It is part of the educator's responsibility to see equally to two things: First, that the problem grows out of the conditions of the experience being had in the present, and that it is within the range of the capacity of students; and, secondly, that it is such that it arouses in the learner an active quest for information and for production of new ideas. The new facts and new ideas thus obtained become the ground for further experiences in which new problems are presented.

Knowledge falters when imagination clips its wings or fears to use them.

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

...the moment of passage from disturbance into harmony is that of intensest life.

Every teacher should realize the dignity of his calling.

Society not only continues to exist by transmission, by communication, but it may fairly be said to exist in transmission, in communication.

A good aim surveys the present state of experience of pupils, and forming a tentative plan of treatment, keeps the plan constantly in view and yet modifies it as conditions develop. The aim, in short, is experimental, and hence constantly growing as it is tested in action.