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.

It is commonplace that a problem stated is well on its way to solution, for statement of the nature of a problem signifies that the underlying quality is being transformed into determinate distinctions of terms and relations or has become an object of articulate thought.

The need for growth - what we might call immaturity - is not a negative state of being.

There's all the difference in the world between having something to say, and having to say something.

Every teacher should realize he is a social servant set apart for the maintenance of the proper social order and the securing of the right social growth. In this way, the teacher always is the prophet of the true God and the usherer-in of the true Kingdom of God.

Experience, in short, is not a combination of mind and world, subject and object, method and subject matter, but is a single continuous interaction of a great diversity (literally countless in number) of energies.

The first office of the social organ we call the school is to provide a simplified environment. It selects the features which are fairly fundamental and capable of being responded to by the young. Then it establishes a progressive order, using the factors first acquired as means of gaining insight into what is more complicated.