Change as change is mere flux and lapse; it insults intelligence. Genuinely to know is to grasp a permanent end that realizes itself through changes.

Giving and taking of orders modifies actions and results, but does not of itself effect a sharing of purposes, a communication of interests.

Not only does social life demand teaching and learning for its own permanence, but the very process of living together educates. It enlarges and enlightens experience; it stimulates and enriches imagination; it creates responsibility for accuracy and vividness of statement and thought.

There is no discipline in the world so severe as the discipline of experience subjected to the tests of intelligent development and direction.

How can the child learn to be a free and responsible citizen when the teacher is bound?

The aim of education is to enable individuals to continue their education — or that the object and reward of learning is continued capacity for growth.

By various agencies, unintentional and designed, a society transforms uninitiated and seemingly alien beings into robust trustees of its own resources and ideals. Education is thus a fostering, a nurturing, a cultivating, process.