To the being of fully alive, the future is not ominous but a promise; it surrounds the present like a halo.

Education is life itself.

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

A being whose activities are associated with others has a social environment. What he does and what he can do depend upon the expectations, demands, approvals, and condemnations of others.

If the eyes are open and there is light, seeing occurs; the stimulus is but a condition of the fulfillment of the proper function of the organ, not an outside interruption. To some extent, then, all direction or control is a guiding of activity to its own end; it is an assistance in doing fully what some organ is already tending to do.

Schools should take part in the great work of construction and organization that will have to be done.

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