Perhaps the greatest of all pedagogical fallacies is the notion that a person learns only the particular thing he is studying at the time.

Nothing takes root in mind when there is no balance between doing and receiving.

Experience alone cannot deliver to us necessary truths; truths completely demonstrated by reason. Its conclusions are particular, not universal.

Schools are, indeed, one important method of the transmission which forms the dispositions of the immature; but it is only one means, and, compared with other agencies, a relatively superficial means. Only as we have grasped the necessity of more fundamental and persistent modes of tuition can we make sure of placing the scholastic methods in their true context.

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

We are a people of many races, many faiths, creeds, and religions. I do not think that the men who made the Constitution forbade the establishment of a State church because they were opposed to religion. They knew that the introduction of religious differences into American life would undermine the democratic foundations of this country. What holds for adults holds even more for children, sensitive and conscious of differences. I certainly hope that the Board of Education will think very, very seriously before it introduces this division and antagonism in our public schools.

A man really living alone (alone mentally as well as physically) would have little or no occasion to reflect upon his past experience to extract its net meaning.