How many students ... were rendered callous to ideas, and how many lost the impetus to learn because of the way in which learning was experienced by them?

When others are not doing what we would like them to or are threatening disobedience, we are most conscious of the need of controlling them and of the influences by which they are controlled.

The moment philosophy supposes it can find a final and comprehensive solution, it ceases to be inquiry and becomes either apologetics or propaganda.

Only in education, never in the life of farmer, sailor, merchant, physician, or laboratory experimenter, does knowledge mean primarily a store of information aloof from doing.

I believe that the teacher's place and work in the school is to be interpreted from this same basis. The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences.

Social engaged intellectuals must accept reality as they found it and shape it toward positive social goals, not stand aside in self-righteous isolation.

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