One can think effectively only when one is willing to endure suspense and to undergo the trouble of searching.

We cannot set up, out of our heads, something we regard as an ideal society.

We never educate directly, but indirectly by means of the environment. Whether we permit chance environments to do the work, or whether we design environments for the purpose makes a great difference.

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.

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

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

Since growth is the characteristic of life, education is all one with growing; it has no end beyond itself. The criterion of the value of school education is the extent in which it creates a desire for continuous growth and supplies means for making the desire effective in fact.