Since there is no single set of abilities running throughout human nature, there is no single curriculum which all should undergo. Rather, the schools should teach everything that anyone is interested in learning.

As a matter of fact, a modern society is many societies more or less loosely connected. Each household with its immediate extension of friends makes a society; the village or street group of playmates is a community; each business group, each club, is another.

Teaching may be compared to selling commodities. No one can sell unless somebody buys.

One can think effectively only when one is willing to endure suspense and to undergo the trouble of searching.

Education must be understood as growth, or the facilitation of growth.

We talk much more about individualism and liberty than our ancestors. But as so often happens, when anything becomes conscious, the consciousness is compensatory for absence in practice.

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