The plea for the predominance of learning to read in early school life because of the great importance attaching to literature seems to be a perversion.

The acquisition however perfectly of skills is not an end in itself. They are things to be put to use as a contribution to a common and shared life.

Mere physical growing up, mere mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required.

The conduct of schools, based upon a new order of conception, is so much more difficult than is the management of schools which walk the beaten path.

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.

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

Consensus demands communication.