ABSTRACT
The progress of science presupposes the possibility of unrestricted communication of all results and judgments—freedom of expression and instruction in all realms of intellectual endeavour. This freedom of communication is indispensable for the development and extension of scientific knowledge, a consideration of much practical import. In any case freedom may well exist without science, that is, to the extent that man can live without science, man in whom the impulse of inquiry is innate. The development of science and of the creative activities of the spirit in general requires another kind of freedom, which may be characterized as inward freedom. Thus schools may interfere with the development of inward freedom through authoritarian influences, and through imposing on young people excessive spiritual burdens; on the other hand schools may favour such freedom by encouraging independent thought.
