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

Education must be understood as growth, or the facilitation of growth.

That the ulterior significance of every mode of human association lies in the contribution which it makes to the improvement of the quality of experience is a fact most easily recognized in dealing with the immature.

I should venture to assert that the most pervasive fallacy of philosophic thinking goes back to neglect of context.

Independent self-reliant people would be a counterproductive anachronism in the collective society of the future where people will be defined by their associations.

Of these three words, direction, control, and guidance, the last best conveys the idea of assisting through cooperation the natural capacities of the individuals guided; control conveys rather the notion of an energy brought to bear from without and meeting some resistance from the one controlled; direction is a more neutral term and suggests the fact that the active tendencies of those directed are led in a certain continuous course, instead of dispersing aimlessly.

All communication is like art. It may fairly be said, therefore, that any social arrangement that remains vitally social, or vitally shared, is educative to those who participate in it. Only when it becomes cast in a mold and runs in a routine way does it lose its educative power.