As we have seen there is some kind of continuity in any case since every experience affects for better or worse the attitudes which help decide the quality of further experiences, by setting up certain preference and aversion, and making it easier or harder to act for this or that end.

The need for growth, for development, for change, is fundamental to life.

Experiences in order to be educative must lead out into an expanding world of subject matter, a subject matter of facts or information and of ideas. This condition is satisfied only as the educator views teaching and learning as a continuous process of reconstruction of experience.

Of what use, educationally speaking, is it to be able to see the end in the beginning?

Teaching can be compared to selling commodities. No one can sell unless someone buys ... yet there are teachers who think they have done a good day's teaching irrespective of what the pupils have learned.

Inference is always an invasion of the unknown, a leap from the known.

Man's home is nature; his purposes and aims are dependent for execution upon natural conditions. Separated from such conditions they become empty dreams and idle indulgences of fancy.