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.

By various agencies, unintentional and designed, a society transforms uninitiated and seemingly alien beings into robust trustees of its own resources and ideals. Education is thus a fostering, a nurturing, a cultivating, process.

Even dogs and horses have their actions modified by association with human beings; they form different habits because human beings are concerned with what they do.

Any genuine teaching will result, if successful, in someone's knowing how to bring about a better condition of things than existed earlier.

If the eyes are open and there is light, seeing occurs; the stimulus is but a condition of the fulfillment of the proper function of the organ, not an outside interruption. To some extent, then, all direction or control is a guiding of activity to its own end; it is an assistance in doing fully what some organ is already tending to do.

In general it may be said that the things which we take for granted without inquiry or reflection are just the things which determine our conscious thinking and decide our conclusions. And these habitudes which lie below the level of reflection are just those which have been formed in the constant give and take of relationship with others.

It is obvious to any observer that in every western country the increase of importance of public schools has been at least coincident with the relaxation of older family ties.