A being connected with other beings cannot perform his own activities without taking the activities of others into account. For they are the indispensable conditions of the realization of his tendencies. When he moves he stirs them and reciprocally.

All direction is but re-direction; it shifts the activities already going on into another channel. Unless one is cognizant of the energies which are already in operation, one's attempts at direction will almost surely go amiss.

Intelligence is in constant process of forming, and its retention requires constant alertness in observing consequences, an open-minded will to learn, and courage in readjustment.

There is no common understanding, and no community life. But in a shared activity, each person refers what he is doing to what the other is doing and vice-versa.

We can have facts without thinking but we cannot have thinking without facts.

Schools are, indeed, one important method of the transmission which forms the dispositions of the immature; but it is only one means, and, compared with other agencies, a relatively superficial means. Only as we have grasped the necessity of more fundamental and persistent modes of tuition can we make sure of placing the scholastic methods in their true context.

Education, in its broadest sense, is the means of this social continuity of life.