Since growth is the characteristic of life, education is all one with growing; it has no end beyond itself. The criterion of the value of school education is the extent in which it creates a desire for continuous growth and supplies means for making the desire effective in fact.

Collateral learning in the way of formation of enduring attitudes, of likes and dislikes, may be and often is much more important than the spelling lesson or lesson in geography or history that is learned.

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

In general, every stimulus directs activity. It does not simply excite it or stir it up, but directs it toward an object.

Where there is giving there must be taking.

The school must be "a genuine form of active community life, instead of a place set apart in which to learn lessons".

A being connected with other beings cannot perform his own activities without taking the activities of others into account. For they are the indispensable conditions of the realization of his tendencies. When he moves he stirs them and reciprocally.