The spontaneous power of the child, his demand for self-expression, can not by any possibility be suppressed.

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.

The future of our civilisation depends upon the widening spread and deepening hold of the scientific habit of mind.

What accumulated knowledge exists in low grade societies is at least put into practice; it is transmuted into character; it exists with the depth of meaning that attaches to its coming within urgent daily interests.

Just as the senses require sensible objects to stimulate them, so our powers of observation, recollection, and imagination do not work spontaneously, but are set in motion by the demands set up by current social occupations.

I believe that the only true education comes through the stimulation of the child's powers by the demands of the social situations in which he finds himself.

Liberty is not just an idea, an abstract principle. It is power, effective power to do specific things. There is no such thing as liberty in general; liberty, so to speak, at large.