The most important attitude that can be formed is that of desire to go on learning.

Forty years spent in wandering in a wilderness like that of the present is not a sad fate - unless one attempts to make himself believe that the wilderness is after all itself the promised land.

Good manners come, as we say, from good breeding or rather are good breeding; and breeding is acquired by habitual action, in response to habitual stimuli, not by conveying information.

The development occurs through reciprocal give-and-take, the teacher taking but not being afraid also to give.

The central problem of an education based upon experience is to select the kind of present experience that live fruitfully and creatively in subsequent experiences.

Men have gone on to build up vast intellectual schemes, philosophies, and theologies, to prove that ideals are not real as ideals but as antecedently existing actualities. They have failed to see that in converting moral realities into matters of intellectual assent they have evinced lack of moral faith.

A narrow and moralistic view of morals is responsible for the failure to recognize that all the aims and values which are desirable in education are themselves moral. Discipline, natural development, culture, social efficiency, are moral traits - marks of a person who is a worthy member of that society which it is the business of education to further.