Men live in a community in virtue of the things which they have in common; and communication is the way in which they come to possess things in common. What they must have in common in order to form a community or society are aims, beliefs, aspirations, knowledge - a common understanding - likemindedness as the sociologists say.

Every society gets encumbered with what is trivial, with dead wood from the past, and with what is positively perverse.

The intimation never wholly deserts us that there is, in the unformed activities of childhood and youth, the possibilities of a better life for the community as well as for individuals here and there. This dim sense is the ground of our abiding idealization of childhood.

Schools have ignored the value of experience and chosen to teach by pouring in.

Education has no more serious responsibility than the making of adequate provision for enjoyment of recreative leisure not only for the sake of immediate health, but for the sake of its lasting effect upon the habits of the mind.

Teaching can be compared to selling commodities. No one can sell unless someone buys ... yet there are teachers who think they have done a good day's teaching irrespective of what the pupils have learned.

Cooperation called fraternity in the classic French formula is as much a part of the democratic ideal as is personal initiative. That cultural conditions were allowed to develop (markedly so in the economic phase) which subordinated cooperativeness to liberty and equality serves to explain the decline in the two latter.