The demand for liberty is a demand for power, either for possession of powers of action not already possessed or for retention and expansion of powers already possessed.

The demand for liberty is a demand for power, either for possession of powers of action not already possessed or for retention and expansion of powers already possessed.

Collateral learning in the way of formation of enduring attitudes, of likes and dislikes, may be and often is much more important than the spelling lesson or lesson in geography or history that is learned.

A society which is mobile, which is full of channels for the distribution of a change occurring anywhere, must see to it that its members are educated to personal initiative and adaptability.

What, after all, is the public under present conditions? What are the reasons for its eclipse? What hinders it from finding and identifying itself? By what means shall its inchoate and amorphous estate be organized into effective political action relevant to present social needs and opportunities? What has happened to the public in the century and a half since the theory of political democracy was urged with such assurance and hope?

To "learn from experience" is to make a backward and forward connection between what we do to things and what we enjoy or suffer from things in consequence.

The aim of education is growth: the aim of growth is more growth