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 knowledge and in forming good habits of thought. The common assumption that the main idea was to have the children do and study what they liked was a complete missing of the intellectual idea or philosophy of the school, which was an attempt to work out the theory that knowledge, with respect to both sense observation and general principles, is an offshoot of activities, and that the practical problems arising in connection with consecutive occupations afford the means for a development of interest in scientific problems for their own sake. The social grouping of children, and the attempt to get cooperative group work, was always just as important a phase as individual freedom not only on moral grounds, but because of the theoretical conception that human intelligence developed under social conditions and for social purposes in other words, "mind" has developed not only with respect to activity having purpose, but also social activity. These same notions of the central place of intelligence in action and the social nature of intelligence are fundamental in Dewey's "Ethics."

The real distinguishing characteristic of schools of the Dewey type is not absence of discipline but a new ideal of discipline. This is most clearly stated in one of his more recent works: