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.

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.

From the standpoint of the child, the great waste in the school comes from his inability to utilize the experiences he gets outside the school in any complete and free way within the school itself; while, on the other hand, he is unable to apply in daily life what he is learning at school. That is the isolation of the school — its isolation from life.

When "reality" is sought for at large, it is without intellectual import; at most the term carries the connotation of an agreeableemotional state.

Every one has experienced how learning an appropriate name for what was dim and vague cleared up and crystallized the whole matter. Some meaning seems distinct almost within reach, but is elusive; it refuses to condense into definite form; the attaching of a word somehow (just how, it is almost impossible to say) puts limits around the meaning, draws it out from the void, makes it stand out as an entity on its own account.

We have advanced far enough to say that democracy is a way of life. We have yet to realize that it is a way of personal life and one which provides a moral standard for personal conduct.

All genuine learning comes through experience.