I believe that in the ideal school we have the reconciliation of the individualistic and the institutional ideals.

As we have seen there is some kind of continuity in any case since every experience affects for better or worse the attitudes which help decide the quality of further experiences, by setting up certain preference and aversion, and making it easier or harder to act for this or that end.

The young of human beings compare so poorly in original efficiency with the young of many of the lower animals, that even the powers needed for physical sustentation have to be acquired under tuition. How much more, then, is this the case with respect to all the technological, artistic, scientific, and moral achievements of humanity!

Written symbols are even more artificial or conventional than spoken; they cannot be picked up in accidental intercourse with others. In addition, the written form tends to select and record matters which are comparatively foreign to everyday life.

All genuine education comes about through experience.

Every teacher should realize he is a social servant set apart for the maintenance of the proper social order and the securing of the right social growth. In this way, the teacher always is the prophet of the true God and the usherer-in of the true Kingdom of God.

What accumulated knowledge exists in low grade societies is at least put into practice; it is transmuted into character; it exists with the depth of meaning that attaches to its coming within urgent daily interests.