Only in education, never in the life of farmer, sailor, merchant, physician, or laboratory experimenter, does knowledge mean primarily a store of information aloof from doing.

For one man who thanks God that he is not as other men there are a thousand to offer thanks that they are as other men, sufficiently as others are to escape attention.

The central problem of an education based upon experience is to select the kind of present experience that live fruitfully and creatively in subsequent experiences.

Intelligence is in constant process of forming, and its retention requires constant alertness in observing consequences, an open-minded will to learn, and courage in readjustment.

Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. Education, and education alone, spans the gap.

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

When the child sees the parent looking for something, it is as natural for it also to look for the object and to give it over when it finds it, as it was, under other circumstances, to receive it. Multiply such an instance by the thousand details of daily intercourse, and one has a picture of the most permanent and enduring method of giving direction to the activities of the young.