When things have a meaning for us, we mean (intend, propose) what we do: when they do not, we act blindly, unconsciously, unintelligently.

If all meanings could be adequately expressed by words, the arts of painting and music would not exist.

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.

I believe that the teacher's place and work in the school is to be interpreted from this same basis. The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences.

Method means that arrangement of subject matter which makes it most effective in use. Never is method something outside of the material.

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

The need for growth, for development, for change, is fundamental to life.