It is commonplace that a problem stated is well on its way to solution, for statement of the nature of a problem signifies that the underlying quality is being transformed into determinate distinctions of terms and relations or has become an object of articulate thought.

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

Communication of science as subject-matter has so far outrun in education the construction of a scientific habit of mind that to some extent the natural common sense of mankind has been interfered with to its detriment.

The activity of the immature human being is simply played upon to secure habits which are useful. He is trained like an animal rather than educated like a human being. His instincts remain attached to their original objects of pain or pleasure. But to get happiness or to avoid the pain of failure he has to act in a way agreeable to others.

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

Our historic imagination is at best slightly developed. We generalise and idealise the past egregiously. We set up little toys to stand as symbols for centuries and the complicated lives of countless individuals.

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