No thought, no idea, can possibly be conveyed as an idea from one person to another. When it is told it is to the one to whom it is told another fact, not an idea. The communication may stimulate the other person to realize the question for himself and to think out a like idea, or it may smother his intellectual interest and suppress his dawning effort at thought. But what he directly gets cannot be an idea. Only by wrestling with the conditions of the problem at first hand, seeking and finding his own way out, does he think.

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

If the members who compose a society lived on continuously, they might educate the new-born members, but it would be a task directed by personal interest rather than social need. Now it is a work of necessity.

To "learn from experience" is to make a backward and forward connection between what we do to things and what we enjoy or suffer from things in consequence.

Etymologically, the word education means just a process of leading or bringing up.

It is merely a linguistic peculiarity, not a logical fact, that we say "that is red" instead of "that reddens," either in the sense of growing, becoming, red, or in the sense of making something else red.

A man can be prevented from breaking into other persons' houses by shutting him up, but shutting him up may not alter his disposition to commit burglary.