The first office of the social organ we call the school is to provide a simplified environment. It selects the features which are fairly fundamental and capable of being responded to by the young. Then it establishes a progressive order, using the factors first acquired as means of gaining insight into what is more complicated.

The struggle for democracy has to be maintained on as many fronts as culture has aspects: political, economic, international, educational, scientific and artistic, religious.

As long as politics is the shadow cast on society by big business, the attenuation of the shadow will not change the substance.

Man's home is nature; his purposes and aims are dependent for execution upon natural conditions. Separated from such conditions they become empty dreams and idle indulgences of fancy.

There is, I think, no point in the philosophy of progressive education which is sounder than its emphasis upon the importance of the participation of the learner in the formation of the purposes which direct his [sic] activities in the learning process, just as there is no defect in traditional education greater than its failure to secure the active cooperation of the pupil in construction of the purposes involved in his studying.

Nothing takes root in mind when there is no balance between doing and receiving.

I should venture to assert that the most pervasive fallacy of philosophic thinking goes back to neglect of context.