Every living being needs continually renewed, and education is simply the chief process by which renewal occurs.

As formal teaching and training grow in extent, there is the danger of creating an undesirable split between the experience gained in more direct associations and what is acquired in school. This danger was never greater than at the present time, on account of the rapid growth in the last few centuries of knowledge and technical modes of skill.

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.

Complete adaptation to environment means death. The essential point in all response is the desire to control environment.

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.

It may be said that an education which does not succeed in making poetry a resource in the business of life as well as in its leisure, has something the matter with it.

Modern philosophy certainly exacts a surrender of all supernaturalism and fixed dogma and rigid institutionalism with which Christianity has been historically associated