There is no such thing as educational value in the abstract. The notion that some subjects and methods and that acquaintance with certain facts and truths possess educational value in and of themselves is the reason why traditional education reduced the material of education so largely to a diet of predigested materials.

Education, in its broadest sense, is the means of this social continuity of life.

We talk much more about individualism and liberty than our ancestors. But as so often happens, when anything becomes conscious, the consciousness is compensatory for absence in practice.

...compartmentalization of occupations and interests bring about a separation of that mode of activity commonly called 'practice' from insight; of imagination from executive 'doing.' Each of these activities is then assigned its own place in which it must abide. Those who write the anatomy of experience then suppose that these divisions inhere in the very constitution of human nature.

Faith in the possibilities of continued and rigorous inquiry does not limit access to truth to any channel or scheme of things. It does not first say that truth is universal and then add there is but one road to it.

Modern life means democracy, democracy means freeing intelligence for independent effectivenessthe emancipation of mind as an individual organ to do its own work. We naturally associate democracy, to be sure, with freedom of action, but freedom of action without freed capacity of thought behind it is only chaos.

Thought is impossible without words.