That education is not an affair of "telling" and being told, but an active and constructive process, is a principle almost as generally violated in practice as conceded in theory. Is not this deplorable situation due to the fact that the doctrine is itself merely told? It is preached; it is lectured; it is written about.

The aim of education is to enable individuals to continue their education ... (and) the object and reward of learning is continued capacity for growth. Now this idea cannot be applied to all the members of a society except where intercourse of man with man is mutual, and except where there is adequate provision for the reconstruction of social habits and institutions by means of wide stimulation arising from equitably distributed interests. And this means a democratic society.

Those engaged in directing the actions of others are always in danger of overlooking the importance of the sequential development of those they direct.

Like the soil, mind is fertilized while it lies fallow, until a new burst of bloom ensues.

No system has ever as yet existed which did not in some form involve the exploitation of some human beings for the advantage of others.

Too rarely is the individual teacher so free from the dictation of authoritative supervisor, textbook on methods, prescribed course of study, etc., that he can let his mind come to close quarters with the pupil's mind and the subject matter.

We do not learn from experience...we learn from reflecting on experience.