Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.

If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect - its effect upon conscious experience - we may well believe that this lesson has been learned largely through dealings with the young.

Old ideas give way slowly; for they are more than abstract logical forms and categories. They are habits, predispositions, deeply ingrained attitudes of aversion and preference.

The struggle for democracy has to be maintained on as many fronts as culture has aspects: political, economic, international, educational, scientific and artistic, religious.

The acquisition however perfectly of skills is not an end in itself. They are things to be put to use as a contribution to a common and shared life.

Science is a systematic means of gaining reliable knowledge.

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.