Education as growth or maturity should be an ever-present process.

Experiences in order to be educative must lead out into an expanding world of subject matter, a subject matter of facts or information and of ideas. This condition is satisfied only as the educator views teaching and learning as a continuous process of reconstruction of experience.

There can be no doubt ... of our dependence upon forces beyond our control. Primitive man was so impotent in the face of these forces that g , especially in an unfavorable natural environment, fear became a dominant attitude, and, as the old saying goes, fear created gods.

A being connected with other beings cannot perform his own activities without taking the activities of others into account. For they are the indispensable conditions of the realization of his tendencies. When he moves he stirs them and reciprocally.

Within even the most social group there are many relations that are not as yet social.

I believe that the only true education comes through the stimulation of the child's powers by the demands of the social situations in which he finds himself.

The devotion of democracy to education is a familiar fact. . . . [A] government resting upon popular suffrage cannot be successful unless those who elect . . . their governors are educated.