Education is not an affair of 'telling' and being told, but an active and constructive process.

The only freedom that is of enduring importance is the freedom of intelligence, that is to say, freedom of observation and of judgment, exercised in behalf of purposes that are intrinsically worth while. The commonest mistake made about freedom is, I think, to identify it with freedom of movement, or, with the external or physical side of activity.

All communication is like art. It may fairly be said, therefore, that any social arrangement that remains vitally social, or vitally shared, is educative to those who participate in it. Only when it becomes cast in a mold and runs in a routine way does it lose its educative power.

The development occurs through reciprocal give-and-take, the teacher taking but not being afraid also to give.

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.

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.

When "reality" is sought for at large, it is without intellectual import; at most the term carries the connotation of an agreeableemotional state.