We never educate directly, but indirectly by means of the environment. Whether we permit chance environments to do the work, or whether we design environments for the purpose makes a great difference.

There's all the difference in the world between having something to say, and having to say something.

The experience has to be formulated in order to be communicated.

The need for growth - what we might call immaturity - is not a negative state of being.

Schools should take part in the great work of construction and organization that will have to be done.

Too rarely is the individual teacher so free from the dictation of authoritative supervisor, textbook on methods, prescribed course of study, etc., that he can let his mind come to close quarters with the pupil's mind and the subject matter.

The end justifies the means only when the means used are such as actually bring about the desired and desirable end.