It has been petrified into a slavery of thought and sentiment, as intolerant superiority on the part of the few and an intolerable burden on the part of the many.

I believe that the community's duty to education is, therefore, its paramount moral duty. By law and punishment, by social agitation and discussion, society can regulate and form itself in a more or less haphazard and chance way. But through education society can formulate its own purposes, can organize its own means and resources, and thus shape itself with definiteness and economy in the direction in which it wishes to move.

It is merely a linguistic peculiarity, not a logical fact, that we say "that is red" instead of "that reddens," either in the sense of growing, becoming, red, or in the sense of making something else red.

The teacher loses the position of external boss or dictator but takes on that of leader of group activities

Art is not the possession of the few who are recognized writers, painters, musicians; it is the authentic expression of any and all individuality.

I believe that in the ideal school we have the reconciliation of the individualistic and the institutional ideals.

Good manners come, as we say, from good breeding or rather are good breeding; and breeding is acquired by habitual action, in response to habitual stimuli, not by conveying information.