The intimation never wholly deserts us that there is, in the unformed activities of childhood and youth, the possibilities of a better life for the community as well as for individuals here and there. This dim sense is the ground of our abiding idealization of childhood.

Mankind likes to think in terms of extreme opposites.

Too rarely is the individual teacher so free from the dictation of authoritative supervisor, textbook on methods, prescribed course of study, etc., that he can let his mind come to close quarters with the pupil's mind and the subject matter.

A man can be prevented from breaking into other persons' houses by shutting him up, but shutting him up may not alter his disposition to commit burglary.

The conduct of schools, based upon a new order of conception, is so much more difficult than is the management of schools which walk the beaten path.

The only thing that is unqualifiedly given is the total pervasive quality; and the objection to calling it "given" is that the word suggests something to which it is given, mind or thought or consciousness or whatever, as well possibly as something that gives.

For in spite of itself any movement that thinks and acts in terms of an ‘ism becomes so involved in reaction against other ‘isms that it is unwittingly controlled by them. For it then forms its principles by reaction against them instead of by a comprehensive, constructive survey of actual needs, problems, and possibilities.