Language fails not because thought fails, but because no verbal symbols can do justice to the fullness and richness of thought. Ifwe are to continue talking about "data" in any other sense than as reflective distinctions, the original datum is always such a qualitative whole.

The aim of education is to enable individuals to continue their education ... (and) the object and reward of learning is continued capacity for growth. Now this idea cannot be applied to all the members of a society except where intercourse of man with man is mutual, and except where there is adequate provision for the reconstruction of social habits and institutions by means of wide stimulation arising from equitably distributed interests. And this means a democratic society.

The activity of the immature human being is simply played upon to secure habits which are useful. He is trained like an animal rather than educated like a human being. His instincts remain attached to their original objects of pain or pleasure. But to get happiness or to avoid the pain of failure he has to act in a way agreeable to others.

Everything which bars freedom and fullness of communication sets up barriers that divide human beings into sets and cliques, into antagonistic sects and factions, and thereby undermines the democratic way of life.

Education is not an affair of 'telling' and being told, but an active and constructive process.

Our historic imagination is at best slightly developed. We generalise and idealise the past egregiously. We set up little toys to stand as symbols for centuries and the complicated lives of countless individuals.

What nutrition and reproduction are to physiological life, education is to social life.