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.

A large part of the art of instruction lies in making the difficulty of new problems large enough to challenge thought, and small enough so that, in addition to the confusion naturally attending the novel elements, there shall be luminous familiar spots from which helpful suggestions may spring.

Thought is impossible without words.

You cannot teach today the same way you did yesterday to prepare students for tomorrow.

That education is not an affair of "telling" and being told, but an active and constructive process, is a principle almost as generally violated in practice as conceded in theory. Is not this deplorable situation due to the fact that the doctrine is itself merely told? It is preached; it is lectured; it is written about.

A democracy is more than a form of government; it is primarily a mode of associated living, of conjoint communicated experience.

What holds for adults holds even more for children, sensitive and conscious of differences. I certainly hope that the Board of Education will think very, very seriously before it introduces this division and antagonism in our public schools.