsibilities. Young people were brought into intimate contact with a whole round of simple industrial and agricultural occupations. On the other hand school was a bore, not only to his companions, but to Davis and himself, who were interested in reading almost anything except their school books, and its tiresomeness was mitigated only by the occasional teacher who encouraged conversation on outside topics.

By the time he reached manhood and became a teacher himself, the growth of cities and the extension of the work done by machines had interfered with the invaluable supplements to school education provided by active occupational responsibilities and intimate personal contacts with people in all walks of life, which occurred spontaneously in his boyhood.

By this time also, reading matter, instead of being sparse and difficult of access, was plentiful, cheap, and almost forced on everyone. This had removed the significance which formal schooling in the three R's possessed in the mainly agrarian republic in which he grew up.

His comments on the stupidity of the ordinary school recitation are undoubtedly due in no small measure to the memory of the occasional pleasant class hours spent with the teachers who wandered a little from the prescribed curriculum.

At this time the family lived in a house which still stands on Prospect Street, near the University of Vermont. His brother Davis had entered college the year before and John Rich was ready to enter with his cousin. Davis lost a year because of ill health and the three boys graduated from college together in The University was small at the time; the colleges of engineering and agriculture, the first professional schools, had opened only a dozen years earlier.

Eighteen students graduated in All students who took Greek, as did the Dewey boys, came in contact with the entire faculty of eight, except the professor of engineering. All studies were required.

The first two years were given to Greek, Latin, ancient history, analytic geometry and calculus. In the junior year the natural sciences came to the fore. Professor G. Perkins taught geology, using Dana's text, and zoology, by lectures and demonstrations. He ordered his presentation of material on the theory of evolution. Included in his lectures on the development of animal life were scholarly accounts of the ideas of several of the early church fathers, showing that they did not hold to a literal seven-day period of creation at the immediate fiat of the Creator.

In spite of the orthodox environment the professor was a member of the Congregational Church the emphasis on evolution aroused little, if any, visible resentment. The course in physiology taught the same year used the text written by T. From this book John Dewey derived an impressive picture of the unity of the living creature.

This aroused in him that intellectual curiosity for a wide outlook on things which interests a youth in philosophic study. The University library subscribed to English periodicals which were discussing the new ideas which centered about the theory of evolution.

The Fortnightly represented the more radical wing of scientific thought; the Contemporary Review was a moderate organ of more traditional views; whereas the Nineteenth Century steered a middle course. It was at this time that joint discussions of a single topic, known as "symposia," originated; at this time that Tyndall and Huxley exerted their greatest influence.

Students were interested in biology more. These periodicals discussed far more than this particular subject, however, for the controversy about evolution was but the forefront of the rising interest in the relation between the natural sciences and traditional beliefs. English periodicals which reflected the new ferment were the chief intellectual stimulus of John Dewey at this time and affected him more deeply than his regular courses in philosophy.

The senior year was given to introducing students into the larger intellectual world as a sort of "finishing" process, and featured philosophy. Professor H. Torrey gave lectures on psychology, a course based on Noah Porter's Intellectual Philosophy, and a shorter course in Butler's Analogy. Seniors read Plato's Republic and acquired some knowledge of British empiricism from Bain's relatively innocuous Rhetoric. President Buckham gave courses in political economy, international law and Guizot's History of Civilization.

He was a remarkable teacher. With an orderly and logical mind he combined powers of clear expression. A man of positive convictions, he refrained from attempting to force them on his students and his teaching method was Socratic rather than dogmatic.

The only contact students who were not called up for discipline had with him before their senior year was when he met freshmen once a week, nominally to discuss elementary moral questions, but really to make the students' acquaintance. The moral topics considered made little permanent impression on the future philosopher but he was abidingly influenced by one incident of the classroom.

On this occasion President Buckham attempted to secure from any member of the class a statement of the general subject of the chapter assigned for that week's discussion.

None could give it. After this at least one of the students made a point of making sure what he was going to read about before losing himself in the details of any topic of intellectual import.

The philosophic teaching of Professor Torrey was, like most philosophy taught in American colleges at this time, based upon the writings of the Scotch school. The idealistic-realistic controversy was not acute, and little was being written or said about Bishop Berkeley.

The influence of the Scotch philosophers. The rather dry bones of Scotch thought were somewhat enlivened by ideas and topics which persisted from the teachings of the Reverend Professor James Marsh, one of the first Americans to disregard the dangerous reputation of the German philosophers sufficiently to study and teach them. Their ideas were largely presented as reflected through Coleridge, but even in this form were regarded with suspicion by the orthodox.

The ideas that institutions of society carried in themselves a spiritual significance and that the Bible was inspired because it was inspiring were considered dangerous even in the diluted form in which Torrey presented them. Marsh, as his Remains shows, had a speculative mind and it is probable that some of his writings first directed the attention of Emerson to German thought and to Coleridge as its interpreter.

These studies helped to fix the direction of Dewey's intellectual interests, if they did not settle his career at the time. His philosophical reading was extended by articles of Frederick Harrison in the Fortnightly, which drew his attention to Comte and caused him to study Harriet Martineau's condensation of.

Comte's Positive Philosophy. Neither the idea of three stages of the evolution of society nor Comte's construction of a new religion interested him especially, but what was said about the disorganization of existing social life and the necessity of finding a social function for science remained a permanent influence in his thought, although in his own philosophy emphasis is placed upon the method of science rather than upon organization of its conclusions.

Reading Comte and his English expositors first awakened in Dewey his characteristic interest in the interaction of social conditions with the development of thought in science and in philosophy. When Dewey was in the university each senior and junior student was required to prepare a speech for presentation; the best orators were selected to deliver theirs at a public exhibition.

The title of one which he prepared but did not deliver, "The Limits of Political Economy," discloses Comte's. Dewey learned easily and always received fairly good grades. The studies of the senior year aroused him to such an extent that his record for that year is as high as has been obtained by any student of the college. He joined a local fraternity, Delta Psi, in his sophomore year and was made a member of Phi Beta Kappa upon graduation.

The summer following graduation was one of anxiety. Like many other young graduates uncertain about their life career he wanted a teaching position. His youth and inexperience made it difficult for him to find the job which his economic condition made it important for him to have, and when schools opened in the autumn he still had nothing. Then he received a telegram from a cousin, Clara Wilson, who was principal of the High school in South Oil City, Pennsylvania, informing him of a vacancy there.

For two years he taught a little of everything, Latin, algebra, natural science from Steele's Fourteen Weeks. The first year he was paid forty dollars a month.

At the end of the period his cousin resigned to marry and he also left, returning to Burlington. During part of the following winter he taught in a village school in the neighboring town of Charlotte. In Burlington he read some of the classics in the history of philosophy under the direction of Professor Torrey. Torrey took him for long walks in the woods and spoke more directly of his own views than he had in the classroom, disclosing a mind which under more favorable circumstances might have attained distinction.

Among the journals in the college library was Speculative Philosophy, edited by W. Harris, who, while superintendent of schools in St. Louis, had come in contact with a group of German exiles of who were ardent students of German thought, especially of Schelling and Hegel. Harris's Journal, appearing somewhat irregularly, was for many years the only distinctively philosophical magazine in the United States and it became an organ for this group.

Dewey's mind was now turned toward the teaching of philosophy as a career. He wrote an essay which he sent in fear and trembling to Dr. Harris, asking him whether its author should go professionally into philosophy. After some time Dr. He published the essay in the issue of the Journal dated April but appearing later under the title "The Metaphysical Assumptions of Materialism.

Harris's encouragement decided the new author to continue his studies and led him to write two other articles which were published by Dr. In their author's mature opinion all three articles are more notable for schematic logical form than for substance. Encouraged by Professor Torrey and by Dr. Harris, he borrowed five hundred dollars from an aunt and started for Baltimore in the fall of to attend The johns Hopkins University.

This move proved to be a permanent break with his boyhood surroundings. John Rich had gone into his father's business in Vermont, Charles Dewey also entered the business world and during most of his life was on the west coast where his brother did not see him often.

James Buckham, who had shown a poetic interest in nature as a boy, was for a time one of the editors of the old and famous Youth's Companion but died before his talents came to full maturity. John Buckham is now a professor in the Pacific School of Religion, an interdenominational though originally Congregational Theological Seminary in Berkeley, California. Davis Dewey came to Johns Hopkins after several years of very successful high school teaching, at the beginning of John's second year.

After receiving his doctorate in political economy he went to the Massachusetts Institute of Technology to take charge of courses in statistics and economics which had been organized by General Walker, then president of the Institute.

Davis remained Walker's close associate as long as the latter lived and developed the course of study in engineering administration which is the Institute's equivalent of the schools of business now established at many large universities. His Course XV was the first, or one of the first, experiments in this field, and has proved one of the most successful.

The fact that the courses were intended for engineering students put an emphasis upon the practical rather than the speculative aspects of economics which was thoroughly congenial with his preferences.

He has been very active in the American Statistical Society, editing their publications and serving as dele-. Although he retired from active teaching some years ago he is still, at eighty, editor of the 'American Economic Review.

Davis' years at Johns Hopkins were for John a grateful renewal of the close intimacy of school and college days, strengthening the friendship which has bound the two brothers to one another through the half century which has elapsed since. Although Davis Dewey is more conservative in his social and political opinions than his younger brother, the resemblance, physical and mental, between them is strong.

Both have an unusual power of hard, disinterested work and of detached objective judgment. Both also have extraordinarily pleasant dispositions with the ability to laugh at much that would otherwise irritate them. President Gilman had gathered there a fine band of scholars and teachers with the intention of enabling graduate students, who had been going to Germany to prepare for a life of scholarship, to find what they wanted nearer home.

A few students living nearby were permitted to take the last two years of undergraduate work but every emphasis was placed upon the graduate school. President Gilman constantly urged upon the students the feasibility and importance of original research. The very possibility of students' doing anything new, anything original, was a novel and exciting idea to most of these young men. They must have been aware that there were people in the world doing intellectual things which had not been done before, but their previous education had never suggested to them that they might be of this happy band.

The atmosphere of the new university was thus exceedingly stimulating, an experience in itself that could hardly be duplicated later. Many of the students felt that it was bliss to be alive and in such surroundings. The seminar was then practically unheard of in American colleges but was the center of intellectual life at Hopkins. President Gilman's occasional enthusiastic talks in which he told of the intellectual and professional success of students who had gone forth from the university were ably seconded by Herbert Adams of the.

Paul and whom Dewey saw frequently during the year he taught at the University of Minnesota, Frederic S. Cattell was not only a close friend but the active agency in bringing Dewey to Columbia after his resignation from Chicago in Such friendships were an invaluable supplement to the education obtained in class rooms and in the Pratt Library. President Gilman met graduate students individually and gave them friendly encouragement and advice.

He was not favorably inclined to the study of philosophy, partly because of his recollection of the philosophy taught him as an undergraduate and partly because it afforded few positions, most institutions having clergymen to teach philosophical subjects. He suggested to Dewey that he change to some other field but was unable to turn the enthusiastically budding philosopher from his path.

Gilman did not lose his friendly interest because his advice was not heeded; when Dewey was called to the president's office after obtaining the doctorate he received not only an excellent personal warning against his seclusive and bookish habits but an offer of a loan to enable him to continue his studies in Europe.

In Dewey's major department Professor George S. Morris of the University of Michigan taught the first half year and Dr. Stanley Hall, who had recently returned from prolonged study in Germany, the second half. Contact with these two men, especially with Professor Morris, left a deep impress on the mind of this student. Morris was one of the few teachers of philosophy in the United States who was not a clergyman, he had translated Ueberweg's History of Philosophy into English and had a rich historic background upon which he drew in all his teaching.

A man of intense intellectual enthusiasms, he put emotional loyalty as well as intellectual understanding into all. He had reacted strongly against the religious orthodoxy of a puritanic New England upbringing and, for a time, had been intellectually a disciple of Mill, Bain and other British empiricists.

In Germany he came under the influence of Trendelenburg and made for himself a synthesis of Hegelian idealism and Aristotelianism somewhat of the type presented in a little book by Wallace. He corresponded with Caird and other Oxford Hegelians of the period. In Dewey's sketch "From Absolutism to Experimentalism," in the second volume of Contemporary American Philosophy, he gives an account of the appeal the philosophy of Hegel had for him and of the reason for that appeal.

The singular and sensitive purity, the whole-souled and single-minded personality of his teacher undoubtedly contributed, but the effect of this appeal is understandable only if the New England background of the pupil is kept in mind. He had nominally accepted the religious teachings in which he was brought up and had joined the White Street Congregational Church in Burlington at an early age.

He had tried, without being aware of the effort this required of him, to believe in the doctrines of the church, but his belief was never whole-hearted enough to satisfy his emotional need. From the idealism of Hegel, as interpreted by Morris, he obtained in his late adolescence that fusion of emotions and intellect for which he had sought unsuccessfully in his boyhood religious experience. In the sketch referred to he says that his acquaintance with Hegel "left a permanent deposit in his thinking.

The metaphysical idea that an absolute mind is manifested in social institutions dropped out; the idea, upon an empirical basis, of the power exercised by cultural environment in shaping the ideas, beliefs, and intellectual attitudes of individuals remained.

It was a factor in producing my belief that the not uncommon assumption in both psychology and philosophy of a ready-made mind over against a physical world. It was a factor in producing my belief that the only possible psychology, as distinct from a biological account of behavior, is a social psychology.

With respect to more technically philosophical matters, the Hegelian emphasis upon continuity and the function of conflict persisted on empirical grounds after my earlier confidence in dialectic had given way to scepticism.

The influence of Professor Morris was undoubtedly one source of Dewey's later interest in logical theory. Morris was given to contrasting what he called "real" logic, and associated with Aristotle and Hegel, with formal logic Of which he had a low opinion.

Dewey, in his years of association with Morris in Ann Arbor, developed the idea that there was an intermediate kind of logic that was neither merely formal nor a logic of inherent "truth" of the constitution of things; a logic of the processes by which knowledge is reached. Mill's logic seemed to him an effort in this direction, but an effort that was disastrously blocked and deflected by Mill's uncritical acceptance of a sensationalistic and particularistic psychology.

Perhaps an echo of the idea is found in Dewey's later "instrumentalism," but at the time the title was submitted it meant a theory of thought viewed as the means or instrumentality of attaining knowledge, as distinguished from the theory of the truths about the structure of the universe of which reason was in possession, or "real" logic.

Dewey found that the development of his ideas on the subject led him entirely away from the doctrines associated with "real" logic into a group of problems of experience. Association with Morris was immensely fruitful in the evolution of Dewey in varied ways. When Morris returned to Michigan at the end of the first semester he gave Dewey his under-graduate class in the history of philosophy to teach for the remainder of the year.

This gave confidence in the presence of others to the student, who until then had felt it only in writing. The following year Morris was influential in securing for Dewey a fellowship enabling him to continue his studies without increasing his debt. The summer of , following his studies at Hopkins, was almost a repetition of his first summer out of college and the new doctor was beginning to doubt the wisdom of his choice of profession when Professor Morris wrote him offering an instructorship in philosophy at the University of Michigan.

The offer was very gladly accepted, at a salary of nine hundred dollars. President James B. At this time he was engaged in the processes by which a great state university was to achieve leadership and creative scholarship. To all who taught under him Angell remains the ideal college president, one who increased the stature of his institution by fostering a truly democratic atmosphere for students and faculty and encouraging the freedom and individual responsibility that are necessary for creative education.

His personal charm and geniality created a general atmosphere of friendliness to newcomers and to students. Professors made a point of calling even on young instructors. Instructors attended the weekly faculty meeting, a highly educative process for them.

This immediate acceptance as an adult responsible member of the faculty and the fact that the institution was the natural culmination of the coeducational state education system made a deep impression on Dewey, starting the chain of ideas which later comprised his educational theory.

His boyhood surroundings, although not marked by genuine industrial and financial democracy, created in him an unconscious but vital faith in democracy which was.

During his first winter in Ann Arbor, Dewey lived with another new instructor, Homer Kingsley, in a boarding house in which two "coeds" had rooms. One of these, Alice Chipman, was a few months older than the young philosophy instructor she was to marry two years later, in July A native of Michigan, she had been teaching school for several years to earn the money to complete her education. Her family background had the same pioneer sources as Dewey's.

Her father, a cabinet maker, moved from Vermont to Michigan as a boy. She and her sister were orphaned very young and brought up by their maternal grandparents, Frederick and Evalina Riggs. One of the very early settlers, he surveyed the first road through the northern part of the state, managed Indian trading posts, and later took up farming in the wilderness. The two grandchildren, Alice and Esther, grew up in a household where memories of pioneering days were strong and the spirit of adventure was a living force.

While a fur trader Grandfather Riggs had been initiated into the Chippewa tribe and he learned their language so that an Indian could not tell by his voice that he was a white man.

Indians visited him all his life and he was a champion of their vanishing rights. He was a member of that faction of the democratic party which extended its aversion to war to the war between the states. He was a temperamental dissenter from established conventions; a freethinker who gave money toward the erection of every church in his village of Fenton; an opponent of war who drew heavily on what he had accumulated to buy substitutes for friends and relatives who were drafted.

He suffered from asthma and spent some years in the new West seeking a better climate, part of the time in Dodge City, where he served as judge in a Volunteer Court which condemned to death a frontiersman who had shot his victims in the back. Among other ventures, he found in Colorado a gold mine which was too far from any center to be profitable. His rich experience and responsive and original mind more than compensated for the. One of his remarks has been quoted more than once by Dewey, "Some day these things will be found out, and not only found out but known.

Her influence on a young man from conservative Burlington was stimulating and exciting. She possessed the qualities her grandparents believed in without the mold of their beliefs and had added to them a lively desire for an education that would enlarge her horizon. She had a brilliant mind which cut through sham and pretense to the essence of a situation; a sensitive nature combined with indomitable courage and energy, and a loyalty to the intellectual integrity of the individual which made her spend herself with unusual generosity for all those with whom she came in contact.