It science involves an intelligent and persistent endeavor to revise current beliefs so as to weed out what is erroneous, to add to their accuracy, and, above all, to give them such shape that the dependencies of the various facts upon one another may be as obvious as possible.

Purposeful action is thus the goal of all that is truly educative.

The interaction of knowledge and skills with experience is key to learning.

A book or a letter may institute a more intimate association between human beings separated thousands of miles from each other than exists between dwellers under the same roof.

Every society gets encumbered with what is trivial, with dead wood from the past, and with what is positively perverse.

The moment philosophy supposes it can find a final and comprehensive solution, it ceases to be inquiry and becomes either apologetics or propaganda.

It is part of the educator's responsibility to see equally to two things: First, that the problem grows out of the conditions of the experience being had in the present, and that it is within the range of the capacity of students; and, secondly, that it is such that it arouses in the learner an active quest for information and for production of new ideas. The new facts and new ideas thus obtained become the ground for further experiences in which new problems are presented.