The result of the educative process is capacity for further education.

I believe that the school must represent present life - life as real and vital to the child as that which he carries on in the home, in the neighborhood, or on the play-ground.

We never educate directly, but indirectly by means of the environment. Whether we permit chance environments to do the work, or whether we design environments for the purpose makes a great difference.

When things have a meaning for us, we mean (intend, propose) what we do: when they do not, we act blindly, unconsciously, unintelligently.

In a world that has so largely engaged in a mad and often brutally harsh race for material gain by means of ruthless competition, it behooves the school to make ceaseless and intelligently organized effort to develop above all else the will for co-operation and the spirit which sees in every other individual one who has an equal right to share in the cultural and material fruits of collective human invention, industry, skill and knowledge

A response is not just a re-action, a protest, as it were, against being disturbed; it is, as the word indicates, an answer. It meets the stimulus, and corresponds with it.

Science is a systematic means of gaining reliable knowledge.