From the standpoint of the child, the great waste in the school comes from his inability to utilize the experiences he gets outside the school in any complete and free way within the school itself; while, on the other hand, he is unable to apply in daily life what he is learning at school. That is the isolation of the school — its isolation from life.

If there is one conclusion to which human experience unmistakably points it is that democratic ends demand democratic methods for their realization.

Those engaged in directing the actions of others are always in danger of overlooking the importance of the sequential development of those they direct.

I should venture to assert that the most pervasive fallacy of philosophic thinking goes back to neglect of context.

Written symbols are even more artificial or conventional than spoken; they cannot be picked up in accidental intercourse with others. In addition, the written form tends to select and record matters which are comparatively foreign to everyday life.

All communication is like art. It may fairly be said, therefore, that any social arrangement that remains vitally social, or vitally shared, is educative to those who participate in it. Only when it becomes cast in a mold and runs in a routine way does it lose its educative power.

Society not only continues to exist by transmission, by communication, but it may fairly be said to exist in transmission, in communication.