Schools are, indeed, one important method of the transmission which forms the dispositions of the immature; but it is only one means, and, compared with other agencies, a relatively superficial means. Only as we have grasped the necessity of more fundamental and persistent modes of tuition can we make sure of placing the scholastic methods in their true context.

To "learn from experience" is to make a backward and forward connection between what we do to things and what we enjoy or suffer from things in consequence.

In general it may be said that the things which we take for granted without inquiry or reflection are just the things which determine our conscious thinking and decide our conclusions. And these habitudes which lie below the level of reflection are just those which have been formed in the constant give and take of relationship with others.

If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.

It is obvious to any observer that in every western country the increase of importance of public schools has been at least coincident with the relaxation of older family ties.

While every social arrangement is educative in effect, the educative effect first becomes an important part of the purpose of the association in connection with the association of the older with the younger.

Philosophy recovers itself when it ceases to be a device for dealing with the problems of philosophers and becomes a method, cultivated by philosophers, for dealing with the problems of men.