A person who is trained to consider his actions, to undertake them deliberately, is in so far forth disciplined. Add to this ability a power to endure in an intelligently chosen course in the face of distraction, confusion, and difficulty, and you have the essence of discipline.

In England, philosophers are honoured, respected; they rise to public offices, they are buried with the kings... In France warrants are issued against them, they are persecuted, pelted with pastoral letters: Do we see that England is any the worse for it?

Doctrine that eliminates or even obscures the function of choice of values and enlistment of desires and emotions in behalf of those chosen weakens personal responsibility for judgment and for action. It thus helps create the attitudes that welcome and support the totalitarian state.

Experiences in order to be educative must lead out into an expanding world of subject matter, a subject matter of facts or information and of ideas. This condition is satisfied only as the educator views teaching and learning as a continuous process of reconstruction of experience.

The devotion of democracy to education is a familiar fact. . . . [A] government resting upon popular suffrage cannot be successful unless those who elect . . . their governors are educated.

I believe that in the ideal school we have the reconciliation of the individualistic and the institutional ideals.

Some experiences are mis-educative. Any experience is mis-educative that has the effect of arresting or distorting the growth of further experience.