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.

The problem of restoring integration and co-operation between man's beliefs about the world in which he lives and his beliefs about values and purposes that should direct his conduct is the deepest problem modern life. It is the problem of any philosophy that is not isolated from life.

Like the soil, mind is fertilized while it lies fallow, until a new burst of bloom ensues.

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 relationships of our present social life are so numerous and so interwoven that a child placed in the most favorable position could not readily share in many of the most important of them. Not sharing in them, their meaning would not be communicated to him, would not become a part of his own mental disposition. There would be no seeing the trees because of the forest. Business, politics, art, science, religion, would make all at once a clamor for attention; confusion would be the outcome.

The primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education.

There is no discipline in the world so severe as the discipline of experience subjected to the tests of intelligent development and direction.